About the project
There is limited knowledge about migration pedagogy in the Norwegian special education context, while a large group of minority language students need extra support to follow mainstream education. The project, therefore, aims to further investigate the connection between migration experiences, cultural and linguistic diversity, and Norwegian special education legislation.
To get a holistic picture, we will explore the experiences of students, parents, teachers, principals, and other involved professionals.
Objectives
We want to find out:
- What type of support is offered to follow regular education
- What works well
- What challenges exist
Background
The overall question is: What characterizes the social and pedagogical experiences of minority language students in need of extra support in Norwegian schools?
To explore this topic, three separate studies will be conducted:
- Study 1: A systematic knowledge review that aims to map and analyze the current research status on minority language students in need of additional support in the Nordic region.
- Study 2: A qualitative study with minority language students, with the aim of exploring their school experiences in Norway.
- Study 3: A qualitative study with parents and teachers, examining their perspectives on the inclusion of minority language students in need of additional support in Norwegian schools.
The project period is from September 1, 2023, to November 9, 2028.
Supervisors
- Supervisor: Associate Professor Henri Valtteri Pesonen.
- Co-supervisor: Professor Luca Tateo.
Financing
This four-year doctoral project (2023-2028) is funded by the Department of Special Needs Education at the University of Oslo.
