Interculturally competent teachers in the diverse Norwegian educational setting

Abstract

ABSTRACTWith current migration trends, Norwegian classrooms have become increasingly diverse. The setting that constitutes the workplace for Norwegian teachers has changed from one of monolingual classrooms to one of multilingual classrooms, and from classes compromised solely of pupils with a Norwegian background to classes including pupils from different migrant groups. This paper focuses mainly on teachers’ perceptions of intercultural competence. The data materials used in this research include qualitative interviews with primary school teachers as well as students’ assignments submitted for a part-time online module on intercultural competence. Through these, teachers’ perceptions of intercultural competence are illustrated by experiences of collaboration with parents of multilingual pupils. In Norway, the issue of cultural diversity in education often focuses on second language learning and mother tongue teaching. There is less of a focus on intercultural competence, including cultural awareness without stereotyping and personal attributes like openness and empathy. This article aims to contribute to the understanding of teachers’ intercultural competence in the diverse Norwegian educational setting.