• Home
  • KU Leuven
  • Research unit for Education, Culture and Society
  • Nikolett Szelei
Nikolett Szelei

Nikolett Szelei
KU Leuven | ku leuven · Research unit for Education, Culture and Society

About

15
Publications
2,699
Reads
How we measure 'reads'
A 'read' is counted each time someone views a publication summary (such as the title, abstract, and list of authors), clicks on a figure, or views or downloads the full-text. Learn more
70
Citations

Publications

Publications (15)
Article
Full-text available
This article explores the activities teachers developed in a school cluster in Portugal in order to address cultural diversity, and particularly, how students’ voices were used as pedagogical tools. Findings show unsettled rather than unified strategies, building on cultural artefacts, universal/individualised topics, and tackling stereotyping, dis...
Article
Full-text available
This article describes context-based professional development (PD) for cultural diversity in a Portuguese school cluster, and discusses how it supports change for justice and equity. Teachers felt the importance of PD and showed willingness and interest to learn. Several teacher learning opportunities were mapped out such as formal workshops, start...
Article
Although European educational policies seemingly promote multilingualism, many countries continue to grapple with developing educational responses that recognise students’ complex linguistic identities. This discussion piece reflects on questions relating to multilingualism that have occurred within the Portuguese education system.
Article
This study explored ‘cultural diversity’ in urban schools in Portugal by conducting discourse analysis on interviews with school practitioners. Findings show that ‘cultural diversity’ was dominantly anchored in Othering ‘foreigners’ that mainly associated ‘non-native speakers’ to difficulties in integration, participation and teachers’pedagogical w...
Article
Full-text available
This article investigates school belonging among migrant students and how this changed during the Covid‐19 pandemic. Drawing on quantitative data gathered from 751 migrant students in secondary schools in six European countries (Belgium, Denmark, Finland, Norway, Sweden, and the UK), we examined the impact of Covid‐19 school closures, social suppor...
Article
Full-text available
This study examined teaching practices developed by teachers to respond to linguistic diversity in a Portuguese case study. We analysed the position that students’ languages received in the classroom, and what these practices revealed about teachers’ awareness of multilingual pedagogies, a step to social justice. Three main strategies emerged: prom...
Article
Full-text available
Across and even within European states, heritage language education (HLE) for pupils with a migration background varies considerably, as do the political and academic discourses surrounding HLE. Due to the intensified public discourse around migration, educational opportunity and multilingualism, research on heritage languages (HL) and HLE has incr...
Article
Full-text available
Due to globalisation and migration, multilingualism has become both a reality and an aim of education systems across Europe, affecting how language education is shaped. To improve the ways in which schools cater for language education in diverse settings, research is required on the potentials of multilingualism in order to design curricula that fo...
Article
Despite multiculturalism being discussed in teacher education, teachers still often feel insecure in the classroom around developing meaningful practices. This might be due to several issues about how preservice teachers are taught. In this article, modelling culturally responsive pedagogy is demonstrated as a promising strategy in shaping preservi...
Article
This qualitative case study examined two pre-service teachers' learning experiences in relation to encountering modelling culturally responsive teaching (CRT) in a multicultural education course. Using Constant Comparison Approach, the researchers searched for evidence of observing aspects of modelling in the course, and described the preservice te...
Article
Full-text available
As an attempt to promote educational success in socio-economically disadvantaged contexts, area-based initiatives are often launched in Europe, such as the programme Territórios Educativos de Intervenção Prioritária in Portugal. Given the importance of teaching quality to enhance student learning and considerable student diversity in the schools in...

Network

Cited By

Projects

Projects (4)
Project
Today, many children grow up with two or more languages. While multilingualism at home is a reality for many, schools build little on children’s multilingualism when developing language policies and classroom pedagogies. This EU-funded Marie-Sklodowska-Curie Individual Fellowship - Co-lingual-S project - addresses this disconnect between family and school language policies regarding multilingualism. It applies innovative participatory visual methods to understand multilingual family life and develop multilingual pedagogies in schools. The project designs a multilingual storybook based on participatory visual-narrative research with family members. Next, teachers develop practices using these storybooks. The overall aim is to understand experiences of multilingualism at home through the lenses of intersectionality, and support teachers in developing multilingual pedagogies that mobilise children’s multilingualism. This way, the project brings schools and families closer.
Project
INHeRE aims to improve holistic care for migrants, applicants of international protection and refugees who were exposed to sexual violence, regardless of their age, gender, sexual orientation and/or legal status by strengthening the capacity of multi-sector professionals. Specific attention is paid to care pathways inclusive for MAR victims who are male, LGBTQIA+ and/or victims of trafficking. To this end the project applies a highly participatory research approach.
Project
RefugeesWellSchool is a European funded Horizon2020 project carried out by seven different partners in six European countries (Norway, Finland, Sweden, Denmark, Belgium and the United Kingdom). The overall objective of the RefugeesWellschool is to further the evidence-base on the role of preventive, school-based interventions in promoting refugee and migrant adolescents’ mental well-being, and on how they can be implemented in diverse educational settings. We herein put a specific emphasis on those interventions furthering social support networks and social cohesion.