Browsing by Subject "Multicultural education"

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  • Hummelstedt-Djedou, Ida; Zilliacus, Harriet; Holm, Gunilla (2018)
    The necessity to include multicultural education policies and practices in schools and teacher education has been widely recognized both in Finland and internationally. However, terms such as 'multiculturalism' and 'multicultural education' have contested and vague meanings in educational discourse. This paper investigates discourses on multicultural education from critical multicultural education and Postcolonial theoretical perspectives. The focus is focus on the teacher education policies of all the eight primary teacher education programmes in Finland. Discourse theory analysis revealed six diverging discourses within a framework of conservative, liberal and critical multicultural education. The results show that it should not be taken for granted that policies including multicultural education contribute to social justice in education and teacher education. Consequently, policy-makers need to question the rhetoric regarding multiculturalism and to focus on how inequality is reproduced and upheld in discourses in teacher education and schools, and how this can be challenged.
  • Hummelstedt-Djedou, Ida; Holm, Gunilla; Sahlström, Fritjof; Zilliacus, Harriet (2021)
    The aim of this study was to explore the role of social justice in multicultural education taught in teacher education. The study investigated discourses on multicultural education among Finnish teacher educa-tors, and the subject positions constructed in them. Discourse theory analysis revealed six discourses on multicultural education, ranging from conservative to liberal and critical, with liberal discourses having the most articulations. Although Finnish teacher education has taken steps towards social justice, the results also highlight racialisation and the subject position of the immigrant Other as themes that need to be challenged to prevent the reproduction of inequalities in teacher education. (c) 2021 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY license (
  • Hahl, Kaisa (University of Helsinki, 2016)
    Tutkimuksia / Helsingin yliopisto, käyttäytymistieteellinen tiedekunta, opettajankoulutuslaitos
    This dissertation examines factors that distinguish an international English-medium instruction (EMI) teacher education programme from mainstream teacher education programmes. International teacher education is understood in this study as a transdisciplinary programme that is taught in English as a lingua franca (ELF) and that admits both international and domestic students. The students thus originate from different backgrounds and they are not all familiar with the local school system. The programme is mostly taught by teacher educators educated in the local context. This study explores student teachers and teacher educators conceptions and experiences of and adjustment to multiculturalism and English as a lingua franca in a Finnish university context. The purpose of this dissertation is to investigate the roles that these factors play in implementing an international subject teacher education programme within the context of local (teacher) education. This PhD study consists of five separate but interrelated studies that together form a more holistic picture of the phenomena studied. The five sub-studies examine the phenomena from different perspectives and aim at highlighting issues that are important for programme development. The sub-studies use various data collection methods: interviews, focus groups, student course work, questionnaires, and an excerpt from a recorded lecture. The data analysis methods consist of discursive pragmatics, thematic analysis and qualitative content analysis. As its theoretical contribution this study weaves together the four factors of internationalization, interculturality (including the inclusion of immigrant teachers in local schools as an intercultural phenomenon), transdisciplinarity and English as a lingua franca, and conceptualizes their interrelations. On the one hand, this study reveals the complexity of constructing an international teacher education programme. On the other hand, the study provides a model for supporting teaching and learning in the context of international, transdiscipinary teacher education in order for it to serve the needs and demands of today s students, teachers, institutions and societies.