Tilrettelegging for trivsel. Mangfold i det norske klasserommet
The Norwegian school faces a number of challenges in handling its societal
mandate of creating a school that provides meaningful holistic learning and
socialization practices for all pupils. One of the challenges is to meet the
requirement for equal education in an inclusive and generous school system
regardless of the pupils’ nationality, background, sexual orientation or religious affiliation. In Norway, the well-being of the individual pupil is central.
This case study looks closely at the significance of well-being by exploring
the experiences of a newly arrived immigrant pupil and her mother in the
Norwegian elementary school. The single-case study was based on a structured literature search, a qualitative in-depth interview with the mother and
a text analysis of her diary. Data obtained from these three research methods
were analysed separately by the authors and condensed to gain an understanding at a general and holistic level. The study’s findings indicate that
well-being is decisive in order to experience inclusion, to establish contacts
in the immediate area and to make friends in both closed and open spaces.
Perceived well-being can also be a decisive factor for learning and motivation.
Well-being can be a factor in building resilience. The conclusion of the study
is that well-being may be decisive for the integration process of new pupils
mandate of creating a school that provides meaningful holistic learning and
socialization practices for all pupils. One of the challenges is to meet the
requirement for equal education in an inclusive and generous school system
regardless of the pupils’ nationality, background, sexual orientation or religious affiliation. In Norway, the well-being of the individual pupil is central.
This case study looks closely at the significance of well-being by exploring
the experiences of a newly arrived immigrant pupil and her mother in the
Norwegian elementary school. The single-case study was based on a structured literature search, a qualitative in-depth interview with the mother and
a text analysis of her diary. Data obtained from these three research methods
were analysed separately by the authors and condensed to gain an understanding at a general and holistic level. The study’s findings indicate that
well-being is decisive in order to experience inclusion, to establish contacts
in the immediate area and to make friends in both closed and open spaces.
Perceived well-being can also be a decisive factor for learning and motivation.
Well-being can be a factor in building resilience. The conclusion of the study
is that well-being may be decisive for the integration process of new pupils
Publisert i 2020
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