2026-03-25
Ella-Maria Lukala, Fred Dervin
This article investigates the positioning of the “migrant student” in an EU–Finland project which aims to prepare teachers for social justice “migrant education.” Since the project is produced in and for a neoliberal economic-political supranational institution, the authors seek to examine the potential contradictions between the frameworks of social justice and neoliberalism in documents produced by the project teams. The results show that the migrant student is othered and mostly positioned as different, disadvantaged, and problematic. The implications of othering are thus addressed, with recommendations made for ethical treatment of the other in research and education while urging, for example, funding institutions and individual scholars to recognize and address academic othering in the Nordics and beyond.
2026-03-25
Edda Óskarsdóttir, Renata Emilsson Peskova
This article examines how pre-service teachers are prepared to teach linguistically and culturally diverse learners. Document analysis examined the current policy framework in Iceland and provided an insight into how the policy is guiding praxis in teacher education. The findings reveal contrasting ideologies in education policies and measures in Iceland, as well as a missing link from theory to didactics in teacher education regarding teaching in diverse classrooms. To ensure equity in education, developing teacher knowledge and perspectives about diversity is crucial, as well as providing teachers with solid pedagogical tools. These enable them to practice inclusive pedagogy in multicultural and multilingual school environments where neoliberal and neoconservative voices have gained influence.
2026-03-25
Thor-André Skrefsrud, Vander Tavares, Carl Beaudoin
2026-03-25
Thor-André Skrefsrud, Vander Tavares, Carl Beaudoin
2026-03-09
Grace Skahan
Tavares, V., & Skrefsrud, T. A. Critical and creative engagements with diversity in Nordic education . (2024). 367 pp. $170.95 (hardback). (ISBN 9781666925852).
2026-02-13
Lisa Marie Brinkmann, Franziska Gerwers
In this paper, we aim to analyze how identity-based pedagogies with a focus on diversity and inclusion aspects are related to student teachers’ beliefs about resisting neoliberal and neoconservative structures in the educational system. Data from eleven students was collected in an asynchronous session in a Spanish pedagogies course at university through an online discussion forum and analysed through content and discourse analysis. The results reveal that student teachers refer to different aspects of diversity for identity-based or interest-driven reasons. Beliefs about capital, equity, othering, and agency in resisting neoliberal and neoconservative structures in education are primarily expressed by individuals with personal experiences of poverty and racism.
2026-02-09
Alexie Miquelon
The reader's autobiography is a literary genre that can be used in the classroom to enhance students’ subjective investment in their reading. As it invokes the notion of identity, it is also useful for promoting cultural diversity in literary works, providing students with opportunities to identify with their school reading material and to discover diverse life paths. We offer secondary school French teachers a collection of excerpts from readers’ autobiographies that is diverse in terms of cultural background, gender, sexual orientation, and social class, enabling them to provide their students an education in literary reading that reflects their diversity, in a spirit of equity and inclusion.