Analysis of policies supporting teachers to tackle linguistic and cultural diversity and facilitate inclusion from the perspectives of Iceland and The Faroe Islands

Kalpana Vijayavarathan - R; Edda Óskarsdóttir

Analysis of policies supporting teachers to tackle linguistic and cultural diversity and facilitate inclusion from the perspectives of Iceland and The Faroe Islands

Kalpana Vijayavarathan - R
, Edda Óskarsdóttir

Námsvísindadeildin - Faculty of Education

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

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Abstract

The aim of this chapter is to examine whether policies on integration and
education in The Faroe Islands are fit-for-purpose when viewed from dual lenses:
the acknowledgement of the importance of ethnic cultural identity and heritage
language (first language/mother tongue) of immigrant children and their inclusion
through education towards integration in The Faroe Islands. The focus is on whether
existing policies consider the pivotal relationship between language and identity in
education for second generation immigrant children and immigrant children in
compulsory schools, i.e., grades 1 to 9 to ensure that they have agency in Faroese
society.

Original language	English
Title of host publication	Education, Equity and Inclusion
Subtitle of host publication	Teaching and Learning for a Sustainable North
Editors	Diane B. Hirshberg, Mhairi C. Beaton, Gregor Maxwell, Tuija Turunen, Janette Peltokorpi
Publisher	Springer Netherlands
Chapter	10
Pages	79-96
Number of pages	18
Edition	1
ISBN (Electronic)	2510-0483
ISBN (Print)	978-3-030-97459-6
Publication status	Published - 1 Jan 2023

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 4 Quality Education

Keywords

linguistic divesity
quality in education
culturally responsive pedagogy
language
Inclusive education
Immigrant children
Cultural identity

Access to Document

V, Kalpana Education, Equity and InclusionFinal published version, 4.67 MBLicence: CC BY

https://link.springer.com/chapter/10.1007/978-3-030-97460-2_12Licence: CC BY

Cite this

Vijayavarathan - R, K., & Óskarsdóttir, E. (2023). Analysis of policies supporting teachers to tackle linguistic and cultural diversity and facilitate inclusion from the perspectives of Iceland and The Faroe Islands. In D. B. Hirshberg, M. C. Beaton, G. Maxwell, T. Turunen, & J. Peltokorpi (Eds.), Education, Equity and Inclusion: Teaching and Learning for a Sustainable North (1 ed., pp. 79-96). Springer Netherlands. https://link.springer.com/chapter/10.1007/978-3-030-97460-2_12

Vijayavarathan - R, Kalpana ; Óskarsdóttir, Edda. / Analysis of policies supporting teachers to tackle linguistic and cultural diversity and facilitate inclusion from the perspectives of Iceland and The Faroe Islands. Education, Equity and Inclusion: Teaching and Learning for a Sustainable North. editor / Diane B. Hirshberg ; Mhairi C. Beaton ; Gregor Maxwell ; Tuija Turunen ; Janette Peltokorpi. 1. ed. Springer Netherlands, 2023. pp. 79-96

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Vijayavarathan - R, K & Óskarsdóttir, E 2023, Analysis of policies supporting teachers to tackle linguistic and cultural diversity and facilitate inclusion from the perspectives of Iceland and The Faroe Islands. in DB Hirshberg, MC Beaton, G Maxwell, T Turunen & J Peltokorpi (eds), Education, Equity and Inclusion: Teaching and Learning for a Sustainable North. 1 edn, Springer Netherlands, pp. 79-96. <https://link.springer.com/chapter/10.1007/978-3-030-97460-2_12>

Analysis of policies supporting teachers to tackle linguistic and cultural diversity and facilitate inclusion from the perspectives of Iceland and The Faroe Islands. / Vijayavarathan - R, Kalpana; Óskarsdóttir, Edda.
Education, Equity and Inclusion: Teaching and Learning for a Sustainable North. ed. / Diane B. Hirshberg; Mhairi C. Beaton; Gregor Maxwell; Tuija Turunen; Janette Peltokorpi. 1. ed. Springer Netherlands, 2023. p. 79-96.

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

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AU - Óskarsdóttir, Edda

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N2 - The aim of this chapter is to examine whether policies on integration and education in The Faroe Islands are fit-for-purpose when viewed from dual lenses: the acknowledgement of the importance of ethnic cultural identity and heritage language (first language/mother tongue) of immigrant children and their inclusion through education towards integration in The Faroe Islands. The focus is on whether existing policies consider the pivotal relationship between language and identity in education for second generation immigrant children and immigrant children in compulsory schools, i.e., grades 1 to 9 to ensure that they have agency in Faroese society.

AB - The aim of this chapter is to examine whether policies on integration and education in The Faroe Islands are fit-for-purpose when viewed from dual lenses: the acknowledgement of the importance of ethnic cultural identity and heritage language (first language/mother tongue) of immigrant children and their inclusion through education towards integration in The Faroe Islands. The focus is on whether existing policies consider the pivotal relationship between language and identity in education for second generation immigrant children and immigrant children in compulsory schools, i.e., grades 1 to 9 to ensure that they have agency in Faroese society.

KW - linguistic divesity

KW - quality in education

KW - culturally responsive pedagogy

KW - language

KW - Inclusive education

KW - Immigrant children

KW - Cultural identity

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BT - Education, Equity and Inclusion

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A2 - Maxwell, Gregor

A2 - Turunen, Tuija

A2 - Peltokorpi, Janette

PB - Springer Netherlands

ER -

Vijayavarathan - R K, Óskarsdóttir E. Analysis of policies supporting teachers to tackle linguistic and cultural diversity and facilitate inclusion from the perspectives of Iceland and The Faroe Islands. In Hirshberg DB, Beaton MC, Maxwell G, Turunen T, Peltokorpi J, editors, Education, Equity and Inclusion: Teaching and Learning for a Sustainable North. 1 ed. Springer Netherlands. 2023. p. 79-96

Analysis of policies supporting teachers to tackle linguistic and cultural diversity and facilitate inclusion from the perspectives of Iceland and The Faroe Islands

Abstract

UN SDGs

Keywords

Access to Document

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Cite this