This autumn has so far been a productive semester for DivE-reserchers in terms of publications. In the following, we present some of our publications:
DivEr Hege Merete Somby recently published an article together with Professor Torjer Olsen, where they discuss how Norwegian teacher education reflect the recent emphasis on Sámi culture and rights in the education system at large. They question whether inclusion is sufficinet or whether more radical strategies towards indigenisation is needed. The article is published in International Journal of Inclusive Education and you can read the whole article here.
DivE-forsker Hege Merete Somby har også vært gjesteredaktør i Nordisk Tidsskrift for Pedagogikk og Kritikk sammen med Ann-Cathrin Faldet, Peder Haug og Lotte Hedegaard Sørensen i et spesialnummer om inkluderende opplæring. Det kom inn flere bidrag som resulterte i åtte fagfellevurderte artikler om inkluderende opplæring. Spesialnummeret ble initiert fordi Kari Nes hadde 75års dag i 2021 og vi er veldig fornøyde med at vi fikk satt litt offentlig pris på Kari i lederen.
DivEr Thor-André Skrefsrud has published an article titled “A proposal to incorporate experiential education in non-confessional, intercultural religious education: Reflections from and on the Norwegian context”, where he discusses how the concept of experiential learning in the tradition of Freire, Dewey, and Vygotsky invites a reflection on the ways by which the Norwegian religious education subject is passed on most meaningfully in a diverse learning context. The article is published in a special issue of the journal Religions. You can read the whole article here.
Vander Tavares has published an article in which he examines how local students at a Canadian university conceptualize their experiences of multiculturalism and multilingualism on campus. In the article, Vander also explores the suggestions local students make in relation to improving local-international student socialization considering the widely documented divide between the two groups in higher education. The findings offer important implications for colleges and universities. Read the article in the Journal of Comparative and International Higher Education here.
Vander has also published a chapter in an edited volume titled “International Student Support and Engagement in Higher Education: Exploring Innovative Practices in Campus, Academic and Professional Support Services.” In his chapter, Vander looks at how matters related to identity influence multilingual international students’ decisions to make use of academic support services. Services such as writing and tutoring support that construct the identity of multilingual international students from a deficit perspective in relation to their local peers risks turning away the very students the services were designed for.
DivE-forsker Jonas Yassin Iversen har bidratt med et kapittel om det mangfoldige klasserommet i den fagfellevurderte boka "Læreren som regissør: Ledelse og læring i klasserommet", utgitt på Cappelen Damm Akademisk. I kapittelet viser Iversen bl.a. hvordan transspråking kan bidra til en tilpasset opplæring i språklig mangfoldige klasserom. Du kan leser mer om boka og bestille den her.