Kulturelt ansvarlig didaktik: Lærerstuderendes perspektiver og erfaringer
DOI:
https://doi.org/10.7146/lup.v9i2.141084Nøgleord:
læreruddannelse, professionshøjskoler, multikulturel pædagogik, mangfoldighed, transnationalisme, teacher education, university college, multicultural education, diversity, transnationalismResumé
Resumé
På trods af at kulturel mangfoldighed giver forskellige muligheder og igangsætter positive ændringer i skolemiljøet, peger undersøgelser i Danmark på, at skolelærere ofte føler sig uforberedt på at skulle arbejde med elever med en transnational baggrund. Denne artikel præsenterer resultater fra et kvalitativt studie, der undersøger lærerstuderendes perspektiver på og erfaringer med undervisningsmetoder designet med fokus på elevernes kulturer og sprog. Undersøgelsens teoretiske ramme er baseret på teorier om multikulturel pædagogik og kulturelt ansvarlig didaktik. Det empiriske materiale består af individuelle interviews med i alt 14 studerende, der på dataindsamlingens tidspunkt (foråret 2022) nærmede sig afslutningen på deres læreruddannelse. Resultaterne indikerer, at læreruddannelsen ikke udruster de studerende med en dybtgående forståelse af undervisningsmetoder, der er velegnede til undervisning af elever med en transnational baggrund. Selvom de studerende havde visse kundskaber og idéer om integreringen af elevernes sprog i undervisningen, blev integreringen af kulturer betragtet som en udfordrende opgave.
Abstract
Although cultural diversity introduces various opportunities and brings positive changes to school environments, previous research in Denmark indicates that schoolteachers often feel unprepared to work with children of a transnational background. This article presents findings from a qualitative research project exploring Danish student teachers’ perspectives on and experiences with teaching methods designed with children’s cultural and linguistic diversity in mind. The theoretical framework of the study draws on the scholarship on multicultural education and culturally responsive teaching. The study participants were 14 students who, at the time of the study (spring 2022), were finishing their teacher education programme. The findings suggest that there is room for improvement in Danish teacher education to better equip students with a holistic understanding of teaching methods suitable for multicultural classrooms. The participants had some knowledge and ideas on integrating children’s languages, whilst integrating cultures was considered a significantly more difficult task.
Referencer
Acquah, E. O., Tandon, M., & Lempinen, S. (2016). Teacher diversity awareness in the context of changing demographics. European Educational Research Journal, 15(2), 218-235. https://doi.org/10.1177/1474904115611676
Banks, J. A. (2009). Multicultural education: Dimensions and paradigms. I J. A. Banks (red.), The Routledge International Companion to Multicultural Education (s. 9-32). Routledge.
Bartlett, L. (2008). Literacy’s verb: Exploring what literacy is and what literacy does. International Journal of Educational Development, 28(6), 737-753. https://doi.org/10.1016/j.ijedudev.2007.09.002
Bennett, C. (2001). Genres of research in multicultural education. Review of Educational Research, 71(2), 171-217. https://doi.org/10.3102/00346543071002171
Bishop, R. (2010). Discursive positioning and educational reform. I S. May & C. Sleeter (red.), Critical Multiculturalism: Theory and Praxis (s. 61-71). Taylor & Francis Group.
Björk, K., Danielsson, E., & Basic, G. (2019). Collaboration and identity work: A linguistic discourse analysis of immigrant students’ presentations concerning different teachers’ roles in a school context. Review of Education, Pedagogy, and Cultural Studies, 41(1), 26-47. https://doi.org/10.1080/10714413.2019.1623649
Braun, V., & Clarke, V. (2013). Successful Qualitative Research. Sage.
Brown, J. C. (2017). A metasynthesis of the complementarity of culturally responsive and inquiry-based science education in K-12 settings: Implications for advancing equitable science teaching and learning. Journal of Research in Science Teaching, 54(9), 1143-1173. https://doi.org/10.1002/tea.21401
Busch, B. (2012). The linguistic repertoire revisited. Applied Linguistics, 33(5), 503-523. https://doi.org/10.1093/applin/ams056
Carter Andrews, D. J. (2021). Preparing teachers to be culturally multidimensional: Designing and implementing teacher preparation programs for pedagogical relevance, responsiveness, and sustenance. The Educational Forum, 85(4), 416-428. https://doi.org/10.1080/00131725.2021.1957638
Conteh, J. (2018). Translanguaging. ELT Journal, 72(4), 445-447. https://doi.org/10.1093/elt/ccy034
Danmarks Statistik (u.å.). UDDAKT20: Uddannelsesaktivitet i grundskolen efter uddannelse, alder, herkomst, national oprindelse, køn, grundskoleinstitutionstype, bopælsområde og status. Lokaliseret 9. maj, 2023 fra https://www.statistikbanken.dk/UDDAKT20
Daugaard, L. M. (2019). Sprogskam blandt flersprogede børn og voksne. Fokus – på dansk som andetsprog for voksne, 73, 3-5. https://fokus-dsa.dk/fokus-73/
Dervin, F. (2023). Interculturality, Criticality and Reflexivity in Teacher Education. Cambridge University Press. https://doi.org/10.1017/9781009302777
Dixson, A. D. (2021). But be ye doers of the word: Moving beyond performative professional development on culturally relevant pedagogy. The Educational Forum, 85(4), 355-363. https://doi.org/10.1080/00131725.2021.1957633
Dressler, R. (2014). In the classroom. Exploring linguistic identity in young multilingual learners. TESL Canada Journal, 32(1), 42-52. https://files.eric.ed.gov/fulltext/EJ1057309.pdf
Dunn, A. H., Neville, M. L., & Vellanki, V. (2022). #UrbanAndMakingIt: Urban youth’s visual counternarratives of being #MoreThanAStereotype. Urban Education, 57(1), 58-82. https://doi.org/10.1177/0042085918798065
Emdin, C., Adjapong, E., & Levy, I. P. (2021). On science genius and cultural agnosia: Reality pedagogy and/as Hip-Hop rooted cultural teaching in STEM education. The Educational Forum, 85(4), 391-405. https://doi.org/10.1080/00131725.2021.1957636
Emilsson Peskova, R. (2021). School Experience of Plurilingual Children: A Multiple Case Study from Iceland. Háskólaprent. https://hdl.handle.net/20.500.11815/2648
Frederiksen, P. S., Løkkegaard, L., & Rasmussen, A. Ø. (2022). Etniske minoritetsdrenges læring i folkeskolen. CEPRA-Striben, 30, 42-53. https://doi.org/10.17896/UCN.cepra.n30.482
Fylkesnes, S. (2018). Whiteness in teacher education research discourses: A review of the use and meaning making of the term cultural diversity. Teaching and Teacher Education, 71, 24-33. https://doi.org/10.1016/j.tate.2017.12.005
Gay, G. (2000). Culturally Responsive Teaching: Theory, Research and Practice. Teachers College Press.
Grapin, S. L., Griffin, C. B., Naser, S. C., Brown, J. M., & Proctor, S. L. (2019). School-based interventions for reducing youths’ racial and ethnic prejudice. Policy Insights from the Behavioral and Brain Sciences, 6(2), 154-161. https://doi.org/10.1177/2372732219863820
Hauge, A.-M. (2014). Den felleskulturelle skolen (3. udg.). Universitetsforlaget.
Holm, G., & Zilliacus, H. (2009). Multicultural education and intercultural education: Is there a difference? I M.-T. Talib, J. Loima, H. Paavola & S. Patrikainen (red.), Dialogs on Diversity and Global Education (s. 11-28). Peter Lang AG.
Howard, T. C. (2021). Culturally relevant teaching: A pivot for pedagogical transformation and racial reckoning. The Educational Forum, 85(4), 406-415. https://doi.org/10.1080/00131725.2021.1957637
Hua, Z., & Wei, L. (2016). Transnational experience, aspiration and family language policy. Journal of Multilingual and Multicultural Development, 37(7), 655-666. https://doi.org/10.1080/01434632.2015.1127928
Häggström, F., Borsch, A. S., & Skovdal, M. (2020). Caring alone: The boundaries of teachers’ ethics of care for newly arrived immigrant and refugee learners in Denmark. Children and Youth Services Review, 117, 1-8. https://doi.org/10.1016/j.childyouth.2020.105248
Jónsdóttir, F., & Einarsdóttir, J. (2024). Pedagogical challenges and practices in multicultural classrooms: A praxeological study. Educational Action Research, 32(1), 127-143. https://doi.org/10.1080/09650792.2022.2064891
Kirova, A., & Hennig, K. (2013). Culturally responsive assessment practices: Examples from an intercultural multilingual early learning program for newcomer children. Power and Education, 5(2), 106-119. https://doi.org/10.2304/power.2013.5.2.106
Kristensen, S. B. (2022). “Jeg bliver nødt til at sige vi om dem” – oprør mod racialisering blandt unge i den danske folkeskole. Nordisk tidsskrift for ungdomsforskning, 3(1), 60-77. https://doi.org/10.18261/ntu.3.1.5
Ladson-Billings, G. (2014). Culturally relevant pedagogy 2.0: aka the remix. Harvard Educational Review, 84(1), 74-84. https://doi.org/10.17763/haer.84.1.p2rj131485484751
Ladson-Billings, G. (2021). Three decades of culturally relevant, responsive, & sustaining pedagogy: What lies ahead? The Educational Forum, 85(4), 351-354. https://doi.org/10.1080/00131725.2021.1957632
Lund, A. B. (2018). En studie av læreres forståelse av mangfoldsbegrepet. Nordisk tidsskrift for pedagogikk og kritikk, 4. https://doi.org/10.23865/ntpk.v4.608
Mansour, N. (2020). Multikulturel litteratur i danskfaget: Kulturer, læsemåder og litterær inklusion. Aarhus Universitet. https://doi.org/10.7146/aul.377
Matthiesen, N. C. L. (2015). A struggle for equitable partnerships: Somali diaspora mothers’ acts of positioning in the practice of home-school partnerships in Danish public schools. Outlines. Critical Practice Studies, 16(1), 6-25. https://doi.org/10.7146/ocps.v16i1.21438
Mau, S. (2010). Social Transnationalism: Lifeworlds Beyond the Nation-State. Routledge.
May, S., & Sleeter, C. (2010). Critical multiculturalism: Theory and praxis. I S. May & C. Sleeter (red.), Critical Multiculturalism: Theory and Praxis (s. 1-16). Taylor & Francis Group.
Mensah, F. M. (2021). Culturally relevant and culturally responsive: Two theories of practice for science teaching. Science and Children, 58(4), 10-13. https://www.nsta.org/science-and-children/science-and-children-marchapril-2021/culturally-relevant-and-culturally
Mock-Muñoz de Luna, C., Granberg, A., Krasnik, A., & Vitus, K. (2020). Towards more equitable education: Meeting health and wellbeing needs of newly arrived migrant and refugee children—perspectives from educators in Denmark and Sweden. International Journal of Qualitative Studies on Health and Well-being, 15(2), 1-13. https://doi.org/10.1080/17482631.2020.1773207
Morrison, K. A., Robbins, H. H., & Rose, D. G. (2008). Operationalizing culturally relevant pedagogy: A synthesis of classroom-based research. Equity & Excellence in Education, 41(4), 433-452. https://doi.org/10.1080/10665680802400006
Nieto, S. (2010). The Light in Their Eyes: Creating Multicultural Learning Communities. Teachers College Press.
Obondo, M. A., Lahdenperä, P., & Sandevärn, P. (2016). Educating the old and newcomers: Perspectives of teachers on teaching in multicultural schools in Sweden. Multicultural Education Review, 8(3), 176-194. https://doi.org/10.1080/2005615X.2016.1184021
Padilla, A. M., & Borsato, G. N. (2008). Issues in culturally appropriate psychoeducational assessment. I L. A. Suzuki & J. G. Ponterotto (red.), Handbook of Multicultural Assessment: Clinical, Psychological, and Educational Applications (3. udg., s. 5-21). Jossey-Bass.
Parekh, B. (2006). Rethinking Multiculturalism: Cultural Diversity and Political Theory (2. udg.). Palgrave Macmillan.
Paris, D. (2012). Culturally sustaining pedagogy: A needed change in stance, terminology, and practice. Educational Researcher, 41(3), 93-97. https://doi.org/10.3102/0013189X12441244
Ramsby, J. H., & Sørensen, K. S. (2018). Nyuddannede lærere: Læreruddannelsen svigter forældresamarbejdet. Skolemonitor.
https://skolemonitor.dk/nyheder/art6520428/Læreruddannelsen-svigter-forældresamarbejdet
Rego, M. A. S., & Nieto, S. (2000). Multicultural/intercultural teacher education in two contexts: Lessons from the United States and Spain. Teaching and Teacher Education, 16(4), 413-427. https://doi.org/10.1016/S0742-051X(00)00003-2
Rytter, M. (2019). Writing against integration: Danish imaginaries of culture, race and belonging. Ethnos, 84(4), 678-697. https://doi.org/10.1080/00141844.2018.1458745
Sand, S. (2020). Ulikhet og fellesskap: Flerkulturell pedagogikk i barnehagen (4. udg.). Cappelen Damm Akademisk.
Shirazi, R., & Jaffe-Walter, R. (2021). Conditional hospitality and coercive concern: Countertopographies of Islamophobia in American and Danish schools. Comparative Education, 57(2), 206-226. https://doi.org/10.1080/03050068.2020.1812234
Steffensen, T., & Kjeldsen, K. (2021). Er kulturbegrebet danskfagets blinde vinkel? Et dokument- og casestudie af kulturforståelser i dansk og dansk som andetsprog. Acta Didactica Norden, 15(1), 1-23. https://doi.org/10.5617/adno.8080
Tavares, V. (2023). Teaching in diverse lower and upper secondary schools in Norway: The missing links in student teachers’ experiences. Education Sciences, 13(4), 1-12. https://doi.org/10.3390/educsci13040420
Uddannelses- og Forskningsministeriet (2022). Aftale på plads om ny og bedre læreruddannelse: Flere timer, mere praktik og større økonomi. https://ufm.dk/aktuelt/pressemeddelelser/2022/aftale-pa-plads-om-ny-og-bedre-laereruddannelse-flere-timer-mere-praktik-og-storre-okonomi
Vassilopoulos, S. P., Brouzos, A., Kasapoglou, E., & Nikolopoulou, O. (2020). Promoting positive attitudes toward refugees: A prejudice-reduction, classroom-based group intervention for preadolescents in Greece. The Journal for Specialists in Group Work, 45(4), 292-306. https://doi.org/10.1080/01933922.2020.1800878
Vervaet, R., Van Houtte, M., & Stevens, P. A. J. (2018). Multicultural teaching in Flemish secondary schools: The role of ethnic school composition, track, and teachers’ ethnic prejudice. Education and Urban Society, 50(3), 274-299. https://doi.org/10.1177/0013124517704290
Vogel, S., & García, O. (2017). Translanguaging. I G. W. Noblit (red.), Oxford Research Encyclopedia of Education (s. 1-21). Oxford University Press. https://doi.org/10.1093/acrefore/9780190264093.013.181
Wynter-Hoyte, K., Braden, E. G., Rodriguez, S., & Thornton, N. (2019). Disrupting the status quo: Exploring culturally relevant and sustaining pedagogies for young diverse learners. Race Ethnicity and Education, 22(3), 428-447. https://doi.org/10.1080/13613324.2017.1382465
Young, E. (2010). Challenges to conceptualizing and actualizing culturally relevant pedagogy: How viable is the theory in classroom practice? Journal of Teacher Education, 61(3), 248-260. https://doi.org/10.1177/0022487109359775
Downloads
Publiceret
Citation/Eksport
Nummer
Sektion
Licens
Copyright (c) 2024 Forfatter og tidsskrift
![Creative Commons License](http://i.creativecommons.org/l/by-nc/4.0/88x31.png)
Dette værk er under følgende licens Creative Commons Navngivelse –Ikke-kommerciel (by-nc).
Studier i Læreruddannelse og Profession kræver ikke afgivelse af copyright ved publicering. Dvs. at artikler - efter publicering i Studier i Læreruddannelse og -profession - kan udgives i andre sammenhænge, efter anmodning til LUP-redaktionen.
Det indsendte manus må ikke tidligere være blevet publiceret i nordiske tidsskrifter, og det må heller ikke være sendt parallelt til et andet tidsskrift med henblik på at komme i betragtning til at blive publiceret.
For artikler publiceret i 'Studier i læreruddannelse og -profession' tillades at læsere kan downloade, kopiere, distribuere, udskrive, søge eller linke til og citere fra til ethvert lovligt formål. 'Studier i læreruddannelse og -profession' tillader således ikke at læsere bruger artikler eller dele af dem i egne artikler uden at citere, eller på anden vis anvender dem til kommercielle formål (CC BY-NC)
'Studier i læreruddannelse og -profession tillader at forfatteren kan arkivere publiceret artikel (post-print) på egen institutions bibliotek (Institutional Repository) , hvis samtidigt forfatteren linker til artiklens DOI nummer.