International week in a Norwegian school. A qualitative study of the participant perspective

Abstract

This article explores an international week in a Norwegian primary school from the perspective of the different participants in the arrangement. International week is typically organized in connection with the United Nation’s day and is to contribute to the school’s aim of inclusion and social justice. Whereas the research literature has been critical towards such weeks, using terms such as ‘exotification’ and ‘hall-way multiculturalism’, there has been scarce research on international weeks from the participants’ perspectives. Our case study of a single international week is based on interviews with the school’s management, and a selection of teachers, parents and students. The study both confirms and challenges the research literature’s critical stance towards international week. Whereas these weeks may appear as ‘happenings’ communicating an essential view on cultures, they also show potential for critical reflection and for leaking into its surroundings, for example connecting school and the local community.