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.
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 | M.C Beaton, D. Hirshberg, T. Turunen |
| Publisher | Springer Netherlands |
| Chapter | 6 |
| Pages | 79-96 |
| Number of pages | 18 |
| ISBN (Electronic) | 978-3-030-97460-2 |
| ISBN (Print) | 978-3-030-97459-6 |
| Publication status | Published - 1 Jan 2023 |
Keywords
- Language and identity
- inclusive education
- second generation and child immigrants
- SLA
- cultural identity of immigrant children
- integration
- Language
- Immigrant children
- Cultural identity
