Vander Tavares is postdoctoral researcher in education at Inland Norway University of Applied Sciences.Thor-André Skrefsrud is professor of education at Inland Norway University of Applied Sciences.

• IntroductionPart I: Student Teachers’ Intercultural CompetencesChapter 1: The More We Know, The More We Feel What We Know Is Limited:” Finnish Student Teachers Engaging with Chinese Students’ Ideas About Culture, Language and Interculturality, Ning Chen and Fred DervinChapter 2: “We Have Three Common Enemies…”: Student Teachers’ Perspectives on Existing Prejudice in Danish Multicultural Schools, Artëm Ingmar BenediktssonChapter 3: Experiential Education, Museums and Student Teachers’ Intercultural Learning: Reflections on the Scandinavian Romani Exhibition, Vander Tavares and Thor-André SkrefsrudChapter 4: Finnish Teacher-students’ Mindsets and Intercultural Competences, Meri Häärä, Inkeri Rissanen and Elina KuusistoChapter 5: Teacher Education for Inclusion: Preparing Student Teachers at the School of Education in Iceland to Work in Inclusive Multicultural Classrooms, Hafdís Guðjónsdóttir, Jónína Vala Kristinsdóttir, Samúel Currey Lefever and Gunnhildur ÓskarsdóttirPart II: Multilingual Learning in Diverse ClassroomsChapter 6: Finnish Teachers’ Perspectives on Creating Multilingual Learning Opportunities in Diverse Classrooms, Jenni Alisaari, Mari Bergroth, Raisa Harju-Autti, Leena Maria Heikkola, Salla Sissonen and Heli VigrenChapter 7: How Do Teachers of Plurilingual Learner’s Mother Tongue (PLMT) Implement Culturally Sustaining Pedagogy?, Maija Yli-Jokipii, Inkeri Rissanen and Elina KuusistoPart III: Identifying Skills and Competences for Future Teachers in Religious EducationChapter 8: Critical Approaches to Religious Diversity in Education: What Skills Do Future Teachers Need? Anuleena KimanenChapter 9: Reconceptualizing Non-Confessional Religious Education in Norway from a Freirean Perspective, Thor-André Skrefsrud and Vander TavaresPart IV: Educators Supporting Cultural and Linguistic DiversityChapter 10: Diversity and Inclusion in Physical Education: Kinesiocultural Exploration as Anti-Oppressive Teaching, Håkan LarssonChapter 11: Esports: The New “White Boys” Club? Problematizing the Norms Limiting Diversity and Inclusion in an Educational Gaming Context, Fredrik Rusk and Matilda StåhlChapter 12: Teaching Towards Transformation: Promoting Multicultural Pedagogy in Iceland Through Reflective Participation, Charlotte Wolff, Renata Emilsson Peskova and Beth DraycottChapter 13: Opportunities and Challenges in Implementing Culturally and Linguistically Responsive Practices in Preschools in Iceland, Hanna RagnarsdóttirPart V: Students’ and Parents’ Encounters with DiversityChapter 14: Locating Power: Polish Parents’ Encounter with Norwegian Education, Agnieszka Iwetta Rasmussen and Jonas Yassin IversenChapter 15: Negotiating Knowledge of Sexual and Gender Diversity: A Case Study with Migrant Students in a Swedish Language Course, Anna WinlundChapter 16: Countering Narratives of Identity and Belonging: Multicultural School Events from a Student Perspective, Shpresa Basha and Thor-André SkrefsrudChapter 17: The Roles of Migrant Parents in High School as Constructed by Teachers and Students: A “Double-edged Sword”, Julia MelnikovaAbout the Authors

This is an extraordinarily rich collection of insights into the challenges of ethnic, cultural and linguistic diversity in education. The chapters are all drawn from Nordic countries but the implications for teachers, teacher educators and policymakers all around the world are very clear. Vander Tavares and Thor-André Skrefsrud must be congratulated by the global education community for drawing together this invaluable volume.