Learning Spaces for Inclusion and Social Justice: Success Stories from Immigrant Students and School Communities in Four Nordic Countries Project Project leader: Hanna Ragnarsdóttir University of Iceland, School of Education Education for Tomorrow NordForsk Kick-off Conference June 2013

Background Justification for project: Mismatch between shared fundamental values in the Nordic countries, such as democracy, social justice and inclusion which are frequently stated in educational policy documents and the reality in many schools in these countries. By mapping current situations in the respective participating countries, focusing on the success of individual immigrant students contrary to expectations and good practices in schools we are better equipped to lay down a roadmap for schooling in our societies in the 21st century. While findings of research in all our countries has revealed the marginalisation of students with an immigrant background, research has also shown that there are some examples of the opposite, i.e. individual students and particular schools have succeeded in spite of what could be expected. Hanna Ragnarsdóttir 17 June 20132

Participants Universities: –University of Iceland, –University of Helsinki, –University of Gothenburg, –Hedmark University College. 13 researchers, 7 women and 6 men. Steering group: Country leaders; Hanna Ragnarsdóttir, Fred Dervin, Anette Hellman, Lars Anders Kulbrandstad. Research groups in all countries. Doctoral and masters students. Hanna Ragnarsdóttir 17 June 20133

Aims and objectives Main objective: To draw lessons from success stories of individual immigrant student and whole school communities at different levels that have succeeded in developing learning contexts that are equitable and socially just, contrary to expectations based on research findings. Two main aims of the study are to –understand and learn from the experiences of immigrant students who have succeeded academically and socially –explore and understand how social justice is implemented in equitable and successful diverse Nordic school contexts and other learning spaces. Hanna Ragnarsdóttir 17 June 20134

Subthemes and research areas The project integrates four subthemes and main research areas that are clearly interrelated and will be explored in the project: A. Students: Experiences and aspirations of immigrant students. B. Teachers professional development, pedagogy and teaching practices: Teachers as agents and facilitators of inclusion. C. Leadership, collaboration and school cultures: Promotion of democratic participation and collaboration of students, teachers, parents. D. Policies and curricula: Main criteria relating to equity, inclusion and social justice in educational policy and national curriculum guidelines and school policy and curricula. Hanna Ragnarsdóttir 17 June 20135

Theoretical background The field of critical multiculturalism has focused on many challenges in modern societies, such as questions of cultural rights of minority groups, and that education has developed in relation to the defined needs of a particular majority or majorities (May, 2010; Parekh, 2006) and is therefore an important theoretical focus in the proposed project. Other theoretical approaches related to our various disciplines will also be applied. Hanna Ragnarsdóttir 17 June 20136

Method Mixed methods will be applied in the proposed research project and each country research group will collect data according to a similar research model. Research model for each of the four countries: Schools. Case studies will be conducted in six schools (2 preschools, 2 primary and 2 secondary schools) in urban and rural contexts in each of the four Nordic countries (a total of 24 schools). Sampling is purposive in that all schools have succeeded in implementing social justice and creating inclusive learning spaces for all students. For selecting the schools, indicators such as average grades and test scores drop out rates will be used, as well as evaluation and judgement of school authorities. Hanna Ragnarsdóttir 17 June 20137

Milestones and deliverables YEAR 2013: Preparation period, organizing and planning research. Choosing and getting access to the research settings and choosing participants, data collecting in all countries, preliminary analysis, literature review. YEAR 2014: Analysis, literature review, writing up articles and book chapters, comparison of findings across countries. YEAR 2015: Final analysis, comparison and writing of findings across countries, pulling the project together, open final conference and online dialogue. Hanna Ragnarsdóttir 17 June 20138

Management Project leader. Steering group of one research leader from each country. Country research groups. Regular meetings of steering group, country research groups and all researchers including students. Hanna Ragnarsdóttir 17 June 20139

Expected results and potential impact The data collected and the findings from the proposed research will shed light on a myriad of good practices according to socially and academically successful immigrant students, as reported by teachers, principals and parents and as observed in school communities. Important contribution to educational policy, school reform and teacher education, thus benefitting all participants in the research. Providing direction on how to a greater extent than before develop learning spaces for inclusion and social justice in the Nordic countries and elsewhere.. Hanna Ragnarsdóttir 17 June

Plans for dissemination and implementation of the project results Presentations in international and national conferences. Publications in international, Nordic and national journals. Annual conferences inviting policy makers and school authorites in each country. Final open conference in Other activities: –Broadcast event – policy makers and school authorities –Linking principals, teachers, students and parents in online meetings –Cooperation with and between schools in the four countries Hanna Ragnarsdóttir 17 June

Concluding remarks Our aim is to gain new knowledge on how to better deal with the cultural and linguistic diversity in our societies and educational institutions and hopefully via this Nordic cooperation to influence how policy makers and institutional leaders, teacher educators, teachers and students view the cultural and linguistic diversity within their national borders. The research project will expand the field of research on the implementation of social justice in culturally diverse Nordic school contexts. Hanna Ragnarsdóttir 17 June