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dc.contributor.authorThomas, Paul
dc.date.accessioned2016-09-13T12:46:01Z
dc.date.accessioned2017-03-31T11:29:16Z
dc.date.available2016-09-13T12:46:01Z
dc.date.available2017-03-31T11:29:16Z
dc.date.issued2016-09-12
dc.identifier.citationCogent Education 2016, 3:1-16language
dc.identifier.issn2331-186X
dc.identifier.urihttps://hdl.handle.net/10642/4629
dc.description.abstractThe perplexing numbers of Somali children withdrawn from schools in Norway and sent to Somalia is the concern of this study. These students are often brought back and re-enroll later as adolescents with concomitant educational challenges. The findings are critically analyzed employing John Ogbu’s cultural ecology of minorities and a CHATbased inquiry that approaches the Somali community and Norwegian schooling as interconnected activities that share commonalities and yet evince several contradictions. The findings reveal the need to engage with Somali symbolic cultural artifacts (e.g. deen (religion), dhaqan (culture), gaal (the infidel or “Other”), and hisho (female modesty) and arrive at interpretations/understandings that are more amenable to educational success. It is argued that given the gravity and scale of the conundrum, both sides will have to think creatively if the aim is to safeguard the educational integrity of Somali children.language
dc.language.isoenlanguage
dc.publisherCogent OAlanguage
dc.rights© 2016 The Author(s). This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license.language
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/
dc.subjectAcademic risklanguage
dc.subjectAdolescentslanguage
dc.subjectDiversitylanguage
dc.titleNorwegian-Somali parents who send their children to schools in Somalialanguage
dc.typePeer reviewedlanguage
dc.typeJournal article
dc.date.updated2016-09-13T12:46:01Z
dc.description.versionpublishedVersionlanguage
dc.identifier.doihttp://doi.org/10.1080/2331186X.2016.1229520
dc.identifier.cristin1380955
dc.relation.projectIDHøgskolen i Oslo og Akershus: Reference code: 2210, Project: 191036


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© 2016 The Author(s). This open access article is distributed under a Creative Commons Attribution 
(CC-BY) 4.0 license.
Med mindre annet er angitt, så er denne innførselen lisensiert som © 2016 The Author(s). This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license.