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Using a theoretical framework grounded in equal rights in education, critical multiculturalism, and multicultural education, the findings identify barriers, marginalization, and discrimination within schools and universities amid increasing ethnic diversity.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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\nHanna Ragnarsdóttir, University of Iceland  \nThis article draws upon two qualitative studies with internationally educated teachers and teacher assistants in preschools in Iceland as well as ethnic minority student teachers at the Iceland University of Education. The common research  \nquestion in both studies is whether the experiences of these teachers reveal  \nbarriers to integration within the Icelandic educational system. The theoretical framework draws on writings and research on equal rights in education, critical multiculturalism and multicultural education as a basis for school development  \nand marginalization and discrimination within schools and universities. The  \nfindings of both studies reveal barriers to integration and marginalization.  \nIn recent years, Iceland has seen major demographic changes with an increasing number of immigrants. As a result, schools in Iceland have generally become increasingly ethnically diverse both in terms of staff and students. Changes in staff composition in schools in Iceland have started debates on issues such as whether current leadership models in schools are based on equity and seek to promote ethnic diversity or exclude, marginalize, and discriminate against internationally educated teachers; whether voices of ethnic minority employees are silenced or heard; whether leadership models promote individual abilities and cultural capital; and whether conflicting cultural and religious values affect school ethos and simultaneously affect children in  \n* The two studies introduced in this article were conducted by Dr. Hanna Ragnarsdóttir associate professor and Hildur Blöndal adjunct professor, University of Iceland, School of Education. They were funded by the Research Fund at the Iceland University of Education.  \nschools. Issues concerning teacher certification for internationally educated teachers have also been debated, for example in relation to minimum proficiency requirements in the Icelandic language. In this article, which draws upon research with internationally educated teachers and teacher assistants in preschools in Iceland as well as ethnic minority student teachers, the main focus is on the position of internationally educated teachers within schools and society that are becoming increasingly diverse. The common research question in both studies is whether the experiences of these teachers reveal barriers to integration within the Icelandic educational system. The theoretical framework draws on writings and research on equal rights in education, critical multiculturalism and multicultural education as a basis for school development and marginalization and discrimination within schools and universities.  \nTheoretical background  \nEqual Rights in Education, School Development and Leadership  \nMany scholars have addressed the issues of increased ethnic, religious and linguistic diversity in the development of societies. Most of them agree that this development will continue into an unforeseeable future (Mor Barak, 2005) . Migration, communication and collaboration across national borders bring important challenges and opportunities for school development. One of the challenges and opportunities is the growing diversity among teachers in various educational settings. In Iceland as in many other countries, the last decades have seen changes within schools towards increasing diversity in the ethnic origins, first languages, and religions of teachers and teacher assistants. The field of critical multiculturalism has focused on many challenges in modern societies, including the field of education, such as questions of cultural rights of minority  \ngroups, common rights, whether cultural differences are temporary or permanent, why they are important and how to communicate across cultural borders (Ragnarsdóttir, 2007) .  \nSome writers focusing on educational systems have debated ","cbCaijmCh6QW3Tg1","https://ap.wps.com/l/cbCaijmCh6QW3Tg1","pdf",274413,31,"English","# Theoretical background\n## Equal Rights in Education, School Development and Leadership\n## Critical multiculturalism and education\n## Globalization and higher education in multicultural societies\n## Implications for teacher education programs","[{\"question\":\"What is the shared research question of the two studies?\",\"answer\":\"Both studies ask whether the experiences of internationally educated teachers reveal barriers to integration within the Icelandic educational system.\"},{\"question\":\"Which groups and settings are included in the research?\",\"answer\":\"The studies involve internationally educated teachers and teacher assistants in Icelandic preschools, and ethnic minority student teachers at the Iceland University of Education.\"},{\"question\":\"What do the findings emphasize about integration in schools and universities?\",\"answer\":\"The studies reveal barriers to integration, along with marginalization and discrimination.\"}]","INTERNATIONALLY EDUCATED TEACHERS AND STUDENT TEACHERS IN ICELAND - TWO QUALITATIVE STUDIES | PDF",1792085051,78]