Diverse Teachers and Diverse Learners in Iceland Hanna

Diverse Teachers and Diverse Learners in Iceland Hanna Ragnarsdóttir and Hafdís Guðjónsdóttir School of Education, University of Iceland ESRC Seminar Series, Glasgow 23 February 2011 1

Overview • The paper draws upon empirical research conducted in Iceland among a) diverse teachers in compulsory schools; b) diverse teachers in preschools; c) diverse student (pre-service) teachers in a university; d) teachers teaching diverse students. • Qualitative studies conducted from 2006 to 2010 will be introduced. ESRC Seminar Series, Glasgow 23 February 2011 2

Icelandic context • The population of Iceland has in recent decades become increasingly diverse in terms of languages, cultures and religions. • The ratio of non-Icelandic citizens of the total population in Iceland: – 1995 – 2000 – 2005 – 2010 1, 8% 2, 6% 3, 6% 6, 8% (Statistics Iceland, 2010). ESRC Seminar Series, Glasgow 23 February 2011 3

Origins of non-Icelandic citizens in 2010: Ten largest groups Poland 9. 583 Portugal 619 Lithuania 1. 536 Philippines 603 Germany 1. 033 UK 534 Denmark 884 Thailand 520 Latvia 624 USA 499 Numbers out of a total population of 317. 630 in Iceland in 2010 (Statistics Iceland, 2010). Out of the total population, 26. 171 (8, 2%) are registered as immigrants, i. e. born in other countries than Iceland have parents other than Icelandic. ESRC Seminar Series, Glasgow 23 February 2011 4

Theoretical background • The theoretical framework draws upon writings on – critical multiculturalism and critical pedagogy (Banks & Banks, 2007; Cummins, 2003; May & Sleeter, 2010; Nieto, 1999). – leadership (Lumby & Coleman, 2007; Ryan, 2003) – multicultural education as a basis for school development (Banks & Banks, 2007; Gundara, 2000; Parekh, 2006). – globalisation, transnationalism and cosmopolitanism (Hansen, 2010; Popkewitz & Rizvi, 2009; Vertovec, 2009). ESRC Seminar Series, Glasgow 23 February 2011 5

Method • Qualitative research methods. • Semi-structured interviews. • Focus group interviews. • Focus on experiences of ethnic minority teachers and students and teachers teaching diverse groups of students. ESRC Seminar Series, Glasgow 23 February 2011 6

Ethnic minority students at the Iceland University of Education (Hanna Ragnarsdóttir and Hildur Blöndal, 2006) Participants: • Undergraduate students with other mother languages than Icelandic who lived in Iceland less than 15 years. • Speak a total of 12 mother languages, thereof 3 Scandinavian. • Speak a total of 15 languages. • All women. • All competent and qualified individuals. • 10 out of 16 have former university degrees. ESRC Seminar Series, Glasgow 23 February 2011 7

Main findings: Themes • Studies and ethos good. • Hierarchy of languages and nationalities • Self-identity and status – weaker the more different their culture and origins are from the Icelandic. • Silencing and isolation – non-participation in groups. • Importance of being appreciated and trusted. • Inequality – equality. • Struggles, victories, doubts. • The field of teaching – doubts, lack of courage to teach. • Importance of an open debate on how Icelandic universities adapt to a multicultural society. ESRC Seminar Series, Glasgow 23 February 2011 8

Preschools as multicultural workplaces (Hanna Ragnarsdóttir and Hildur Blöndal, 2007 -2008) Participants: • Ethnic minority teachers and teacher assistants in six Icelandic preschools in three diverse neighbourhoods in Reykjavik. – All immigrants who had lived in Iceland up to 19 years. – 3 -8 participants in each focus group, all women. – Each group included all ethnic minority staff in each preschool. • Preschool principals in the same schools. ESRC Seminar Series, Glasgow 23 February 2011 9

Preschools Numbers of ethnic minory teachers (of total number of staff) Origins of participants Preschool A Focus group A 4 (of 21) Southeast Europe, East Europe, West Asia, South America Preschool B Focus group B 6 (of 15) South America, Southeast Asia, South Asia, Central America, East Europe (2) Preschool C Focus group C 7 (of 16) West Europe, North Africa, Southwest Asia, East Europe (3), Southeast Europe Preschool D Focus group D 4 (of 17) Southeast Asia, East Europe (2), Southeast Asia Preschool E Focus group E 4 (of 30) Southeast Asia, West Africa, South America (2) Preschool F Focus group F 5 (of 20) West Europe, Southeast Asia, East Euope, Southeast Europe, North Europe. ESRC Seminar Series, Glasgow 23 February 2011 10

Main findings • Teachers and assistants: – – – • Strong wishes to belong to society, experiences of loneliness, misunderstanding, isolation, prejudice , marginalization. Principals: Two main standpoints. 1. School culture celebrating diversity and equality. 2. Diversity as a problem rather than opportunities. ESRC Seminar Series, Glasgow 23 February 2011 11

Ethnic minority teachers in Icelandic elementary schools (Björk Helle Lassen, 2005 -2006) Participants: • 81 qualified teachers answered a survey (all ethnic minority teachers in Iceland, 2% of the total number of teachers) • Interviews with 13 of these teachers • Focus group interviews with 16 teachers ESRC Seminar Series, Glasgow 23 February 2011 12

Main findings • • Positive experiences – adaptation successful Negative experiences – isolation, language difficulties Language and cultural barriers Lack of collaboration in the schools Lack of professionalism Unused resources Between two cultures ESRC Seminar Series, Glasgow 23 February 2011 13

The teachers of diverse learners (Sólveig Karvelsdóttir & Hafdís Guðjónsdóttir • Participants from compulsory schools – Teachers who choose to teach this group – Teachers who are given the group to teach because it is convenient for the school – Some teachers teach individual students – Some teachers teach a group with diverse students • Interviews – Semi-structured with three individual teachers – With two focus groups ESRC Seminar Series, Glasgow 23 February 2011 14

Main findings • Attitudes and beliefs – The discourse is difficult – choosing words for the individuals – The caring for these students • Teachers roles and work – Students are diverse considering experience, culture, language, - this means • curriculum for each student – Teachers are concerned • The language – the Icelandic and their mother tongue • Difficult to get individual teaching or support for all the students • Use different methods – teach vocabulary to get by in every day life others focus on the subjects to prepare students for the next level • Teach them about the country and the nation – take students around • If students come from the same country they can use their mother tongue in school and then someone translates • Communication – Family involvement or lack of it ESRC Seminar Series, Glasgow 23 February 2011 15

Conclusion and discussion • The findings of all studies indicate that ethnic minority teachers and students experience barriers to integration and marginalization within schools (see also Ragnarsdóttir, 2008, 2010; Reid og Santoro, 2006; Santoro, 2007; Schmidt and Block, 2010). • Systemic changes are important to facilitate immigrant teacher integration. • The Icelandic teachers teaching diverse group of students are excited about it and care for their students. • More research is needed on what types of structural, institutional, cultural and personal discrimination migrant teachers face at the structural, institutional, cultural and personal levels. • Development of teacher education for an increasingly diverse teacher and student population is necessary. ESRC Seminar Series, Glasgow 23 February 2011 16

Funding • The research projects were funded by the Iceland University of Education and the University of Iceland Research Funds. ESRC Seminar Series, Glasgow 23 February 2011 17