Promoting and Enabling Academic and Social Success in Upper Secondary Schools: The Case of Icelandic Educators in Relation to Social Justice and Inclusion

• In Event: Educational Organizations: Toward Equality and Inclusion Organizing Equality and Social Justice Through Inclusion

Abstract

Like many European countries, as Iceland´s population becomes more diverse, so does students’ backgrounds in upper secondary schools. Despite research findings on immigrant and refugee students‘ dropout rates, academic underachievement and inadequate/poor relationships with teachers and peers (Morse, 2005; Makarova & Herzog, 2013; Van der Veen & Meijnen, 2001), research in Iceland has also indicated their appreciation of teacher encouragement and support (Guðmundsson, 2013)
The aim of this paper is to locate those positive influences that teachers and external environments had on the social and academic success of immigrant and refugee students in upper secondary schools in Iceland.
The paper derives from my PhD research project entitled, Experiences and expectations of successful immigrant and refugee students while in upper secondary schools in Iceland
The main objectives of the dissertation were to identity factors that support the academic and social success of young immigrants and refugee students in upper secondary schools in Iceland, sharing their experiences and applying them in different learning spaces.
The empirical material consists of interviews with 27 immigrant and refugee students of both sexes. The participants were either registered in one of the three upper secondary schools chosen for this study or had recently completed their degrees. The theoretical material is based on those that value diversity and address equitable opportunities, such as critical theory and culturally responsive pedagogy in conjunction with theories of inclusion and safe zones (Banks & Banks, 2013; Gay, 2018; Grant and Sleeter, 2013; Pratt, 2007).
The findings indicate that young immigrant and refugee students’ academic and social success were in fact the result of various factors, both inside and outside their educational spaces. Culturally responsive teachers and educators played a major role in creating rich and safe educational spaces where these students could continue to develop and aim at achieving their personal goals. The teachers’ good pedagogical practices, commitment, care and passion enabled these students to benefit from their agency, resiliency and their determination to continue to progress. According to the participants’ teachers, good practice can be used as a model of successful pedagogy. The safe, supportive and pleasant atmosphere in their classroom and their schools encouraged them to risk making mistakes and feel a sense of belonging and security. Providing immigrant and refugee students with a supportive learning environment is an inevitable part of their journey of academic and social success. It also gives a powerful message that their success and participation in their new spaces matters.

Author

• Susan Rafik Hama, University of Iceland