"In This Class We Are so Different That I Can Be Myself!" Intercultural Dialogue in a First Grade Upper Secondary School in Norway

Autor/inn/en	Solbue, Vibeke; Helleve, Ingrid; Smith, Kari
Titel	"In This Class We Are so Different That I Can Be Myself!" Intercultural Dialogue in a First Grade Upper Secondary School in Norway
Quelle	In: Education Inquiry, 8 (2017) 2, S.137-150 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2000-4508
DOI	10.1080/20004508.2017.1290894
Schlagwörter	Secondary School Students; Immigrants; Intercultural Communication; Disadvantaged; Classroom Environment; Case Studies; Educational Experience; Student Attitudes; Student Diversity; Observation; Ethnicity; Teacher Role; Prosocial Behavior; Peer Relationship; Foreign Countries; Personal Narratives; Peer Acceptance; Dialogs (Language); Social Integration; Norway + Suchen Sie Ihr Suchwort? Sekundarschüler; Immigrant; Immigrantin; Immigranten; Interkulturelle Kommunikation; Klassenklima; Unterrichtsklima; Case study; Fallstudie; Case Study; Bildungserfahrung; Schülerverhalten; Beobachtung; Ethnizität; Lehrerrolle; Peer-Beziehungen; Ausland; Erlebniserzählung; Dialog; Dialogs; Dialogue; Dialogues; Soziale Integration; Norwegen
Abstract	Focus of this article is immigrant youth and Norwegians-born to immigrant parents in upper secondary school in Norway. The study was conducted in a first year of a general study class in upper secondary school, where 11 of 24 students were immigrants. Previous research on immigrants in school tends to show a picture of a marginalized group in Norwegian schools which is characterized by egalitarianism. The research question of the article is: What can we learn from students' experiences with an inclusive class environment based on a case study? What contributes to their experience of a good class environment? Through observation of the class and interviews with students, we find that diversity is accepted. Pupils show mutual respect for each other and they do not define others based on ethnicity. The way in which school and teachers work with the class is of great importance. An intentional structure is framing the possibilities for intersubjective relations. Through these possibilities the participants create mutual meaning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01