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首页> 外文期刊>Nordic Journal of Comparative and International Education >Immigrant Students’ Experiences of Higher Education in Iceland: Why Does Culturally Responsive Teaching Matter
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Immigrant Students’ Experiences of Higher Education in Iceland: Why Does Culturally Responsive Teaching Matter

机译：冰岛移民学生的高等教育经历：具有文化响应性的教学为何如此重要

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The paper is based on the first, extensive, qualitative study on immigrant students’ experiences of university education in Iceland. The theoretical framework is based on culturally responsive teaching that derives from multicultural education theory which focuses on analysing the position of minority groups, including immigrants in societies with special attention to their access to education. According to the theory, culturally responsive teaching methods and balanced workload based on the students’ language abilities, previous experiences and background have positive effects on the immigrant students’ well-being and generally contribute to their sense of belonging in the universities (e.g. Gay, 2018; Nieto, 2010). The participants of the study are 41 immigrant university students who participated in focus group and individual interviews. The findings show that despite the fact that culturally responsive teaching as an established teaching method is still an uncommon phenomenon in Icelandic universities, the students’ experiences are highly positive, even when culturally responsive teaching is applied unsystematically by some teachers. Furthermore, the findings reveal that the students especially valued an atmosphere of care, trust and power-sharing in the classroom. The study makes a significant contribution to understanding immigrant students’ experiences of the education process in Icelandic universities that currently emphasise the importance of multicultural education and pay special attention to providing equal rights to education to everyone regardless of their origin. Furthermore, the study is relevant from a comparative perspective and contributes to the general discussion about immigrant students in higher education in Europe.
机译：该论文基于对冰岛移民学生的大学教育经历进行的首次大规模定性研究。该理论框架基于文化响应式教学，该教学源于多元文化教育理论，该理论着重于分析少数群体的地位，包括社会中的移民，并特别关注其受教育的机会。根据该理论，根据学生的语言能力，以前的经验和背景，采取文化响应式教学方法和均衡的工作量会对移民学生的幸福感产生积极影响，并总体上有助于他们在大学中的归属感（例如，同性恋， 2018; Nieto，2010）。该研究的参与者是41位移民大学生，他们参加了焦点小组和个人访谈。研究结果表明，尽管事实上在冰岛大学中，文化响应式教学作为一种既定的教学方法仍然不常见，但是即使某些教师非系统地应用文化响应式教学，学生的体验还是非常积极的。此外，研究结果表明，学生们特别珍惜课堂上的关爱，信任和分享权力的氛围。这项研究为理解冰岛大学中的移民学生的教育过程做出了重要贡献，冰岛大学目前强调多元文化教育的重要性，并特别重视为所有人提供平等的受教育权，无论其出身如何。此外，从比较的角度来看，该研究具有相关性，有助于对欧洲高等教育中的移民学生进行一般性讨论。

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