Nordic Studies on Diversity in Education
Like the rest of the world, the Nordic countries have become more heterogeneous than ever before. This means that Nordic educational institutions have increasing diversity in terms of origins, languages, religions/worldviews but also socio-cultural background of the different actors involved (staff, parents and students). It is well known across the world that these countries are based on a common set of fundamental values such as democracy, social justice and inclusion. Yet when it comes to the treatment of diversity, especially in education, many issues remain unresolved.
Many innovative and exciting research projects on diversity are currently thriving in the Nordic countries. This series thus opens up a forum for sharing advances in studies relating to the topic in Nordic education. In addition it seeks to contribute to current global discussions around multiculturalism and interculturalism in education. The series editors welcome single author manuscripts (e.g. dissertations) and edited volumes that provide an original window on the challenges and opportunities of diversity in Nordic education of any level (preschool, primary, secondary, vocational, higher education, adult education, etc.). The authors can adopt diachronic (historical) and/or synchronic approaches to questions of diversity. Comparisons between Nordic education and other parts of the world are also welcome.
Topics (amongst others):
- Access to education on all levels and teacher education programmes;
- Digital technologies use and diversity in education;
- Discourses on diversity in curricula, official documents and textbooks;
- Experiences of diverse teachers, parents and students;
- Nordic languages as second languages, lingua franca use in educational
contexts;
- Politics of language learning/use in relation to diversity in education;
- Power, justice and equity;
- Representation of diverse teachers and students;
- Researching diversity (methodology);
- School leadership, diversity and school development/reform.
- School – home cooperation.
- Student and academic mobility (short-term);
- Success stories;
- Teachers’ and student teachers’ intercultural competence;
- Teaching about diversity in (teacher) education programmes and professional
development programmes;
- Theoretical discussions regarding concepts and notions relating to diversity
(intercultural competence, justice, equity, otherness, racism, etc.);
- …
Prior to publication, the quality of the work published in this series is blind reviewed by external referees appointed by the editors. For PhD dissertations please send a copy of the dissertation evaluation.
Submit your publication proposals to the three series editors: Fred Dervin (fred.dervin@helsinki.fi); Lars Anders Kulbrandstad (lars.kulbrandstad@hihm.no); Hanna Ragnarsdóttir (hannar@hi.is).
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Fred Dervin is Professor of Multicultural Education at the University of Helsinki (Finland). He specializes in language and intercultural education, the sociology of multiculturalism and linguistics for intercultural communication and education. Dervin has widely published in international journals on identity, the ‘intercultural’ and mobility/migration. He has published over 20 books: Politics of Interculturality (co-edited with Anne Lavanchy and Anahy Gajardo, Newcastle: CSP, 2011), Impostures Interculturelles (Paris: L’Harmattan, 2012) and Linguistics for Intercultural Education (co-edited with Tony Liddicoat, New York: Benjamins). He is the series editor of Education beyond borders (Peter Lang) and Post-intercultural communication and education (CSP). His website: http://blogs.helsinki.fi/dervin/
Lars Anders Kulbrandstad is Professor of Nordic Educational Linguistics at Hedmark University College, Norway. He specializes in multilingualism, second language acquisition, language awareness and language attitudes. Professor Kulbrandstad is an active member of international networks centered on education in multicultural and multilingual contexts and has been academic advisor for programmes on literacy and learning in linguistically complex situations in Sub- Saharan Africa. He has a long list of publications in his areas of interest.
Hanna Ragnarsdóttir is Professor of Multicultural Studies at the University of Iceland. She is an anthropologist with a doctorate in education and specializes in research with immigrant children and families, on multicultural education, multicultural teacher education and school reform in diverse societies. Ragnarsdóttir is an active member of Nordic, European and international research networks in multicultural and intercultural education and education for social justice and has published extensively in these areas.
Scientific committee (To be confirmed):
Robert Berman, University of Iceland
Ghazala Bhatti, UniBath Spa University, England
Samuel Currey Lefever, University of Iceland
Joke Dewilde, Hedmark University College, Norway
Antoinette Gagné, University of Toronto, Canada
Petra Gilliyard Daryai-Hansen, Roskilde University, Denmark
Hafdís Guðjónsdóttir, University of Iceland
Börkur Hansen, University of Iceland
Anette Hellman, University of Gothenburg, Sweden
Hille Janhonen-Abruquah, University of Helsinki, Finland
Iben Jensen, University of Aalborg, Denmark
Vini Lander, University of Chichester, England
Kirsten Lauritsen, University College of Nord-Trøndelag (HiNT)
Johannes Lunneblad, University of Gothenburg, Sweden
Kaarina Määttä, University of Lapland, Finland
Heini Paavola, University of Helsinki, Finland
Ninetta Santoro, University of Strathclyde, Scotland
Geri Smyth, University of Strathclyde, Scotland
Clea Schmidt, University of Manitoba, Canada
Thor-André Skrefsrud, Hedmark University College, Norway
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