Monikulttuurisen akateemisen opetuksen hallinta

Starting point for the study was the notion made in previous studies that the Finnish educational practices are not sufficient in multicultural teaching. The main objective of the research was to find out good multicultural teaching practices developed by experienced teachers. The subject of the research was teachers narratives about the problems, solutions and the development of multicultural academic teaching. Previous research has shown that disturbances in multicultural activity can be caused among other things by cultural and linguistic differences, racism and prejudice and stress related to immigration. The management of multicultural teaching can be examined from the individual point of view as intercultural competence and from the collective point of view as management of the disturbances of multicultural teaching. The development of the management has been illustrated with the models of adaptation and transformative/expansive learning. The methodological approach of the research was narrative. I interviewed six teachers with narrative methods. Half of the interviews were pair interviews. As an analytical framework I used the basic story model by Labov (1972). I analysed critical incidents, resolutions and evaluations of the stories. According to the results the problems of the multicultural academic teaching are diverse. Most often mentioned problems were cultural differences and racism. Problems were managed by developing practices that support the multicultural activity broadly and by reacting to sudden problems intuitively or reflectively. In the management of the academic multicultural teaching the experienced teachers emphasised flexibility, group building and trust, intensified guidance, acting against racism and prejudice and characteristics of the teacher, like patience and sense of humour. The management of multicultural teaching has developed through the accumulation of intercultural experiences, reflection of experiences, cooperative problem solving, following the research of the field and experimenting different approaches. In accordance with the previous studies, this research showed that continuous learning is needed in the management of multicultural teaching. The results can be used in developing academic multicultural teaching and education.