@article {959,
	title = {FACING THE PEDAGOGICAL CHALLENGE OF TEACHING UNACCOMPANIED REFUGEE CHILDREN IN THE SWEDISH SCHOOL SYSTEM},
	journal = {Problems of Education in the 21st Century},
	volume = {64},
	year = {2015},
	month = {April/2015},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {66-74},
	abstract = {The social inclusion of refugee children is an important issue in Sweden and many other European countries. Sweden accepts more than 20\% of all unaccompanied immigrant children in the EU. Logically, effective schooling is needed for these children to create the necessary pre-conditions for their successful integration into society. However, political interest and state funding concentrates instead on assuring good quality living conditions and legal support for incoming minors, leaving the responsibility for their education to underfunded municipal schools. Accordingly, a study conducted in a municipal secondary school and a university teacher education in Northern Sweden revealed low preparedness to meet the educational needs of immigrant children. Sociocultural and socio-political theoretical lenses were used in the study to understand the situation. Pedagogical action was taken on the teacher education programme in Ume{\r a} to improve the situation and issues concerning the integration of unaccompanied immigrant minors in the Swedish school system were explored in an interdisciplinary course at the end of the students{\textquoteright} teacher training. In group interviews and guided discussions during the course, student teachers recognised existing systemic problems in the education of immigrant children and expressed a feeling of a lack of practical intercultural competence to meet such children. },
	keywords = {intercultural education, refugees, teacher education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/15.64.66},
	url = {http://oaji.net/articles/2015/457-1432232330.pdf},
	author = {Oleg Popov and Erik Sturesson}
}
@article {774,
	title = {CRAFT AS A BOUNDARY TOOL FOR MULTI- AND INTERCULTURAL EDUCATION: A CASE IN TEACHER EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {47},
	year = {2012},
	month = {November/2012},
	type = {Original article},
	chapter = {91-99},
	abstract = {Studies on boundary crossing and boundary objects emphasize that boundaries carry potential for learning. However, it is not explicated how the craft could be used as a boundary in multi- and intercultural education. This research describes a case of using craft as a boundary to facilitate multi- and intercultural education. It first gives an overview on the Multi- and Intercultural Craft course including a theoretical part that was organized through a virtual platform, Moodle. The course included also a practical part, a project, where Finnish, exchange students and a group of immigrants from Burma met in the context of craft. The students (n = 14) were asked to write reflective essays about the course. In the qualitative analysis of essays, their learning experiences that appeared in the data, were examined. Three aspects of learning experiences were identified: first a cognitive aspect, which is about increased knowledge; second an affective aspect, which focuses on changing attitudes; and the third an interactive aspect, which is concerned with how to get on with people from different cultures.},
	keywords = {boundary object, craft education, intercultural education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.47.91},
	url = {http://oaji.net/articles/2014/457-1413729158.pdf},
	author = {Tarja   Kr{\"o}ger}
}
@article {466,
	title = {A STUDY ON HOW THE USE OF ICT IN TRAVELLING PERIODS INFLUENCES ROMANI STUDENTS{\textquoteright} ATTITUDES TOWARDS SCHOOL},
	journal = {Problems of Education in the 21st Century},
	volume = {26},
	year = {2010},
	month = {November/2010},
	type = {Original article},
	chapter = {19-29},
	abstract = {In 1998 Norway ratified the Council of Europe{\textquoteright}s Framework Convention for the Protection of National Minorities, and in1999 the Romanies and four other minorities obtained the status of a national minority group The Romanies have lived in Norway for hundreds of years. But the assimilation policy was hard and lasted for more than hundred years with the aim to assimilate and eradicate differences from what was perceived as the "Norwegian". The school has been an important part in this assimilation policy. Although we can see a different political climate marked by multiculturalism, acceptance of diversity and greater understanding of minority groups today, the culture and history of the national minorities has been, and still remains absent from school. And still many students of Romani families drop out of school without any exams when they are 13-14 years old. In this article a developmental project with the aim to make a better school situation for Romani students is examined concerning an attempt using ICT in the travelling periods. The use of laptops have made changes in the relational and communication patterns connected to an intercultural understanding, but many pupils still drop out of school before ending the compulsory school.},
	keywords = {adapted learning, ICT as communication tool, intercultural education},
	issn = {1822-7864},
	url = {https://journals.indexcopernicus.com/search/article?articleId=2594279},
	author = {Anne  Bonnevie Lund}
}
