Session Information
04 SES 14 A, Cultural Diversity and IE
Paper Session
Contribution
Integration of Ethnic Minority Youth in Public High School of Norway
In recent years, a great deal of attention has been paid to the integration of ethnic minority children and youth within Norwegian education. Particular this attention has been focused upon those who have their background in Africa, Asia or the South American continent.
In today Norway more than 150 mother tongues are spoken by children attending Norwegian grade schools. This also is reflected in high schools, because most of the children who attend grade school continue their education beyond the 10 years of basic education. There is indeed a worry with regard to a high dropout rate of youth in general and those with and ethnic minority background in particular.
Public education is one of the Norwegian society’s most important arenas for integration of the next generation. In 1994 the educational political strategy included secondary high school to be part of common public education including all its youth citizens.
This article will reflect upon and discuss the integration of youth within a multicultural high school context and ask: How is integration of youth with an ethnic minority background expressed and challenged in a multicultural high school context?
Theoretical point of departure is an analytical model on the concept of integration with regard to inclusion, assimilation and segregation. Further the analysis emphasizes integration on an individual, a group and a state point of view and in the light of theory on discrimination in its positive and negative sense.
Political and public documents contribute to contextualize the analyses. A constructed narrative focusing upon a girl named Safira is utilized in this article to further concretize the topic. Within a hermeneutic phenomenological and critical approach the intention of this article is to analyze and discuss different voices of minority and majority that come into play and how these can give meaning to the complexity of integration in the multicultural educational context of today.
Method
Expected Outcomes
References
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