Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Same but different. Negotiating diversity in Swedish pre-school teacher training
Dalarna University, School of Humanities and Media Studies, Swedish as Second Language. (Utbildning och lärande)ORCID iD: 0000-0001-7937-3325
Dalarna University, School of Humanities and Media Studies, Swedish as Second Language. (Utbildning och lärande)ORCID iD: 0000-0002-2992-0818
2018 (English)In: Journal of Multicultural Discourses, ISSN 1744-7143, E-ISSN 1747-6615, ISSN 1744-7143Article in journal (Refereed) Published
Abstract [en]

Due to migration, Swedish pre-schools are linguistically and culturally diverse settings where approximately one in five children is bi-/multilingual. Hence, pre-school teachers work in a diverse landscape in which they are expected to support the multilingual and multicultural development of the children. The aim of this article is to analyze the discourses of diversity in Swedish pre-school teacher training and, more specifically, how students are positioned and position themselves in relation to such discourses. The article takes its point of departure in an ethnographic four-year project that studied a group of students recruited to the pre-school teacher training by a municipality because of their migration background. The material analyzed consists of interviews and observations during the four years that the students participated in the program. Using the framework of nexus analysis, it reveals an ambivalence in attitudes in relation to diversity and in the positioning of certain students as other. Due to their historical bodies, the students are expected to add value to the pre-school teacher training program, but at the same time, they are expected to perform like everyone else in the program, reproducing a discourse of diversity as a positive asset.

Place, publisher, year, edition, pages
2018.
Keywords [en]
Pre-school teacher training, cultural diversity, multilingualism, nexus analysis, identity construction, positioning
National Category
Educational Sciences
Research subject
Education and Learning, På tröskeln till förskolan - Förskollärarstudenters lärande i flerspråkig och mångkulturell kontext
Identifiers
URN: urn:nbn:se:du-27240DOI: 10.1080/17447143.2018.1426589OAI: oai:DiVA.org:du-27240DiVA, id: diva2:1183237
Note

Taylor & Francis Open Access agreement with Bibsam

Available from: 2018-02-16 Created: 2018-02-16 Last updated: 2018-03-19Bibliographically approved

Open Access in DiVA

fulltext(1441 kB)11 downloads
File information
File name FULLTEXT01.pdfFile size 1441 kBChecksum SHA-512
ec3bc88225da506bbac60f5fe8bc1fd61a67bed351211450da6a496a74723d8368eb4e88454365c3dc79a6ee223da4b20e012dcc79e16dafa123042d3216c86e
Type fulltextMimetype application/pdf

Other links

Publisher's full text

Search in DiVA

By author/editor
Rosén, JennyWedin, Åsa
By organisation
Swedish as Second Language
In the same journal
Journal of Multicultural Discourses
Educational Sciences

Search outside of DiVA

GoogleGoogle Scholar
Total: 11 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

doi
urn-nbn

Altmetric score

doi
urn-nbn
Total: 41 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf