Teacher Education for Diversity: Current approaches and challenges EDUCATION AND DIVERSITY EXPERTS...

Teacher Education for Diversity: Current approaches and

challengesEDUCATION AND DIVERSITY EXPERTS MEETING

BRUSSELS, BELGIUM 17 December - Venue: Hotel Errara

14:15 – 15:45

Kristján Ketill Stefánsson, Iceland University of Education (IUE)

Questions for discussion

• What diversity?• What training and education

initiatives currently exist for teachers for diversity in Iceland?

• How adequate have they been at addressing the challenges of diversity in classrooms?

Thoughts from student teachers

• 46 student teachers from 23 European countries gathered in Lublin, Poland in August, 2005 to discuss common issues of interest.

• Here are a some personal notes after reading thorugh the groupwork notes on “xenophobia and integration in the European school system”.

Conclusions

• The ongoing theme was:– Language (The emphasis on learning

Icelandic in Iceland)– Religion (Norwegian (and Icelandic) laws on

compulsory schooling include paragraphs on Christian upbringing)

• Impossible to enforce• Hard to remove

– Culture (how to recognize the nation and the national culture without alienating immigrants)

Conclusions

• But the diversity could be categorized into:– Local diversity (Latvians of Russian

origin)– Regional diversity (immigrants from

Azerbyjan and Armenia in Georgia)– International diversity (Nigerian

immigrants in Ireland)

Conclusion

• The diversity is diverse!!!

Source: (OECD, 2007)

Dif. Dif.OECDSwitzerland -95 -0,51Belgium -93 -0,63Austria -89 -0,60Denmark -89 -0,90Sweden -78 -0,39Germany -77 -0,73Netherlands -68 -0,81Portugal -67 0,05Luxembourg -67 -0,92France -67 -0,58Spain -66 -0,29Italy -61 -0,45Norway -60 -0,55United States -57 -0,63Greece -49 -0,48United Kingdom -41 -0,22Canada -22 -0,06Ireland -10 0,11New Zealand -10 0,02Australia -3 -0,02 OECD total -48 -0,27 OECD average -58 -0,43

Difference in science performance between first-

generation and native students

Difference in the ESCS between students with an

immigrant background (first- and second-generation) and

native students

Increased diversity in Iceland

• During the least decade– Origin– Language– Culture– Religion

Percentage foreign citizens 1950-2006 (w w w .statice.is)

0

2

4

6

8

Year

Percentage

Change of discourse in Iceland

• During the last decade– First

• Low performance• Pupils with special needs

– Now• Equality• Discrimination

New research emphasis in Iceland

1. Former emphasis led to increased discrimination

2. Increased focus on the UN Convention on the Rights of the Child

3. Cultural diversity benefits all children

Training and education initiatives in IUE

• 2002 Education for bilingual children. M.Ed. trajectory.– 4 courses 40 ECTS

• 2003-2004 Name changed to Multicultural Education.– More courses added (after suggestions by

students working in the field, who knew the demand better then the teachers in the IUE). Comparison to similar education in other countries

• 2004 Subject council for Multicultural Education established.

Training and education initiatives in IUE

• 2004 Research group in Multicultural Education established

• 2005 Seven courses in Multicultural Education offered in M.Ed. Studies

• 2006 Multicultural Education becomes a full M.Ed. study program

Training and education initiatives in IUE

• 2007 Multicultural Education study program was adapted to Bologna standards.

• 2005-2007. Full revision of the Multicultural Education study program. Now there is a total of 9 courses available and students can choose two main trajectories. 1. Icelandic as a second language 2. The school in the multicultural society.

• 2007 A research institute in Multucultural Education established.

Training and education initiatives in IUE

• 2007 The book Multiculture in Iceland published, initiated and created by the research group of Multicultural Education.

• 2007 First student to graduate with an M.Ed. in Multicultural Education graduated this autumn.

• 2007-2008 7-8 students finishing their thesis in Multicultural Education

3 Obligatory courses for students that choose 30 or

more ECTS in ME (10 ECTS)1. Multicultural society and schools -

Ideology and research2. Icelandic as an additional

language3. Pedagogy and multiculture

6 Optional courses for all M.Ed.-students (10 ECTS).

1. Communication as culture2. Teaching a language3. Religions in a multicultural society4. Teaching Icelandic as a second

language5. Teaching Icelandic as a second

language to adults6. School improvement in a multicultural

society

Multicultural society and schools - Ideology and

research• The aims of this course are that the student has

acquired knowledge and understanding of the ideology, theory and research concerning multicultural studies and can apply them in a critical and disciplined manner in his or her field of work and research.

• That the student can collect, assess and analyse scientific data in the field of multicultural studies and use suitable technical measures and software.

• That the student can initiate new studies and development projects and communicate his or her findings in a suitable manner.

Multicultural society and schools - Ideology and

research• That the student has developed independent methods

of working and is capable of further studies and research in the field of multicultural studies.

• The course deals with research in the field of multicultural studies in Iceland as well as in other countries, the development of multicultural societies from a historical and international perspective, migration, the position of minority groups and refugees. It also addresses attitudes, prejudice and governmental actions, human rights, equality and democracy.

• Finally, the course addresses upbringing and pedagogies in a multicultural society and the situation of children and adolescents as linguistic, cultural and religious minority groups. Projects are linked to the field.

Multicultural society and schools - Ideology and

research• Banks, J.A. og Banks, C.A.M. (ritstj.)

(2005). Multicultural Education. Issues & Perspectives (5. útg.). New York: Wiley/Jossey-Bass Education. ISBN: 0-471-149829

• Brooker, L. (2002). Starting school. Young children learning cultures. Buckingham og Philadelphia: Open University Press. ISBN 0-335-20932-7

• Selected articles

Pedagogy and multiculture

• The main aims of the course are that the student recognizes ideologies and pedagogies in multicultural education and is able to adapt them to various school levels.

• That the student knows and understands key concepts of pedagogies in multicultural schools.

• That the student can collect, assess and analyse scientific data in the field of multicultural education and use suitable technical measures and software.

Pedagogy and multiculture

• That the student can initiate new studies and development projects and communicate his or her findings in a suitable manner.

• That the student has developed independent methods of working and is capable of further studies and research in the field of multicultural education.

Pedagogy and multiculture

• In the course various pedagogies in multicultural education will be introduced and their ideological basis. – Multicultural education,– inclusion,– global education, – multiple intelligences,– cooperative learning in multicultural groups,– Storyline,– philosophy for children and– multicultural education through arts and

literature will be introduced. Projects are linked to the field.

ME research group discourse

• Need for a revison of the curriculum in all levels– Many languages many cultures

• Not children with special needs in our school system, just children in a cultural diverse school system.

ME research group discourse

• Keywords– Equality– Democracy– Resepect– Unity

ME research group discourse

1. Curriculum – Makes references to the background of all children

2. Didactics – All children have access to the process, cooperation, dialog, unity and respect

3. Evaluation – Diverse and formative assessment

4. Structure – Study groups instead of traditional classes, increased diversity and democracy.

5. Environment, materials etc – Text, pictures etc. do all the children feel at home?

ME research group discourse

6. School ethos – Active policy against dicrimination.

7. School language – All children can use their own laguage acitively in school and their language being clearly visible to others.

8. Family and community relations – actively promote cooperation with all parents.

9. School development and school policy – democratic process with the involvement of teachers, parents and children.

How adequate have they been?

(Ragnarsdóttir, 2004)

• Immigrant children often socially isolated, few friends most often other immigrant children.

• Children in pre-schools and young levels of compulsory school do better than older children.

• The capabilities and skills of the children are not nurtured appropriately.

• Parents not active• Some collisions but parents usually

adapt to the school policy.

How adequate have they been? (Ragnarsdóttir, 2004)

• The schools do not adapt to diverse religions

• The families are isolated socially• All parents want to maintain the mother

tounge and do so activiely• Children learn Icelandic quickly but

have difficulties with complex definitions• Similar reults as in other countries• Results emphesisze the importance of

the school as a connection between the families and the society.

How adequate have they been?

(Ingólfsdóttir and Jónsdóttir, 2004)

• Best practise research• The implementation of ME has:

– Increased school - parents cooperation

– Increased enjoyment among immigrant parents

– Incresed friendship and respect among the children