Teachers in today's classrooms encounter many cultures and have to deal with different traditions and needs amongst the pupils. The aim of the NoZa project, which is a collaboration between Østfold University College and the State University of Zanzibar, is to strengthen student teachers' competence in multicultural classrooms. Since 2019, the project has worked with student mobility, staff exchange, joint research and developed a joint course in multicultural pedagogy.
In September, six Zanzibari students came to Halden and Fredrikstad to participate in a 3-week observation practice in Norwegian schools. The students are studying a Master of Education with a focus on Youth, Gender and Development at the State University of Zanzibar (SUZA). As part of their Master, the students have taken the joint course Learning Together - educating for multicultural democracies/Multicultural Pedagogies, where Zanzibari and Norwegian student teachers learn together, share and study how different aspects of culture and cultural understanding can be addressed in the classroom. The course is mainly taught by local lecturers at the State University of Zanzibar, while the Norwegian lecturers contribute with teaching videos and a couple of weeks of practical teaching. The students bring various experiences to the course, and these are actively used to shed light on themes and issues that are discussed and applied in the teaching context.
"The students from Zanzibar highlight how the Norwegian teachers work in teams to ensure good progression and provision for the children in schools."
Gunhild Brænne Bjørnstad
Crash course in Norwegian everyday culture
In Norway, the students from Zanzibar were met by their two lecturers from Zanzibar Dr. Maryam Ismail and Mr. Abrahman Babu, as well as project leader Gunhild Brænne Bjørnstad from HiØ. The students were accommodated at the student dormitories at Bjølstad at the Fredrikstad campus, and were given simple instructions on how to get around on their own by bus. They got to experience first-hand how new systems, time, weather and different culture affect their living, and had to find out how they could adapt to Norwegian society in their own way.
The reunion with the Norwegian students Nazdar Shawali, Ingrid Sørensen and Ingrid Schau, with whom they had studied in Zanzibar, was cordial and warm (Rezarta Obrtinca was unfortunately prevented from coming). The Norwegian girls invited to Friday tacos in good Norwegian spirit, contributed with tours and were helpful with solutions to practical challenges the Zanzibari students encountered.
Students' perspectives on Norwegian schools
Fascinated by equipment rooms and outdoor areas
During the three weeks the students from Zanzibar were in Norway, they were to visit various schools to gain an insight into Norwegian education and everyday school life. The first visit was to Gimle primary school in Halden, where the students were met by Anne-Lene Glomsrød, who is a practice teacher in a combined position (20% position at Østfold University College), and principal Anita Gundrosen. According to the students' own report, they encountered a clean school environment where pupils have the opportunity to express themselves and explore their own interests and talents. The students were particularly interested in the equipment rooms for both music and physical education, but also outdoor areas where the children can play freely. The pupils in the 6th grade were interested in knowing more about other ways of living, such as extended families and polygamy, leading to many good discussions.
Teamwork and adapted education
The next visit was to Haugeåsen Ungdomsskole in Fredrikstad, where the students were received by practice teacher in combined position, Åsa Torstensson. The students gave a presentation about Zanzibar and Zanzibari culture, and used this as an entry point to actively discuss with the pupils. They were able to participate in various subjects, and showed great interest in talking to the youth. The students themselves highlight how the Norwegian teachers work in teams to ensure good progression and provision for the children in schools. Khadija Juma exclaims: «…and they are actually punctual.» They will take this back to Zanzibar.
At Kråkerøy Ungdomsskole in Fredrikstad, the students were welcomed by practice teacher in combined position, Marie Kronby. As several of them are particularly interested in special needs pedagogy and adapted education, they were very fascinated by how we work with children with special needs in Norway. For example, they highlight outdoor school and the experience they gained with honey production as interesting also for rural schools in Zanzibar.
Digital opportunities
According to Amour Bakari, the practical approach in all subjects has inspired them to "explore the students' talents regardless of gender, religion, race or ethnicity" (translation by Gunhild B. Bjørnstad). The use of digital aids such as smartboards, PCs, iPADs and podcast studios has also triggered new ideas about how teaching can be done in an engaging way. The challenge is access to such equipment, but also in Zanzibar they have dedicated educational hubs where schools can bring pupils to explore digital opportunities.
Status and language in education
The students also got to visit Halden upper secondary school, where they had a busy program with Monika Gjersøe. Here they got an insight into both preparatory studies for university and vocational programmes. The students got ideas on how the status of vocational subjects can be increased in Zanzibar and how preparatory teaching for university can be made more practical and relevant. The students from Zanzibar were also inspired by the fact that all teaching takes place in Norwegian language throughout the course of study. They believe that this is one of the reasons for the successful flow of pupils through Norwegian schools, and also that the level of competence is so high. According to Maryam Ramadhan «This gives pupils opportunity to learn more and be free. They are comfortable to fully participate in the class room, asking many questions and contributing during learning process.» The students say that the language of instruction in Zanzibar is Swahili until the pupils are in the 5th grade and then they switch to English. The challenge at this point is that the students are not well enough prepared for this transition and that neither students nor teachers have sufficient English language skills to make the teaching relevant.
«This (the fact that Norwegian is use in teaching throughout the school) gives pupils opportunity to learn more and be free. They are comfortable to fully participate in the class room, asking many questions and contributing during learning process.»
Maryam Ramadhan, student from Zanzibar
What do they take home?
As the visit in Norway is over the students bring with them a myriad of experiences and thoughts related to school and education. A trip like this puts your own everyday life into perspective and you can be inspired to think anew. Such experiences must still be calibrated against the reality we live in. The Zanzibari students have been encouraged to look critically at Norwegian schools, so as not to be completely dazzled by equipment and good facilities. The reality in Zanzibar is different and perhaps one has to delve deeper into both the view of knowledge and the view of students in order to create changes both in Zanzibar and in Norway.
In addition to the observations in schools, the students themselves have been exposed to a completely foreign culture, which in itself provides personal growth. The students become more aware of their own culture and proudly display it in meetings with Norwegian pupils. Listening and active participation become important components when adapting to a new culture, something the students were able to experience firsthand.
We have appreciated your visit this time and look forward to further cooperation!
