Publication Cover
Pastoral Care in Education
An International Journal of Personal, Social and Emotional Development
Volume 42, 2024 - Issue 2
411
Views
0
CrossRef citations to date
0
Altmetric
Research Article

Teachers’ and students’ experiences using the New Citizens tool: a study of belonging in culturally diverse classrooms

Pages 204-223 | Received 20 Aug 2022, Accepted 18 Jun 2023, Published online: 13 Jul 2023

References

  • Allan, J. (2007). Rethinking inclusive education: The philosophers of difference in practice. Springer Science & Business Media.
  • Allen, K. A., & Boyle, C., Allen, K.-A., Boyle, C. (2018). Pathways to belonging: Contemporary perspectives of school belonging. Brill. https://doi.org/10.1163/9789004386969
  • Allen, K. A., Jamshidi, N., Berger, E., Reupert, A., Wurf, G., & May, F. (2021). Impact of school-based interventions for building school belonging in adolescence: A systematic review. Educational Psychology Review, 34(1), 229–257. https://doi.org/10.1007/s10648-021-09621-w
  • Allen, K. A., & Kern, P. (2020). Boosting school belonging. Routledge. https://doi.org/10.4324/9780203729632
  • Barrett, M. (2018). How schools can promote the intercultural competence of young people. European Psychologist, 23(1), 93–104. https://doi.org/10.1027/1016-9040/a000308
  • Biesta, G. (2006). Beyond learning: Democratic education for a human future. Routledge.
  • Boler, M. (1999). Feeling power: Emotions and education. Routledge.
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
  • Caravita, S. C. S., Papotti, N., Arvidsson, E. G., Thornberg, R., & Valtolina, G. G. (2021). Contact with migrants and perceived school climate as correlates of bullying toward migrants classmates. New Directions for Child and Adolescent Development, 2021(177), 141–157. https://doi.org/10.1002/cad.20400
  • Collins, P. H., & Bilge, S. (2016). Intersectionality. Polity Press.
  • Crenshaw, K. (1989, 1). Demarginalizing the intersection of race and sex: A black feminist critique of antidiscrimination doctrine, feminist theory and antiracist politics. University of Chicago Legal Forum, 1989(1), 139–167.
  • The Educational Act. (2020) . Den generelle delen av læreplanen. Utdanningsdirektoratet.
  • Fandrem, H. (2015). Friendship during adolescence and cultural variations. In J. Wright (Ed.), International encyclopedia of the social & behavioral sciences (pp. 432–441). Elsevier.
  • Fandrem, H., Haus, S., & Johannessen, Ø. L. (2015). Dette er Sevgi, hun er tyrkisk, eller…? In E. Kipperberg (Ed.), Når verden banker på. Nye utfordringer for profesjonsutøvelse (pp. 135–156). Fagbokforlaget.
  • Fandrem, H., Tvedt, M. S., Virtanen, T., & Bru, E. (2021). Intentions to quit upper secondary education among first generation immigrants and native Norwegians: The role of loneliness and peer victimization. Social Psychology of Education, 24(2), 489–509. https://doi.org/10.1007/s11218-021-09614-1
  • FUELBOX Norge. (2022). https://fuelbox.no/
  • Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice. Teachers College Press.
  • Hamm, J. V., & Faircloth, B. S. (2005). The role of friendship in adolescents’ sense of school belonging. New Directions for Child and Adolescent Development, 2005(107), 61–78. https://doi.org/10.1002/cd.121
  • Hancock, C. H. H., Midthassel, U. V., & Fandrem, H. (2021). Upper secondary teachers’ experiences promoting belonging and engagement in culturally diverse classrooms. Acta Didactica Norden, 15(2), 1–22. https://doi.org/10.5617/adno.8381
  • Heikamp, T., Phalet, K., Van Laar, C., & Verschueren, K. (2020). To belong or not to belong: Protecting minority engagement in the face of discrimination. International Journal of Psychology, 55(5), 779–788. https://doi.org/10.1002/ijop.12706
  • Korpershoek, H., Canrinus, E. T., Fokkens-Bruinsma, M., & De Boer, H. (2020). The relationships between school belonging and students’ motivational, social-emotional, behavioural, and academic outcomes in secondary education: A meta-analytic review. Research Papers in Education, 35(6), 641–680. https://doi.org/10.1080/02671522.2019.1615116
  • Libbey, H. P. (2004). Measuring student relationships to school: Attachment, bonding, connectedness, and engagement. The Journal of School Health, 74(7), 274–283. https://doi.org/10.1111/j.1746-1561.2004.tb08284.x
  • Lykke, N. (2005). Nya perspektiv på intersektionalitet. Problem och möjligheter. [New perspectives on intersectionality. Problems and possibilities]. Tidskrift för genusvetenskap, 26(2–3), 7–17. https://doi.org/10.55870/tgv.v26i2-3.4003
  • Mäkinen, V., Liebkind, K., Jasinskaja Lahti, I., & Renvik, T. A. (2019). A teacher-led vicarious contact intervention in culturally mixed classrooms with in- and outgroup role models of intergroup friendship. Journal of School Psychology, 75, 27–40. https://doi.org/10.1016/j.jsp.2019.07.002
  • Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook. Sage.
  • Nergaard, S. E., Fandrem, H., Jahnsen, H., & Tveitereid, K. (2020). Inclusion in multicultural classrooms in norwegian schools: A resilience perspective. In D. Güngör & D. Strohmeier (Eds.), Contextualizing immigrant and refugee resilience: Cultural and acculturation perspectives (pp. 205–225). Springer International Publishing.
  • NOU. (2018). Kvalifisert, forberedt og motivert — Et kunnskapsgrunnlag om struktur og innhold i videregående opplæring [Qualified, prepared, and motivated – A knowledge base on structure and content in upper secondary education]. https://www.regjeringen.no/no/dokumenter/nou-2018-15/id2621801/
  • Osterman, K. F. (2000). Students’ need for belonging in the school community. Review of Educational Research, 70(3), 323–367. https://doi.org/10.3102/00346543070003323
  • Rogstad, J., & Reegård, K. (2016). De Frafalne: Om frafall i videregående opplæring - hvem er de, hva vil de og hva kan gjøres? [Dropouts in upper secondary education – who are they, what do they aim for, and what can be done?]. Gyldendal Akademisk.
  • Schachner, M. K., Schwarzenthal, M., Van de Vijver, F. J. R., & Noack, P. (2019). How all students can belong and achieve: Effects of the cultural diversity climate amongst students of immigrant and nonimmigrant background in Germany. Journal of Educational Psychology, 111(4), 703–716. https://doi.org/10.1037/edu0000303
  • Skrefsrud, T. A., & Østberg, S. (2015). Diversitet i lærerutdanningene - bidrag til en profesjonsorientert forståelse av fag og kunnskapsområder [Diversity in teacher education – contribution to a profession-oriented understanding of subjects and areas of knowledge]. Norsk pedagogisk tidsskrift, 99(3–04), 208–219. https://doi.org/10.18261/ISSN1504-2987-2015-03-04-05
  • Solbue, V., Helleve, I., & Smith, K. (2017). “In this class we are so different that I can be myself!” Intercultural dialogue in a first grade upper secondary school in Norway. Education Inquiry, 8(2), 137–150. https://doi.org/10.1080/20004508.2017.1290894
  • Statistics Norway. (2020). Videregående opplæring og annen videregående utdanning. [Upper Secondary Education]. https://www.ssb.no/utdanning/statistikker/vgu/aar
  • Thapa, A., Cohen, J., Guffey, S., & Higgins D’Alessandro, A. (2013). A review of school climate research. Review of Educational Research, 83(3), 357–385. https://doi.org/10.3102/0034654313483907
  • Vestad, L., & Tharaldsen, K. B. (2021). Building social and emotional competencies for coping with academic stress among students in lower secondary school. Scandinavian Journal of Educational Research, 66(5), 907–921. https://doi.org/10.1080/00313831.2021.1939145
  • Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge University Press.
  • Zembylas, M. (2015). ‘Pedagogy of discomfort’ and its ethical implications: The tensions of ethical violence in social justice education. Ethics & Education, 10(2), 163–174. https://doi.org/10.1080/17449642.2015.1039274
  • Zembylas, M., & Papamichael, E. (2017). Pedagogies of discomfort and empathy in multicultural teacher education. Intercultural Education, 28(1), 1–19. https://doi.org/10.1080/14675986.2017.1288448