| dc.description.abstract | Like numerous other Western nations, Norway has a diverse population with individuals from different racial, ethnic, cultural, sexual, and religious backgrounds. One may not be cognizant of how difficult it is to be ‘different’ where one’s integral elements of one’s background and identity are not recognized and downplayed. It is neither possible nor realistic to be perpetually happy by everyone in this world. However, it is in our hands to live side by side peacefully by respecting human dignity and our differences. We all are different in a sense, and we are all alike at the same time; instead of adhering to ‘what is normal or acceptable’ in one’s life based on cultural, religious, or other reasons, the infinite possibilities to make meaningful intercultural and intergroup communications while remedying social and global injustices. Multicultural education is a holistic journey to mitigate structural inequalities and provide equal and fair opportunities for ALL students. The efficacy of multicultural education depends on intercultural competence. This research seeks to explore the implementation of multicultural education in a public school and an international school in Norway. Through semi-structured qualitative research interviews, it aims to bring forth four teachers’ experiences, perceptions, and strategies while teaching in their multicultural educational environments. The theoretical scaffolding for this research encompasses James Banks’ and Christine Bennett’s approaches to multicultural education.
Key words: Multicultural Education, Diversity, Equal and fair opportunities, Intercultural Competence, Social and Global Justice. | |