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  • 1.
    Avery, Helen
    Jönköping University, School of Education and Communication, HLK, School Based Research, Teaching and Learning Language, Literature and Media. Jönköping University, School of Education and Communication, HLK, School Based Research, Literacy Research. Jönköping University, School of Education and Communication, HLK, School Based Research, Other School Based Research.
    The role of the school library: Reflections from Sweden2014In: Intercultural Education, ISSN 1467-5986, E-ISSN 1469-8439, Vol. 25, no 6, p. 497-507Article in journal (Refereed)
    Abstract [en]

    Libraries are critical learning spaces and may play a significant role in intercultural education initiatives, particularly in Sweden where the national curriculum ascribes central functions to libraries for learning activities. Unfortunately, the ways in which teachers and librarians may collaborate to leverage mutual resources is not fully understood. This article uses Pirjo Lahdenperä’s model of intercultural education development to consider the case of a small school library in a highly diverse urban neighbourhood. Although public libraries in Scandinavia can support intercultural educational values by addressing individual needs and complementing curriculum-based teaching, the development of new teaching practices requires additional guidance as well as institutional support.

  • 2.
    Umans, Timurs
    et al.
    Högskolan Kristianstad, Avdelningen för Ekonomi.
    Collin, Sven-Olof
    Högskolan Kristianstad, Institutionen för ekonomi.
    Tagesson, Torbjörn
    Högskolan Kristianstad, Institutionen för ekonomi.
    Ethnic and gender diversity, process and performance in groups of business students in Sweden2008In: Intercultural Education, ISSN 1467-5986, E-ISSN 1469-8439, Vol. 19, no 3, p. 243-254Article in journal (Refereed)
    Abstract [en]

    This article investigates the complex interrelation between ethnic and gender diversity, process and performance among groups of business students. The article is based on an empirical survey of business students working on a complex assignment in groups of two to five in a small Swedish university. The results indicate that gender diversity leads to positive group outcomes, while ethnic diversity appears to create negative group outcomes. Intervening process variables, such as group communication, conflict and effectiveness in problem solving, were not found to be influenced by diversity, or to influence group outcomes. While the non-influence of intervening variables can probably be explained by methodological difficulties, the negative outcome for ethnic diversity indicates a need to help students better manage ethnic diversity in order to reap its benefits.

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