The purpose of this paper is to find out pedagogues approach to intercultural education through IVIK, goals and guidelines, the school for newly arrived students and how student experience and knowledge are utilized. In my study, I used a qualitative research method. I have interviewed four teachers and four students and a school administrator at IVIK. Results of the study show that most teachers have a good understanding of interculturalism, but that doesn’t mean that teachers make of this relationship means in their teachings. Lack of knowledge about students' cultural background means that teachers can´t integrate it into their teaching. Another result is that the school has no clear goals, students are not faced with high expectations and the school will not be on the student's own experiences. Pupils' prior knowledge is mapped and not the pupil's needs are met. The key aspects that emerge are that teachers should have knowledge of their students' cultural backgrounds in other words, become inter-culturally competent, the school must have clear goals and guidelines and will offer training that is tailored based on student needs and abilities, and student prior knowledge must be identified on the student school language. For individual support and education to plan and to primarily utilize the student's skills and strengths and not focus on the student's potential lack of ability.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:sh-11801 |
| Date | January 2011 |
| Creators | Wahedi, Madina |
| Publisher | Södertörns högskola, Lärarutbildningen |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
Page generated in 0.0019 seconds