Diversification has increased in Finland for the last three decades. The proportion of people who have a foreign background is still smaller than many other European countries, but changes can be seen in Finnish society and everyday discussions.
With the increased globalisations and dynamic flow of migration, multilingual, multicultural, and multimodal classrooms seem to be a dominant matter rather than the exception in most contemporary societies. However, national policies concerning language education for new arrivals in most states are inconsistent, contentious and contradictory, even in countries with long histories of inward migration like the US and the UK.
Professionals, including educators working at schools, have to constantly update their knowledge and develop their skills and competencies so as to cope with various kinds of earlier known or unforeseen challenges and problems. It is easier to handle complexity if one does not need to do it alone. Connections or ties between colleagues provide access to many kinds of resources and pieces of advice.
In the last decades, several proposals of arts-based research have arisen. This approach refers to the use of the artistic process to conduct research, collect data and enable a knowledge exchange. It can be implemented transdisciplinary and combined with other methods (Barone and Eisner, 2011). In contrast to artistic research, which explores the creative process itself, in arts-based research, arts are triggers for exploring further topics, such as social, cultural, political, educational issues.
The UN Sustainable Development Goal (SDG) 4 underlines the importance of inclusive and equitable quality education and lifelong learning for all learners by 2030.
Sweden has changed from being considered, although erroneously, as a fairly homogenous country to becoming one of the nations in the world with the highest number of individuals of immigrant origin per capita.
We are delighted to launch the TEAMS project despite the extraordinary circumstances we currently live in. Launching an international project during a global pandemic has highlighted to us the challenges of engaging with diverse communities of students and educators, academics and practitioners as well as policymakers and other actors who can facilitate migrant students’ integration […]
