Abstract
Layne et al. problematize the dreams and opportunities that immigrant students in Finland are offered for their future careers. The authors focus on the perceptions and roles of school staff (teachers, study counselors, principals and school psychologists) in these matters by applying Ahmed’s organizational antiracism theory. They also adopt a critical race theory methodology and a reflexive constructivist approach. Their empirical data consists of interviews and observation notes relating to elementary, lower secondary and upper secondary school staff. In order to provide counter-narratives, the authors use Finnish newspaper articles published on the success of immigrants and voices from two teachers with an immigrant background. Layne et al.’s aim was to increase understandings in Finland of the structures supporting the academic and social success of immigrant children and young people in education.
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Layne, H., Dervin, F., Longfor, R.J. (2018). Success and Multiculturalism in Finnish Schools. In: Race, R. (eds) Advancing Multicultural Dialogues in Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-60558-6_10
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