2025

Benediktsson, A. I. (2025). Preparing for cultural and linguistic diversity in Norwegian compulsory schools: Student teachers’ encounters with multicultural education. Nordisk tidsskrift for pedagogikk og kritikk, 11(1), 21–36. https://doi.org/10.23865/ntpk.v11.6440

Benediktsson, A. I. (2025). Who’s afraid of education? An ethnodrama in four acts. Nordic Journal of Comparative and International Education (NJCIE), 9(2), 1–15. https://doi.org/10.7577/njcie.6196

Benediktsson, A. I., & Eek, M. (2025). Fra teori til praksis: Lærerstudenters møte med språklig mangfold i norsk grunnskole. Acta Didactica Norden, 19(3), 1–23. https://doi.org/10.5617/adno.11877

Benediktsson, A. I., & Tavares, V. (2025). Transnational teachers as agents of internationalization: Confronting native-speakerism and fostering inclusion for refugee students. In V. Tavares & S. Melo-Pfeifer (Eds.), The Palgrave handbook of internationalization of language education (pp. 325–342). Palgrave Macmillan. https://doi.org/10.1007/978-3-032-00887-9_17

Benediktsson, A. I., Tran, A.-D., Emilsson Peskova, R., Ragnarsdóttir, H., & Lefever, S. (2025). Icelandic teachers’ perspectives and strategies for supporting children’s plurilingual development in compulsory schools. Education Inquiry, 1–21. https://doi.org/10.1080/20004508.2025.2466890

Ragnarsdóttir, H., Jónsdóttir, K., Benediktsson, A. I., Tran, A.-D., Emilsson Peskova, R., Lefever, S., Eiríksdóttir, A. K., & Jónsdóttir, K. L. S. (2025). Tungumálastefna og starfshættir fjölbreyttra fjölskyldna innflytjenda á Íslandi og áhrif þeirra á menntun. Menntavísindastofnun HÍ. https://doi.org/10.33112/HSZG7265

Tavares, V., & Benediktsson, A. I. (2025). Between asset and deficit, a proxy to race and existing in the other: Pre-service teachers’ perspectives on diversity. Journal of Multilingual and Multicultural Development, 1–14. https://doi.org/10.1080/01434632.2025.2564322

Tavares, V., & Benediktsson, A. I. (2025). Is diversity intersectional? Student teachers’ perspectives of learning in Norwegian teacher education. In V. Tavares (Ed.), Intersectional perspectives on equality and social justice in Norwegian higher education (pp. 119–137). Routledge. https://doi.org/10.4324/9781003528647-10

Tavares, V., & Benediktsson, A. I. (2025). Navigating the everydayness of raciolinguistic ideologies as a minoritized language teacher. Linguistics and Education, 89, 1–8. https://doi.org/10.1016/j.linged.2025.101451

2024

Benediktsson, A. I. (2024). Culturally relevant and sustaining pedagogies: Theoretical underpinnings, practical value and implications for teacher education. In N. Hammarén, B. Ivemark, & L. Stretmo (Eds.), Migrant Youth, Schooling and Identity. Perspectives and Experiences from Northern Europe (pp. 251–263). Springer. https://doi.org/10.1007/978-3-031-63345-4_17

Benediktsson, A. I. (2024). Intercultural family-school cooperation and the dilemma of involving child language brokers versus professional interpreters. Educational Review, 77(6), 1953–1970. https://doi.org/10.1080/00131911.2024.2379433

Benediktsson, A. I. (2024). Kulturelt ansvarlig didaktik: Lærerstuderendes perspektiver og erfaringer. Studier i læreruddannelse og -profession, 9(2), 8–32. https://doi.org/10.7146/lup.v9i2.141084

Benediktsson, A. I. (2024). Menningarmiðaðar kennsluaðferðir: Reynsla íslenskra kennaranema. Netla – Veftímarit um uppeldi og menntun, 1–18. https://doi.org/10.24270/netla.2024/5

Benediktsson, A. I. (2024). Sustaining the ethos of togetherness in multicultural schools in Denmark: Student teachers’ reflections and experiences. Scandinavian Journal of Educational Research, 69(5), 930–944. https://doi.org/10.1080/00313831.2024.2360921

Benediktsson, A. I. (2024). Teacher educators’ endeavours to enhance students’ cultural competence: A qualitative study within Danish teacher education. In Education, 29(2), 78–97. https://doi.org/10.37119/ojs2024.v29i2.754

Benediktsson, A. I. (2024). “We have three common enemies”: Student teachers’ perspectives on existing prejudice in Danish multicultural schools. In V. Tavares & T.-A. Skrefsrud (Eds.), Critical and Creative Engagements with Diversity in Nordic Education (pp. 25–44). Lexington Books. Click here to read the chapter

Benediktsson, A. I., & Tavares, V. (2024). Family-school cooperation in multicultural schools: A missing piece in teacher education in Norway. Pedagogy, Culture & Society, 33(4) 1261–1276. https://doi.org/10.1080/14681366.2024.2356595

Benediktsson, A. I., & Tavares, V. (2024). The social and linguistic integration experiences of Ukrainian refugees through community and urban education courses in Iceland. Social Sciences & Humanities Open, 10, 1–9. https://doi.org/10.1016/j.ssaho.2024.101210 

Tavares, V., & Benediktsson, A. I. (2024). But life goes on: Drama classes, Ukrainian refugees, and Icelandic language learning. Literacy, 58(2), 240–249. https://doi.org/10.1111/lit.12366

Tavares, V., & Benediktsson, A. I. (2024). Ukrainian refugees learning Icelandic through drama plays: A multiliteracies perspective. In V. Tavares (Ed.), Empowering Language Learners in a Changing World through Pedagogies of Multiliteracies (pp. 251–269). Palgrave Macmillan. https://doi.org/10.1007/978-3-031-51889-8_13

2023

Benediktsson, A. I. (2023). Culturally responsive assessment in compulsory schooling in Denmark and Iceland: An illusion or a reality? A comparative study of student teachers’ experiences and perspectives. Nordic Journal of Comparative and International Education (NJCIE), 7(2), 1–20. https://doi.org/10.7577/njcie.5392

Benediktsson, A. I. (2023). Navigating the complexity of theory: Exploring Icelandic student teachers’ perspectives on supporting cultural and linguistic diversity in compulsory schooling. International Journal of Educational Research, 120, 1–13. https://doi.org/10.1016/j.ijer.2023.102201

Benediktsson, A. I. (2023). Reception of newly arrived immigrant schoolchildren in Iceland: Exploring challenges and dilemmas concerning teaching and assessment practices. Education Inquiry, 16(3), 508–526. https://doi.org/10.1080/20004508.2023.2262204

Ragnarsdóttir, H., Benediktsson, A. I., & Emilsson Peskova, R. (2023). Language policies and multilingual practices in Icelandic preschools. Multicultural Education Review, 15(2), 81–98. https://doi.org/10.1080/2005615X.2023.2250711

2022

Benediktsson, A. I. (2022). The place of multicultural education in legal acts concerning teacher education in Norway. Multicultural Education Review, 14(4), 228–242. https://doi.org/10.1080/2005615X.2023.2164972

2021

Benediktsson, A. I. (2021). Establishing a multicultural learning environment based on active knowledge exchange and mutual trust between teachers and students. Nordic Journal of Comparative and International Education (NJCIE), 5(2), 79–85. https://doi.org/10.7577/njcie.4348

2020

Benediktsson, A. I. (2020). “It is not only the teacher who is talking; It is an exchange” Immigrant students’ experiences of learning environments and teaching methods used in Icelandic universities. [Doctoral dissertation]. Reykjavik: Háskólaprent. ISBN 978-9935-9519-2-2. https://hdl.handle.net/20.500.11815/1769

Benediktsson, A. I., & Ragnarsdóttir, H. (2020). Icelandic as a second language: University students’ experiences. Tímarit um uppeldi og menntun, 29(1), 1–19. https://doi.org/10.24270/tuuom.2020.29.1

Benediktsson, A. I., & Ragnarsdóttir, H. (2020). Immigrant students’ experiences of assessment methods used in Icelandic universities. Multicultural Education Review, 12(2), 98-116. https://doi.org/10.1080/2005615X.2020.1756090  

Hama, S. R., Benediktsson, A. I., Hansen, B., Jónsdóttir, K. L. S., & Ragnarsdóttir, H. (2020). Formal and informal support at Icelandic universities: Experiences of staff members and immigrant students. Tímarit um uppeldi og menntun, 29(1), 45–64. https://doi.org/10.24270/tuuom.2020.29.3

2019

Benediktsson, A. I., & Ragnarsdóttir, H. (2019). Communication and group work in the multicultural classroom: Immigrant students’ experiences. European Journal of Educational Research, 8(2), 453–465. https://doi.org/10.12973/eu-jer.8.2.453

Benediktsson, A. I., Wozniczka, A. K., Tran, A.-D., & Ragnarsdóttir, H. (2019). Immigrant students’ experiences of higher education in Iceland: Why does culturally responsive teaching matter? Nordic Journal of Comparative and International Education (NJCIE), 3(2), 37–54. https://doi.org/10.7577/njcie.2850

2018

Benediktsson, A. I., Wozniczka, A. K., Jónsdóttir, K. L. S., & Ragnarsdóttir, H. (2018). Kennsla og stuðningur í íslenskum háskólum – Reynsla innflytjenda. Netla – Veftímarit um uppeldi og menntun, 1–19. https://doi.org/10.24270/netla.2018.5