International Week in a Norwegian School. A Qualitative Study of the Participant Perspective

Autor/inn/en	Dewilde, Joke; Kjørven, Ole Kolbjørn; Skaret, Anne; Skrefsrud, Thor-André
Titel	International Week in a Norwegian School. A Qualitative Study of the Participant Perspective
Quelle	In: Scandinavian Journal of Educational Research, 62 (2018) 3, S.474-486 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
DOI	10.1080/00313831.2017.1306800
Schlagwörter	Foreign Countries; Qualitative Research; Inclusion; Social Justice; Multicultural Education; Case Studies; Ceremonies; Cultural Activities; Elementary Schools; Semi Structured Interviews; Administrator Attitudes; Principals; Assistant Principals; Teacher Attitudes; Middle Class Culture; Social Attitudes; Food; Norway + Suchen Sie Ihr Suchwort? Ausland; Qualitative Forschung; Inklusion; Soziale Gerechtigkeit; Multikulturelle Erziehung; Case study; Fallstudie; Case Study; Zeremoniell; Cultural activity; Kulturelle Aktivität; Elementary school; Grundschule; Volksschule; Principal; Schulleiter; Principals; Stellvertretende Schulleitung; Lehrerverhalten; Social attidude; Soziale Einstellung; Lebensmittel; Norwegen
Abstract	This article explores an international week in a Norwegian primary school from the perspective of the different participants. Such international weeks are typically organized in connection with the United Nations Day, to contribute towards the school's aims of inclusion and social justice. Whereas research literature has been critical towards such weeks, using terms such as "exotification" and "hall-way multiculturalism," there has been little research on international weeks from the participants' perspectives. This qualitative case study of a single week both confirms and challenges the research literature's critical stance. On the one hand, these weeks may seem to be only "happenings"; on the other hand, they potentially promote critical reflection about cultural identities, connecting schools and local communities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01