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Marginalisation in learning spaces in Sweden and intercultural/critical education
Dalarna University, School of Education and Humanities, Educational Work. (KIG)
2011 (English)Conference paper, Published paper (Other academic)
Abstract [en]

Institutions of learning in Sweden are arenas that are often mentioned as feeling the flux of students from margin spaces and especially those of none Swedish descent. These institutions have a responsibility in educating all students regardless of their class, gender, ethnicity, race, colour and disabilities. Availability and accessibility of schools and universities with such slogans as; “en skola för alla” (“a school for all”) and an “oppna högskola”(an open University) have been used in Sweden, a democratic country, where education is seen as a democratic social right. Students are expected to gain relevant knowledge, experiences and approaches for long life learning as responsible citizens. The question, however, is whether all students experience these opportunities equally? Using a critical appraisal of research on areas of inclusion and exclusion as pertains to students of immigrant descent in schools and universities, I discuss how and what type of exclusion and inclusion that is revealed, desired and/or contested. I also discuss any research or writing about intercultural competencies among teachers in learning institutions. It is necessary, in my opinion, to make a critical appraisal of research in this area in order to learn and see if there are any research findings that can be relevant for teacher education. As a teacher educator, I am often faced with the question of how well we prepare student teachers in meeting the needs of all pupils in a fair interplay where inclusiveness as opposed to exclusion prevails or is the norm. Ultimately, the question is what education can effectively equip teachers in classrooms constituted of diversity (in terms of gender, class, ethnicity, race and disabilities? Is it intercultural or/critical education? This paper is a report leading to further research in the area of teacher education as pertains to intercultural competencies leading to education for change.

Place, publisher, year, edition, pages
2011.
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:du-5850OAI: oai:dalea.du.se:5850DiVA: diva2:522374
Conference
Intercultural Versus critical Education - contrast or concordance Conference. In collaboration with partners Czech, Czech Republic, Universidad National de mar del plata, Argentina and International association for Intercultural Education(IAIE) , Södertörn University, 14-17 April, 2011
Available from: 2011-09-05 Created: 2011-09-05 Last updated: 2014-06-25Bibliographically approved

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CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • chicago-author-date
  • chicago-note-bibliography
  • 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