School Principals' Diversity Ideologies in Fostering the Inclusion of Muslims in Finnish and Swedish Schools

Autor/in	Rissanen, Inkeri
Titel	School Principals' Diversity Ideologies in Fostering the Inclusion of Muslims in Finnish and Swedish Schools
Quelle	In: Race, Ethnicity and Education, 24 (2021) 3, S.431-450 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-3324
DOI	10.1080/13613324.2019.1599340
Schlagwörter	Principals; Administrator Attitudes; Equal Education; Culturally Relevant Education; Student Diversity; Religion; Muslims; Islam; Cross Cultural Studies; Cultural Pluralism; Foreign Countries; Ideology; Inclusion; Acculturation; Cultural Context; Race; Elementary Secondary Education; Parent School Relationship; Finland; Sweden + Suchen Sie Ihr Suchwort? Principal; Schulleiter; Muslim; Muslimin; Cultural comparison; Kulturvergleich; Kulturpluralismus; Ausland; Ideologie; Inklusion; Akkulturation; Rasse; Abstammung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Finnland; Schweden
Abstract	Mainstream scholarly approaches to improving equity in education, including culturally responsive education, promote multicultural recognition of diversity and abandon color-blindness as an ineffective strategy. The social psychological literature affords a more nuanced understanding of the merits of different diversity ideologies. However, these research strands rarely address religion. It is vital to study the actualization and influences of different diversity ideologies with respect to different forms of diversity and different contexts. This study analyzes Finnish and Swedish principals' diversity ideologies in fostering Muslim inclusion. The principals rely mainly on color-blind ideology, but assimilation into the secular normativity of the school is also commonly pursued. Multicultural ideology commonly applies to linguistic diversity, while Islam is excluded from the multiculturalist discourse. Reflexivity regarding the complex dynamics of recognizing individual vs. group identities in education as well as understanding of the implications of religion-blindness is called for. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01