Findings of research has shown how immigrant parents and their children are marginalized, silenced and not given an opportunity to be active agents in their children’s education and wellbeing (Brooker, 2002; Ragnarsdóttir, 2008; Þórðardóttir, 2012). However, there are strong indications that some preschools in the Nordic countries are developing successful practices to sustain active participation of immigrant children and fruitful educational partnerships with their parents (Ragnarsdóttir & Schmidt, 2014). The main aim of the paper is to highlight how teachers and staff in nine preschools in the Nordic countries experience inclusion and social justice in their preschools and what learning environments and practices seem to be instrumental for the children‘s participation and success. The paper introduces and discusses findings of an online survey conducted in Finland, Iceland, Norway and Sweden as well as findings from case studies in three preschools in Iceland. Theoretical and conceptual framework is rooted in writings on culturally responsive pedagogy (Gay, 2000) and critical multicultural education (Banks, 2007; May & Sleeter, 2010). The paper also draws from research on language, communication and expectations (Chumak-Horbatsch, 2012; Cummins, 2004; Nieto, 2010). Sampling is purposive and preschools that have succeeded in implementing social justice and creating inclusive learning spaces for all children were chosen for data collection. Case studies in these schools included semi-structured interviews with teachers, leaders and parents and observation (Flick, 2006; Kvale, 1996). A survey was sent to all teachers and staff in the preschools in the project. Findings indicate that the preschools have succeeded in forming a collaborative and inclusive culture with parents and children. However, some challenges and issues need to be addressed. The preschools have developed different strategies and practices in collaboration with parents and in implementing inclusion and social justice. The findings are likely to be an important contribution to Nordic educational research, policy making and practice.

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