Critical Perspectives on Perceptions and Practices of Diversity in Education

Burner, Tony; Nodeland, Tuva Skjelbred; Aamaas, Åsmund

doi:10.7577/njcie.2188

Cited by 15 publications

(10 citation statements)

References 8 publications

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“…The choice of wording reflects a tendency in Norwegian educational policy of applying the depoliticized 'diversity' rather than 'multiculturalism', which was more frequently used in earlier documents. According to Burner, Nodeland & Aamaas (2018), the term diversity is often viewed as positive and harmless. However, this 'celebration of diversity' might also serve to veil processes of racialization and othering, and 'diversity' is commonly reserved for matters pertaining to immigration.…”

Section: Research Methods and Materialsmentioning

confidence: 99%

The indigenous Sami citizen and Norwegian national identity: tensions in curriculum discourses

Eriksen¹

2018

HRER

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The paper explores citizenship positions for the Sami as citizen in the overarching policy document for the Norwegian school. Informed by the perspective that policy documents hold discursive productivity in the Foucauldian sense, this document is regarded as vital for locating normative cultural ideals. The analysis points to three discourses: indigeneity, multiculturalism and the common Norwegian cultural heritage perspective. Although the analysis suggests that there is a variety of possible citizenship identity positions, tensions are located in their ontological and epistemological claims regarding what it means to be Sami. The paper argues that indigenous perspectives might both challenge and complement current ideas of citizenship and human rights education. Notably, indigeneity accentuates the tension between universalism and recognition in human rights education. The paper also points to how the curriculum has great ambitions about the possibilities of inclusive practice within an educational system that lacks sufficient competence on Sami culture.Abstract: The paper explores citizenship positions for the Sami as citizen in the overarching policy document for the Norwegian school. Informed by the perspective that policy documents hold discursive productivity in the Foucauldian sense, this document is regarded vital for locating normative cultural ideals. The analysis points to three discourses: indigeneity, multiculturalism and the common Norwegian cultural heritage perspective. Although the analysis suggests that there is a variety of possible citizenship identity positions, tensions are located in their ontological and epistemological claims regarding what it means to be Sami. The paper argues that indigenous perspectives might both challenge and complement current ideas of citizenship and human rights education. Notably, indigeneity accentuates the tension between universalism and recognition in human rights education. The paper also points to how the curriculum has great ambitions for the possibilities of inclusive practice within an educational system that lacks sufficient competence on Sami culture.

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Section: Research Methods and Materialsmentioning

confidence: 99%

The indigenous Sami citizen and Norwegian national identity: tensions in curriculum discourses

Eriksen¹

2018

HRER

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“…Inclusion is associated with diversity (Burner, Nodeland, and Aamaas 2018;Devarakonda and Powlay 2016;Loreman, Deppeler, and Harvey 2005), equity (Goodwin 2012;Shaeffer 2019), equality (Eklund et al 2012;Lundahl 2016), citizenship (McAnelly andGaffney 2019;Nutbrown and Clough 2009), and the universal right to sufficient and adapted education (Gran 2017;McAnelly and Gaffney 2019). In pedagogy and special pedagogy, the concept has been defined as a student's belonging to a professional, social and cultural community, and inclusion also concerns participation quality, democratisation, and dividends in education (Solli 2010).…”

Section: Sorting Out the Ideasmentioning

confidence: 99%

Understanding inclusive education – a theoretical contribution from system theory and the constructionist perspective

Rapp

Granados

2021

International Journal of Inclusive Education

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The meaning of the term 'inclusion' is often taken for granted and seldom defined. Empirical research on inclusive education is often normative since it is based on terms such as 'justice' and 'democracy'. Such terms are challenging to translate into real practice because their meanings depend on a subjective evaluation related to the time and place where inclusion is supposed to happen. Inclusive education, therefore, is challenging to explore in research and to achieve in educational situations. This article explores the understanding of inclusive education through the lens of social system theory developed by Niklas Luhmann as well as theory of institutionalism. With the perspectives underlying mechanisms that create inclusion and exclusion in schools are identified at different institutional levels. Furthermore it is shown how subsystems include and exclude, i.e. what criteria apply to the access and rejection of a system. In this theoretical contribution to understanding inclusive education, we seek to intertwine Luhmann's theory of inclusion and exclusion with the institutional theory of the social construction of reality to discuss how policy, management, teaching, student relationships, and everything within the context of education that involves communication can create institutionalised systems with mechanisms that form persistent exclusion for some students.

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“…In Norway, previous studies on diversity primarily focused on issues related to pupils' ethnicity, language and special educational needs, as well as the processes of inclusion and exclusion in classrooms (e.g., Pihl, 2010;Kovač & Jortveit, 2011;Jortveit, 2014;Hilt, 2017;Ohna, 2005). In addition, other studies address diversity from in-service teachers' work perspectives, namely their experience in culturally and linguistically diverse classrooms (e.g., Skrefsrud, 2016;Rosnes & Rossland, 2018;Burner & Biseth, 2016;Burner et al, 2018;Lund, 2018). However, there are few studies that investigate preservice teachers' perspectives on diversity in relation to their work in multicultural and multilingual classroom settings (e.g., Thomassen & Munthe, 2021;Thomassen, 2016;Iversen, 2019).…”

Section: Previous Research On Teacher Preparation For Diverse Classroomsmentioning

confidence: 99%

Preservice teachers’ reflections on diversity and on teaching diverse pupils in Norwegian compulsory school

Kc¹,

Ohna²

2021

ADNO

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The purpose of this study is to investigate how preservice teachers reflect on diversity and on teaching pupils from diverse backgrounds. Following a qualitative research design, the empirical data were constructed through focus group interviews with preservice teachers attending a 4-year initial teacher education programme for compulsory school in Norway. The thematic analysis of focus group interviews yielded three main results, namely differences are individual and considered natural, diversity as a value and challenge, and belief in practice rather than theory. Results suggest that despite their appreciative views towards diversity, the preservice teachers seem to be having a dilemmatic position regarding whether they should treat every pupil the same or differently. Moreover, the results point to the significance of establishing coherence between theory and practice in initial teacher education regarding the preparation of preservice teachers for their work with diverse pupils. Keywords: initial teacher education, diverse classrooms, theory-practice coherence Lærerstudenters refleksjoner over undervisning og mangfold i norsk grunnskole Sammendrag Formålet med denne studien er å undersøke hvordan lærerstudenter i den fireårige grunnskolelærerutdanningen reflekterer over mangfold og undervisning av elever som har ulik bakgrunn. Studien er basert på et kvalitativt forskningsdesign, og data er konstruert ved hjelp av fokusgruppeintervjuer med lærerstudenter i den fireårige grunnskolelærerutdanningen. Den tematiske analysen ledet fram til tre hovedresultater: Forskjeller er individuelle og forstås som noe naturlig, mangfold som en verdi og utfordring, og vektlegging av praksis heller enn teori. Resultatene viser at til tross for deltakernes verdsetting av mangfold, opplever lærerstudentene dilemma når det gjelder hvordan de skal handle i praksis. Resultatene peker videre på betydningen av å etablere koherens mellom praksis og teori i lærerutdanningen for å forberede lærerstudentene for arbeidet med mangfoldige elevgrupper. Nøkkelord: lærerutdanning, mangfold i klasserom, teori-praksis koherens

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Critical Perspectives on Perceptions and Practices of Diversity in Education

Cited by 15 publications

References 8 publications

The indigenous Sami citizen and Norwegian national identity: tensions in curriculum discourses

The indigenous Sami citizen and Norwegian national identity: tensions in curriculum discourses

Understanding inclusive education – a theoretical contribution from system theory and the constructionist perspective

Preservice teachers’ reflections on diversity and on teaching diverse pupils in Norwegian compulsory school

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