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  • 1.
    Gaine, Chris
    et al.
    University College Chichester, Sussex.
    Hällgren, Camilla
    Umeå University, Faculty of Teacher Education, Department of Interactive Media and Learning.
    Pérez-Domínguez, Servando
    Salazar Noguera, Joana
    Weiner, Gaby
    Umeå University, Faculty of Teacher Education, Mathematics, Technology and Science Education.
    “Eurokid”: an innovative pedagogical approach to developing intercultural and anti-racist education on the Web2003In: Intercultural Education, ISSN 1467-5986, E-ISSN 1469-8439, Intercultural education, ISSN 1469-8439 (online), Vol. 14, no 3, p. 317-329Article in journal (Refereed)
    Abstract [en]

    Most schools in today's Europe have a high percentage of immigrant students. This percentage has increased in typical immigration countries such as Switzerland, Luxembourg, Belgium, Germany, France and the UK. However, this is also true for countries such as Sweden or Spain. Aware of this multicultural picture, in this paper we present the methodological approach of a European Comenius project, "Eurokid", based on the template "Britkid" (see www.britkid.org), which addresses intercultural education and anti-racism. Three countries are involved in the project: the UK, Sweden and Spain. The project is an educational and innovative tool and a learning and teaching resource for students and teachers in secondary schools. How? Through websites where a group of adolescents (minorities and majorities) "meet" and "talk" about issues of acceptance, difference, racism, mixed cultures, (multiple) identitie, and integration. Their "talks" in the three websites--written in each country's language(s) and in English--as well as the characters, are based on original research (via interviews and questionnaires). The project's objectives, content, pedagogical approaches and authentic classroom material, created to facilitate and promote dialogue among minorities and majorities, form the basis of this paper.

  • 2.
    Rosvall, Per-Åke
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Öhrn, Elisabet
    Göteborgs universitet.
    Teachers' silences about racist attitudes and students' desires to address these attitudes2014In: Intercultural Education, ISSN 1467-5986, E-ISSN 1469-8439, Vol. 25, no 5, p. 337-348Article in journal (Refereed)
    Abstract [en]

    In this article, we use ethnographic data to explore school-based perceptions of racism. We draw on the findings of a one-year study conducted in two upper secondary classes in a Swedish school. The starting point of the analysis was student discussions of racism in the school and the surrounding neighbourhood, which prompted an examination of teacher and student responses to racist and nationalist ideas. We concluded that the school seldom acted in line with recommended approaches for promoting non-racist and intercultural education. We suggest that the response is related to educational ideals that emphasise learning ‘objective’ facts (as opposed to values) and a de-contextualised view of teaching.

  • 3.
    Rosvall, Per-Åke
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Understanding career development amongst immigrant youth in a rural place2017In: Intercultural Education, ISSN 1467-5986, E-ISSN 1469-8439, Vol. 28, no 6, p. 523-542Article in journal (Refereed)
    Abstract [en]

    There is little research into the career trajectories and occupational aspirations of rural youth with immigrant backgrounds in Europe. This article presents new research based on field observations and interviews with five young immigrants of Persian descent in one rural town in Sweden. The findings highlighted gender differences in how the research participants felt their immigrant background would shape their future career plans and aspirations. The boys anticipated that by staying in the local town they might experience less of the stigma that they knew immigrants in urban areas often face. In contrast, the girls did not think of their rural home town as the best place to establish a career. One of the girls also spoke of an ambition to divide her working life between her new homeland and her family’s country of origin. The analysis stresses the importance of an intercultural understanding of both the local and the global when counselling immigrant youth in rural areas regarding their career choices.

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