Multicultural School Festivals as a Creative Space for Identity Construction -- The Perspective of Minority Parents

Autor/inn/en	Dewilde, Joke; Kjørven, Ole Kolbjørn; Skrefsrud, Thor-André
Titel	Multicultural School Festivals as a Creative Space for Identity Construction -- The Perspective of Minority Parents
Quelle	In: Intercultural Education, 32 (2021) 2, S.212-229 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-5986
DOI	10.1080/14675986.2020.1851173
Schlagwörter	Cultural Pluralism; Cultural Activities; Immigrants; Parent Attitudes; Cultural Background; School Activities; Inclusion; Social Integration; Criticism; Minority Groups; Creativity; Self Concept; Parent School Relationship; Foreign Countries; Ethnography; Semiotics; Municipalities; Elementary School Students; Food; Cultural Awareness; Clothing; Visual Aids; Norway + Suchen Sie Ihr Suchwort? Kulturpluralismus; Cultural activity; Kulturelle Aktivität; Immigrant; Immigrantin; Immigranten; Elternverhalten; Inklusion; Soziale Integration; Kritik; Ethnische Minderheit; Kreativität; Selbstkonzept; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Ausland; Ethnografie; Semiotik; Magistrat; Lebensmittel; Cultural identity; Kulturelle Identität; Kleidung; Anschauungsmaterial; Norwegen
Abstract	In this article, we explore how minority parents construct and promote cultural identities through a multicultural school event in Norway. Such events respond to the call for diverse and inclusive initiatives to facilitate learning, belonging, and cohesion in schools. Schools see these events as helping further inclusion. Prior research on the subject has criticised such events for promoting essentialist understandings of cultural identities, hence regarding them as counterproductive to the aim of promoting inclusion. This research has directed scarce attention to the participant perspective, among them minority parents. Inspired by a broad understanding of linguistic landscaping, we documented the displayed representations at the stalls. Subsequently, using the Kurdish stall as an example, we encouraged the Kurdish parents to reflect on the meaning of the representations in semi-structured interviews. The findings indicate that the Kurdish parents involved view the event as an important space for creative construction of transnational and diasporic identities, as well as an opportunity for a minority group to strive for acceptance for its cause. We end the article by reflecting on the pedagogical potential of representations in multicultural school events. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01