Det fleirkulturelle perspektivet i grunnskolelærarutdanningane
DOI:
https://doi.org/10.5617/pri.5589Abstract
The article focuses on multicultural education in the Norwegian teacher education programs. We ask to what extent the student teachers experience achieving relevant competence. The findings indicate that the student teachers are relatively satisfied with the competence and skills they achieve. However, they ask for more specific knowledge about the pupils’ religious and cultural background. Knowledge about these factors could, according to the student teachers, be given through a compulsory element in the curriculum focusing on religion and culture. The findings seem to be in accordance with other researches which show that multicultural competence requires that the teachers have knowledge about the cultural background of the different minority groups. On the other hand, it seems like the students are not to any great extent aware that minority students tend to be overrepresented in special education and compensatory actions in schools. This finding indicates that there is a need for putting more emphasis on critical thinking with regards to multiculturalism in the teacher education programs in Norway, and an analytical approach in this context.
Keywords: teacher education, multicultural education, critical multiculturalism, religion, culture, Banks
Nøkkelord: lærerutdanning, flerkulturell utdanning, kritisk multikulturalisme, religion, kultur, Banks
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