Artem Ingmar Benediktsson

• Tavares, Vander & Benediktsson, Artëm Ingmar (2024). But life goes on: Drama classes, Ukrainian refugees, and Icelandic language learning. Literacy. ISSN 1741-4350. s. 1–10. doi: 10.1111/lit.12366. Vis sammendrag

  This paper explores the relationship between additional language (L2) literacy development and drama plays based on the experiences of adult refugees from Ukraine in Iceland. This inquiry is guided by the following questions: What are the learners' experiences and perceptions of drama classes in relation to their literacy development in Icelandic as an L2? What role might engaging in drama classes have when it comes to learners' sense of well-being? We employ a multiliteracies perspective, which has pluralised the traditional view of literacy and offered new insight into literacy teaching and learning by integrating multimodal, multi-sensorial, and critical practices into literacy education. The findings originate from a qualitative, interview-based study with five Ukrainian learners of a refugee background in Iceland. Findings suggest that learning Icelandic through drama afforded the learners an opportunity to learn Icelandic in creative, engaging, and meaningful ways. Furthermore, learning Icelandic through drama supported the enactment and development of essential capacities for personal and professional growth, such as open-mindedness, tolerance, respect, and collaboration. Many of the learners felt positively challenged to try out something new. This paper concludes with a discussion on the importance of critical, experiential L2 education that acknowledges learners' diverse lived experiences.

• Benediktsson, Artëm Ingmar (2023). “We have three common enemies”: Student teachers’ perspectives on existing prejudice in Danish multicultural schools. I Tavares, Vander & Skrefsrud, Thor Andre (Red.), Critical and Creative Engagements with Diversity in Nordic Education. Lexington Books. ISSN 9781666925852. s. 25–44. Vis sammendrag

  The composition of the pupil body in Danish primary and lower secondary schools is becoming increasingly diverse (Statistics Denmark, 2021). Although this diversity creates unique opportunities for pupils and school personnel, the Danish school system still lacks success in finding holistic ways to improve culturally diverse pupils’ sense of belonging in the school environment and Danish society (Jantzen, 2020; Kristensen, 2022; Shirazi & Jaffe-Walter, 2021). Sense of belonging is seen as a central element in the Danish school culture that emphasizes the notion of “togetherness” [da. fællesskab] as a social construct in which schools are grounded (Jantzen, 2020; Mason, 2020). Whilst the notion of togetherness is seen as a guiding light, prejudice and cultural stereotypes still exist in Danish society and schools (Kristensen, 2022; Larsen, 2012; Larsen et al., 2013; Shirazi & Jaffe-Walter, 2021). These issues contribute to building discriminatory learning environments where pupils’ cultural and linguistic experiences are given lower status and legitimacy. Hence, teacher education plays a key role in raising awareness of discrimination in public schools and encouraging student teachers to discover ways to confront discriminatory narratives and practices in order to create equitable learning environments where every pupil would feel valued. This chapter explores findings from fourteen qualitative interviews with Danish student teachers who have completed most courses included in their teaching education program at the time of the study and participated in on-site schoolteacher training in primary and lower secondary schools. The research questions are: What are the student teachers’ perspectives on existing prejudice in Danish multicultural schools, and how do they plan to counteract those prejudice in the future?

• Benediktsson, Artëm Ingmar (2023). Reception of newly arrived immigrant schoolchildren in Iceland: Exploring challenges and dilemmas concerning teaching and assessment practices. Education Inquiry. ISSN 2000-4508. doi: 10.1080/20004508.2023.2262204. Vis sammendrag

  Greater cultural and linguistic diversity in Icelandic compulsory schools has resulted in various changes in educational policies, which, for instance, have been manifested as recent additions to the Icelandic national curriculum guide aimed at ensuring better education for plurilingual children. However, schoolteachers still require further preparation to enhance their skills to accommodate the educational and social needs of children from diverse cultural backgrounds and to create empowering learning environments. This paper presents findings from a qualitative study with Icelandic Master’s students who completed most courses included in their teacher education programme and had various work experience from compulsory schools in Iceland. The primary goals were to examine challenges and dilemmas that the student teachers faced when implementing different types of educational assessment of newly arrived schoolchildren and to analyse whether the teaching practices described by them align with theoretical tenets of culturally relevant and sustaining teaching. The findings indicated that, although the participants were willing to promote cultural pluralism, they were limited by their lack of theoretical and practical knowledge of relevant teaching and assessment practices. The study sheds light on some gaps in teacher education programmes in Iceland and suggests possible ways of addressing them.

• Ragnarsdottir, Hanna; Benediktsson, Artëm Ingmar & Emilsson Peskova, Renata (2023). Language policies and multilingual practices in Icelandic preschools. Multicultural Education Review. ISSN 2005-615X. 15(2), s. 81–98. doi: 10.1080/2005615X.2023.2250711. Vis sammendrag

  This article aims at exploring family language policies and practices of immigrant families in Iceland as well as educational practices and partnerships in their children’s preschools. The article draws on interviews with preschool principals and teachers in three preschools in Iceland, and presents findings related to state, municipal, and school language policies as well as multilingual practices in these preschools. The findings indicate that despite the generally positive attitudes and interest in multilingual practices among preschool personnel, there is room for improvement in terms of more structured and systematic integration of the diverse linguistic and cultural backgrounds of families, as well as fostering stronger partnerships with parents from different linguistic and cultural communities. Furthermore, teacher education should include both theoretical and practical knowledge of multicultural and multilingual education to better equip teachers for cultural and linguistic diversity in schools.

• Benediktsson, Artëm Ingmar (2023). Culturally responsive assessment in compulsory schooling in Denmark and Iceland – An illusion or a reality? A comparative study of student teachers’ experiences and perspectives. Nordic Journal of Comparative and International Education (NJCIE). ISSN 2535-4051. 7(2), s. 1–20. doi: 10.7577/njcie.5392. Fulltekst i vitenarkiv Vis sammendrag

  This paper explores and compares student teachers’ experiences and perspectives on culturally responsive assessment in compulsory schooling in Denmark and Iceland. The study’s theoretical framework draws on scholarship on culturally responsive assessment. The data was derived from fourteen interviews with Danish student teachers and ten interviews with Icelandic student teachers. As per the selection criteria, all participants had to be in the final stages of their education process, meaning they had completed their on-site schoolteacher training and most courses in their teacher education programme. During the interviews, the participants reflected on pre-instructional, formative, and summative assessment practices with cultural diversity in mind. Furthermore, they discussed the importance of assessing children’s well-being. In both countries, the participants demonstrated positive attitudes towards cultural diversity and expressed awareness of considering children’s cultural and linguistic backgrounds when assessing them. On the other hand, most participants expressed criticism of teacher education programmes for lacking attention to the topic of culturally responsive assessment, which resulted in their rudimentary understanding of the theoretical underpinnings.

• Benediktsson, Artëm Ingmar (2023). Navigating the complexity of theory: Exploring Icelandic student teachers’ perspectives on supporting cultural and linguistic diversity in compulsory schooling. International Journal of Educational Research. ISSN 0883-0355. 120, s. 1–13. doi: 10.1016/j.ijer.2023.102201. Vis sammendrag

  The pupil population has become more diverse in Icelandic schools. However, there remains a need for teachers to be better prepared to work in this changing context. Drawing on critical multiculturalism, multicultural education theory, and tenets of culturally responsive teaching, this paper explores student teachers’ perspectives on various methods which support cultural and linguistic diversity, challenge prejudice, and promote cooperation with parents from diverse cultural backgrounds. The findings indicate that the student teachers value culturally responsive teaching methods and have been able to utilise them to some extent in practice. However, despite the preparation received from their teacher education programmes, their understandings of the theoretical constructs are inconsistent and influenced by personal interests and specialisation within the programme.

• Benediktsson, Artëm Ingmar (2022). The place of multicultural education in legal acts concerning teacher education in Norway. Multicultural Education Review. ISSN 2005-615X. 14(4), s. 228–242. doi: 10.1080/2005615X.2023.2164972. Vis sammendrag

  This paper includes an analysis of legal acts concerning primary and lower secondary teacher education in Norway. The objective is to determine how multicultural education is perceived in these acts – whether it is regarded as a supplementary subject or as a mindset that underlies teacher education. The theoretical framework includes critical multiculturalism and multicultural education theory. A document content analysis approach has been applied during the analytical process, in order to reveal patterns related to culture, diversity, inclusion, multicultural education and multicultural competence. Furthermore, the findings have been placed in the Norwegian context, in order to shed light on the circumstances surrounding the documents. The main findings indicate that multicultural education is assigned a limited space and, according to the legal acts, should be included as a module integrated with the subject of pedagogy and pupil-related skills in teacher education.

• Benediktsson, Artëm Ingmar (2021). Establishing a multicultural learning environment based on active knowledge exchange and mutual trust between teachers and students. Nordic Journal of Comparative and International Education (NJCIE). ISSN 2535-4051. 5(2), s. 79–85. doi: 10.7577/njcie.4348. Fulltekst i vitenarkiv
• Benediktsson, Artëm Ingmar & Ragnarsdòttir, Hanna (2020). Icelandic as a second language: University students’ experiences. Tímarit um uppeldi og menntun. ISSN 2298-8394. 29(1), s. 1–19. doi: 10.24270/tuuom.2020.29.1.
• Benediktsson, Artëm Ingmar & Ragnarsdòttir, Hanna (2020). Immigrant students’ experiences of assessment methods used in Icelandic universities. Multicultural Education Review. ISSN 2005-615X. 12(2), s. 98–116.
• Hama, Susan Rafik; Benediktsson, Artëm Ingmar; Hansen, Börkur; Jónsdóttir, Kriselle Lou Suson & Ragnarsdòttir, Hanna (2020). Formal and informal support at Icelandic universities: Experiences of staff members and immigrant students. Tímarit um uppeldi og menntun. ISSN 2298-8394. 29(1), s. 45–64. doi: 10.24270/tuuom.2020.29.3.
• Benediktsson, Artëm Ingmar; Wozniczka, Anna Katarzyna; Tran, Anh Dao & Ragnarsdòttir, Hanna (2019). Immigrant students’ experiences of higher education in Iceland: Why does culturally responsive teaching matter? Nordic Journal of Comparative and International Education (NJCIE). ISSN 2535-4051. 3(2), s. 37–54. doi: 10.7577/njcie.2850.
• Benediktsson, Artëm Ingmar; Wozniczka, Anna Katarzyna; Jónsdóttir, Kriselle Lou Suson & Ragnarsdòttir, Hanna (2018). Teaching and support in Icelandic Universities: Immigrant students’ experiences. Netla. ISSN 1670-0244. doi: 10.24270/netla.2018.5.

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• Ragnarsdottir, Hanna; Benediktsson, Artëm Ingmar; Jónsdóttir, Kristín; Emilsson Peskova, Renata; Lefever, Samúel & Tran, Anh Dao [Vis alle 8 forfattere av denne artikkelen] (2023). Language policies and practices of diverse immigrant families in Iceland  and their implications for education.
• Benediktsson, Artëm Ingmar; Ragnarsdottir, Hanna & Jónsdóttir, Kristín (2023). Language policies and practices of diverse immigrant families in Iceland: Parents’ perspectives.
• Benediktsson, Artëm Ingmar (2022). Hvaða máli skipta menntavísindi? (Paneldiskusjon). Vis sammendrag

  Opnunarmálstofa Menntakviku hefur yfirskriftina "Hvaða máli skipta menntavísindi?" Markmið málstofunnar er að ræða brýnar áskoranir menntakerfisins stefnu stjórnvalda og hlutverk menntavísinda. Rætt verður um hvernig styðja megi við innleiðingu menntastefnu nýrra ráðherra og brýnustu áskoranir. Staðsetning: Bratti, Stakkahlíð. Dagskrá Kl. 15.00 – Kolbrún Þ. Pálsdóttir, forseti Menntavísindasviðs – Ávarp Kl. 15.10 – Áslaug Arna Sigurbjörnsdóttir, háskóla-, iðnaðar- og nýsköpunarráðherra – Erindi Kl. 15.20 – Ásmundur Einar Daðason, mennta- og barnamálaráðherra – Erindi Kl. 15.30 – Pallborð með ráðherrum og eftirfarandi þátttakendum: Guðjón Hreinn Hauksson, formaður Félags framhaldsskólakennara. Jóhanna Einarsdóttir, prófessor við Menntavísindasvið. Sigyn Blöndal, sérfræðingur í innanlandsteymi UNICEF á Íslandi. Artëm Ingmar Benediktsson, nýdoktor Inland Norway University of Applied Sciences. Kl. 16.15 – Undirritun viljayfirlýsingar um fagháskólanám í leikskólafræðum.

• Benediktsson, Artëm Ingmar (2022). Sjónarhorn íslenskra kennaranema á menningarmiðaðar kennsluaðferðir og hugmyndir þeirra um leiðir til notkunar tungumála barnanna í kennslu.
• Benediktsson, Artëm Ingmar (2022). Languages and cultures of plurilingual children in Icelandic schools: Student teachers’ perspectives on culturally responsive teaching.
• Benediktsson, Artëm Ingmar (2022). Cultivating Youths’ Identities through Multicultural Education.
• Benediktsson, Artëm Ingmar (2022). Islandsk som andetsprog – universitetsstuderendes erfaringer.
• Benediktsson, Artëm Ingmar & Ragnarsdòttir, Hanna (2021). Immigrant students’ experiences of assessment methods and support during the examination periods in Icelandic universities.
• Benediktsson, Artëm Ingmar (2021). Методология мультикультурного образования в Норвегии и Исландии.
• Benediktsson, Artëm Ingmar & Ragnarsdòttir, Hanna (2020). Educational Aspirations, Opportunities and Challenges for Immigrants in University Education in Iceland.
• Benediktsson, Artëm Ingmar (2020). Menningarmiðaðar kennsluaðferðir.
• Benediktsson, Artëm Ingmar (2019). Að læra íslensku sem annað mál í Háskóla Íslands. Viðhorf háskólanema af erlendum uppruna til kennsluaðferða.
• Benediktsson, Artëm Ingmar; Ragnarsdòttir, Hanna & Hansen, Börkur (2018). Formlegur stuðningur og þjónusta fyrir nemendur af erlendum uppruna í háskólum á Íslandi .
• Benediktsson, Artëm Ingmar; Wozniczka, Anna Katarzyna; Tran, Anh Dao & Ragnarsdòttir, Hanna (2017). Viðhorf háskólanema af erlendum uppruna til kennsluaðferða.
• Benediktsson, Artëm Ingmar; Jónsdóttir, Kriselle Lou Suson; Hama, Susan Rafik & Ragnarsdòttir, Hanna (2017). Immigrant students’ attitudes towards teaching methods with a special focus on different languages that are used in teaching .
• Benediktsson, Artëm Ingmar (2020). “It is not only the teacher who is talking; It is an exchange” Immigrant students’ experiences of learning environments and teaching methods used in Icelandic universities. Háskólaprent. ISSN 978-9935-9519-2-2. Vis sammendrag

  This article-based dissertation aims to explore immigrant students’ experiences of teaching methods and learning environments in three Icelandic universities. The main goal is to provide deep insight into immigrant students’ perspectives on the learning process and to find out which teaching methods they consider being relevant. Furthermore, the dissertation’s goal is to analyse the main challenges, including language-related issues, that immigrant students experience during the learning process and what support services are available to them. The study aims to make an important contribution to the current discussion about immigrant students’ position in higher education. The study is relevant in the Icelandic context because it is the first extensive research project conducted in Iceland about immigrant students’ experiences of higher education. The theoretical background of the study includes constructivist theory, multicultural education theory and second-language teaching and learning theories. The main focus is on learner-centred and culturally responsive approaches to teaching that encourage students to be independent and active learners, to use previous experiences in the learning process and to exchange knowledge with teachers and peers. When it comes to second- language teaching and learning theories, the study mainly focuses on communicative approaches to teaching and the methods that incorporate the teaching of grammar in lessons that are primarily focused on communication or meaning. The research is a qualitative study, based on focus groups and individual in-depth interviews. Forty-one first-generation immigrants who are pursuing higher education in one of the three target universities on an undergraduate level participated in the study. The participants have been recruited through maximal variation sampling based on characteristics such as age, gender, origin, field of study, number of years in Iceland and proficiency in the native language(s), Icelandic and English. The findings revealed that, although the participants’ experiences of the learning process are mainly positive, they encounter different challenges, which are often language related. In some cases, they lack information on available support services, and thus, they rarely use them. According to the findings, culturally responsive teaching and assessment are uncommon as fully established methods. The findings indicate that the majority of assessment methods are summative and involve high-stakes final examinations. The study highlights the importance of shifting away from a traditional lecture-based approach to learner-centred approaches to teaching, such as culturally responsive teaching, assessment and support. These are likely to create an empowering learning environment where every student has equal opportunities and access and feels valued. The findings have been presented and discussed in five academic papers that are included in this dissertation. The papers provide a coherent picture of the patterns in the collected data and reveal different dimensions of the participants’ experiences of the learning environments and teaching methods in the Icelandic universities.

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