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Tímarit um menntarannsóknir, 4. árgangur 2007
discussed and a mutual assumption reached.
It was decided to use interpretive analysis
regarding the field notes whereby conclusions
drawn from the data were carefully inspected
with the idea of finding a particular structure,
theme and design which could best describe
what occurs in the classes. (Gall, Borg and
Gall, 1996).
Results
Not a single teacher of the eighteen in the three
countries said they had received any education
on multi-cultures or multicultural teaching in
their courses. Many, though, believed they
had acquired expertise on this matter due to
their own roots, experience, further training
and from courses. The results indicate that the
attitude of Canadian teachers towards culturally
diverse learners is dissimilar to the attitudes of
Norwegian and Icelandic teachers. In Manitoba
the understanding of multicultural teaching is
deeper than the other two countries. Canadians
do not expect everyone to be the same and
should act according to a certain culture but
rather that everyone is able to give and take, be
proud of themselves and their origins and add
to the new Canadian culture. On the other hand,
Norway and Iceland keenly tried to shape the
children to the practices of the school system
and community and yet passiveness seems to
exist regarding their position. The answer by
all participants concerning the question on
culturally diverse learners’ adaptation to the
new culture allude to substantial difficulties
en route. This was strongly perceived by
Norwegian and Icelandic teachers.
Discussion
All the Canadian teachers, three Norwegian
teachers and two Icelandic teachers felt that
they have through their own life experience,
further studies or short courses acquired
skills to address multicultural teaching. It is
interesting to note that none of the eighteen
teachers of three countries could say they
had received grounding as undergraduates
for multicultural teaching. There was a real
disparity of attitudes, methods and competence
among the teachers to manage multicultural
teaching. The Canadian teachers appeared to
have the best position regarding preparation,
more mature attitudes and demonstrating
more responsibility during lessons than their
Norwegians or Icelanders counterparts. On
the other hand itshould be noted- that the skill
of the majority of Norwegian or Icelandic
participants to teach culturally diverse learners
does not fall within their requirements as set
by the authorities (St.meld., 2002; Elementary
School Law, 1995).
Study resources in Manitoba (Canada) are
part of general classes, maintaining that it is
best to meet the students’ individual needs in
the class with co-operation and multi-study
strategies. Norway emphasised that culturally
diverse learners receive remedial lessons both
within and outside of the classroom. Icelandic
teachers appeared to dismiss student’s
difficulties or had no idea what resources
were available. Both Iceland and Norway
demanded less of culturally diverse learners at
the beginning of their school careers.
The results of this research show that
the majority of Icelandic and Norwegian
participants have not acquired the necessary
understanding for multicultural teaching
and are not sufficiently prepared to meet the
requisites of culturally diverse learners.
Heimildir
Ainscow, M. (1999). Understanding the
development of inclusive schools.
London: Routledge Falmer.
Ainscow, M. (1991). Effective schools for
all: an alternative approach to special
needs in education. Cambridge Journal of
Education, 21(3), 293–308.
Ainscow, M. og Hart, S. (1992). Moving
practice forward. Support for learning,
7(3), 115–120.
Fjölmenningarleg kennsla í Manitoba í Kanada, í Noregi og á Íslandi