Why Not Simply Use the Best Theory? A Critical Discourse Analysis of the Notion of Plurality in Three Texts Used at a Teacher Education Institution in Sweden

Autor/in	Edling, Silvia
Titel	Why Not Simply Use the Best Theory? A Critical Discourse Analysis of the Notion of Plurality in Three Texts Used at a Teacher Education Institution in Sweden
Quelle	In: Citizenship, Social and Economics Education, 13 (2014) 3, S.156-173 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1478-8047
DOI	10.2304/csee.2014.13.3.156
Schlagwörter	Discourse Analysis; Teacher Education; Violence; Teacher Expectations of Students; Foreign Countries; Student Teachers; Educational Theories; Textbooks; Social Problems; Educational Research; Content Analysis; Teaching Methods; Multicultural Education; Democracy; Ethnocentrism; Sweden + Suchen Sie Ihr Suchwort? Diskursanalyse; Lehrerausbildung; Lehrerbildung; Gewalt; Ausland; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Educational theory; Theory of education; Bildungstheorie; Textbook; Text book; Schulbuch; Lehrbuch; Social problem; Soziales Problem; Bildungsforschung; Pädagogische Forschung; Inhaltsanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Multikulturelle Erziehung; Demokratie; Ethnozentrismus; Schweden
Abstract	Drawing on ambitions to contest violence in education, this article challenges ideas that student teachers only need to rely on evidence-based theory in their future profession. This is accomplished by analysing and comparing theories of plurality as described in three texts used in courses at one teacher education institution in Sweden. The texts express three different theoretical discourses of approaching social challenges regarding violence, plurality in education, and teacher expectations. Hence, since violence is played out in a variety of ways, the logic of evidence-based research is insufficient when it comes to handling plurality. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01