Připravenost norských základních škol na práci s dětmi přistěhovalci z pohledu učitelů a norské legislativy: inspirace pro českou situaci?
| Title in English | Readiness of Norwegian Elementary Schools to Work with Immigrant Children from the perspective of teachers and Norwegian Legislation: inspiration for Czech school environment? |
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| Year of publication | 2016 |
| Type | Conference abstract |
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| Description | This paper describes and characterizes the current state of immigrant children education in Norwegian primary schools. It also shows what is typical for Norwegian educational system in relation to the immigrant children education and what challenges Norway has to face in this area. Result can be inspirational for the Czech environment since it is the presentation of the Scandinavian environment, which is traditionally known for its emphasis on social equality. Immigrant children educating becomes more relevant to more and more countries due the current situation of immigration. A lot of countries must change its educational policy. We cannot avoid concepts: assimilation, segregation and integration (Meglitsch, 1985) when we talk about cultural encounters. Relating the concept of integration in Norwegian schools, we see that the concept of School of common culture (multicultural education) is being discussed (Hauge, 2014). The presence of minority students is a prerequisite. We describe two types of schools in Norway: problem-oriented school and resource-oriented (multicultural). Phil (2000) sees the Norwegian schools are somewhere between the first and second type. Therefore he introduced another type: intercultural school. The designation corresponds to most Norwegian schools. The teacher is perceived today as an intermediary multicultural world, that´s why multicultural education is another theoretical background (Banks, 1994). The main research question is: How are the Norwegian schools prepared to educate immigrant children from the perspective of teachers and Norwegian legislation? Due to the nature of the question it has been used the qualitative approach (Bryman, 2008 Denzin & Lincoln, 2003) and three techniques of data collection: document analyses (laws, national, local and school strategical educational documents), interview with principals and teachers of primary schools and observation in classes of regular Norwegian, special education in Norwegian. |
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