Anh-Dao Tran like to get more information about schools and the education system. These requests are important and have to be considered. Thus, it should be asked whether it is enough just to have mainly a few individu- als like home-room teachers and foreign stu- dent advisor-teachers, to provide all these serv- ices? Do these individuals suffice to make a school multicultural, so that Asian students in particular and immigrant students in general, feel "at home" to maximize their learning abili- ties? Should the idea of one of the students "... intercultural education for all students...” and of a teacher "Schools have to change and teachers have to be better trained so that multiculturalism can be embraced by all schools, embraced by all teachers and at all levels," be studied and taken into consideration? According to Banks (1999), in his book Mul- ticultural Benchmarks for Assessing and Maintain- ing an Effective Multicultural School that listed eight multicultural benchmarks (p. 1069) to embrace multicultural education, it required all aspects of the society. It involved the gov- ernment, teachers, staff and the parents. The government had to be committed to set policy, develop curriculum and teaching strategies, invest in the training of teachers and actively monitoring the process. Members of a multi- cultural school had to be committed as a whole among administrators, staff and teachers. 1. A multicultural education policy statement sanctions and supports diversity. 2. The staffhas positive attitudes and expectations toward diverse students. 3. The school staff reflects ethnic and cultural diversity. 4. The curriculum is transformational and action- focused. 5. Parent participation provides a cultural con- text for teaching and a link with student per- sonal/cultural knowledge. 6. Teaching strategies are constructivist, person- alized, empowering, and participatory. 7. Teaching materials present diverse racial, ethnic and cultural perspectives on events, con- cepts, and issues. 8. Each program component is monitored on a continuing basis. These benchmarks can be explained in the Icelandic context through this study. With the flow of refugees and immigrants coming into Iceland, the nation has in many ways embraced multiculturalism very quickly and willingly. Schools, in particular many elementary ones, have been working extra hard to make neces- sary changes to serve the new population. They have gained an immense amount of expe- rience and knowledge. However, there is a lot of more work that still needs to be done. The question now to be asked is the following: what has already been put in place and what still needs to be improved and developed, so that multicultural education can function and serve immigrant children in such a way that eliminates both educational and social hin- drances and provides them with equal oppor- tunities to succeed and receive a better future in their new home. 210 Delta Kappa Gamma - 30 ára afmælisrit

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(323) Back Cover
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(325) Scale
(326) Color Palette