A Critical Analysis of an Innovative Approach: A Case of Diversity in Norwegian Education

Autor/inn/en	Burner, Tony; Biseth, Heidi
Titel	A Critical Analysis of an Innovative Approach: A Case of Diversity in Norwegian Education
Quelle	In: SAGE Open, 6 (2016) 4, (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2158-2440
DOI	10.1177/2158244016680689
Schlagwörter	Instructional Innovation; Teaching Methods; Language Minorities; National Programs; Norwegian; Second Language Learning; Student Diversity; Teacher Attitudes; Program Implementation; Foreign Countries; Educational Policy; Faculty Development; Cultural Awareness; Cultural Pluralism; Secondary School Teachers; Elementary School Teachers; Elementary Secondary Education; Kindergarten; Preschool Teachers; Culture Conflict; Norway + Suchen Sie Ihr Suchwort? Educational Innovation; Bildungsinnovation; Teaching method; Lehrmethode; Unterrichtsmethode; Sprachminderheit; nicht übertragen; Norwegisch; Zweitsprachenerwerb; Lehrerverhalten; Ausland; Politics of education; Bildungspolitik; Cultural identity; Kulturelle Identität; Kulturpluralismus; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Kulturkonflikt; Norwegen
Abstract	This article investigates an innovative approach that has as its aim to ensure that more students complete secondary education. The national program, called "Competence for Diversity," puts emphasis on children with minority language background, that is, children with another first language(s) than the Norwegian national languages. In this article, we report on how educators participating in this program understand the term diversity and how they work to enhance diversity in their local contexts. The study applied mixed methods, where questionnaires (n = 86) and interviews (n = 40) were used to collect data. In addition, document analyses were performed. The results suggest that there is a significant gap between the educators' and the educational authorities' understanding of diversity as outlined in official documents. We claim that there is a need to define diversity, rather than implicating and addressing "the Others" when launching and implementing a national program on diversity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01