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Vinsamlegast notið þetta auðkenni þegar þið vitnið til verksins eða tengið í það: http://hdl.handle.net/1946/17502

Titill: 
  • Innflytjendur í íslenskum framhaldsskólum
Útgáfa: 
  • Desember 2013
Útdráttur: 
  • Í íslenskum framhaldsskólum eru ekki margir innflytjendur en fjöldi innflytjendabarna í grunnskólum bendir til verulegrar fjölgunar þeirra í framhaldsskólum næsta áratuginn. Greinin er ávöxtur rannsóknar þar sem námsgengi og félagsleg aðlögun eru skoðuð eigindlega með viðtölum við sextán innflytjendur af báðum kynjum og á aldrinum 18–25 ára. Þeir hafa annað hvort lokið framhaldsskólanámi eða eru komnir langleiðina með það. Þeir tilheyra þar með allir þeim helmingi innflytjenda sem ekki telst til brotthvarfsnema.
    Helmingur viðmælenda hefur verið á Íslandi í 10 ár eða lengur en hinn helmingurinn í 1–5 ár. Flestir viðmælendur komu frá Austur-Evrópu og Suðaustur-Asíu en nokkrir frá Afríku og Suður-Ameríku. Leið þeirra um íslenska skóla hefur engan veginn verið auðveld og framhaldsskólaganga þeirra allra lýsir þrautseigju. Í greininni er reynsla þessara einstaklinga tekin saman. Dæmi úr einstökum viðtölum varpa ljósi á almenna eða mismunandi reynslu.
    Allir viðmælendur fengu hvatningu að heiman til að leggja sig fram í námi. Þó gátu foreldrar þeirra litla hjálp veitt þeim við námið vegna takmarkaðrar íslenskukunnáttu. Flutningur milli landa hefur reynt talsvert á fjölskyldubönd, en almennt hafa þau styrkst og samband kynslóða orðið nánara við þessa reynslu. Allir viðmælendur fengu góðan stuðning kennara og skóla í nýju landi. Sveigjanleiki íslenska áfangakerfisins hefur greinilega nýst þeim öllum afar vel. Í upphafi framhaldsskólanáms einbeittu flestir viðmælendur sér að íslenskunámi og lögðu þess utan stund á verkgreinar, stærðfræði, náttúrufræði og/eða ensku, og geymdu aðrar greinar þangað til lesskilningur þeirra á íslensku var orðinn betri. Flestir hafa verið eða verða lengur en fjögur ár að ljúka framhaldsskóla.
    Viðmælendur hafa fæstir bundist vináttuböndum við Íslendinga og helst þá sem sjálfir hafa búið erlendis. Sumir segja frá einelti en flestir segja samskipti við íslenska jafnaldra vinsamleg og telja að þau hefðu orðið nánari ef þeir hefðu verið í bekkjakerfi. Allir eiga sína nánustu vini meðal annarra innflytjenda. Bæði í starfsnámi á framhaldsskólastigi og á háskólastigi stefna flestir á námsgreinar sem opna þeim leið að alþjóðlegum vinnumarkaði. Þeir vilja kynnast fleiri löndum og hugsanlega setjast að í þriðja landi, og heimsborgaraleg áttun einkennir marga þeirra.

  • Útdráttur er á ensku

    In Iceland, little research has been conducted into the experience of immigrants and descendants of immigrants in upper secondary education. This is understandable, as there are only a few hundred individuals in this population, but much bigger cohorts of immigrants in primary education indicate a coming growth of enrolment of immigrants and descendants of immigrants into upper secondary education. Therefore, a small explorative study was conducted, through qualitative interviews with sixteen immigrants, 18–25 years old, who either have completed upper secondary education or are well on their way to doing so. Thus our respondents all belong to the half of this population who “succeed” and not to the half who dropped out. In the presentation of the findings, the narratives of several individuals are combined in descriptions and analyses, which are illuminated and nuanced by individual experiences. Most of our respondents have immigrated from East Europe and Southeast Asia, but some from Africa and South America. Half of them have been in Iceland for more than 10 years and the other half 1–5 years. Some of our respondents had completed upper secondary education and the others finished more than half of it. Their educational paths have not been easy but they have shown considerable resilience on their way through upper secondary education. Parents have encouraged our respondents to study but have not been able to assist them much, because of limited command of Icelandic. Migration has in most cases been a trial for family relations which have often changed deeply, not least where one parent or both have been absent from their family for long periods. All respondents say that they have received good support from teachers and schools in Iceland, and especially a few teachers in the reception units of schools are praised for their inclusive attitude and creative teaching methods. All respondents experienced a break in their learning when moving to upper secondary education. Many of them realized that they did not master Icelandic well as a learning language and had to slow down in most subjects while they improved their Icelandic. The interviews indicate that especially those whose mother tongue is very different from Icelandic have needed up to 10 years to master Icelandic as a learning language. However, most of our respondents experienced at some point or another a qualitative break in their motivation and learning. To overcome the hurdles our respondents made good use of the flexibility of the credit-unit system of the Icelandic upper secondary education. None of them has or will complete their upper secondary education in „normal time“, most take more time but two (both halficelandic) complete in a shorter time. An important factor in slowing down the learning of our respondents is that they have either none or few close Icelandic friends. A couple of them report that they have only found such friends among Icelanders who have themselves lived a-broad for a period. Most respondents report that contacts with Icelandic peers have been friendly, but as a rule not close. Two of them report that they have been bullied at certain points but claim that before long they managed to overcome these problems, with support from good friends at school. They all have found close friends among other immigrants. Most of them use English extensively in their social life and some of them report that they use English as a learning language or intend to do so. All respondents have had parttime jobs along with school, usually since they were 14–16 years old, and even full-time jobs during summer vacation or sabbatical terms. They refer to these jobs as pleasant experiences where they have become a part of a team, developed insight into several jobs, improved their Icelandic and/or English and got valuable friends. Some of the respondents have chosen a vocational path in upper secondary education, but most aim for a professional degree at university level. Three respondents report that their choice reflects an intention to support the next generation of immigrants in Iceland, as teachers or social workers, but most of them aim for a degree that enables them to look for jobs internationally, as computer scientists, designers, or specialists in human rights or the environment. They wish to study and/or work in a third country, and several of them express quite a cosmopolitan orientation in life.

Birtist í: 
  • Netla
ISSN: 
  • 1670-0244
Samþykkt: 
  • 1.4.2014
URI: 
  • http://hdl.handle.net/1946/17502


Skrár
Skráarnafn Stærð AðgangurLýsingSkráartegund 
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