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Representation and safe space: conflicting discourses in RE teacher education supervision
University of Gävle, Faculty of Education and Business Studies, Department of Humanities, Religious studies.
2020 (English)In: British Journal of Religious Education, ISSN 0141-6200, E-ISSN 1740-7931, Vol. 42, no 1, p. 36-44Article in journal (Refereed) Published
Abstract [en]

This article explores supervision conferences in RE teacher education in Sweden. Two discourses that are often articulated in supervision conferences are ‘representation’ and ‘safe space’. These are investigated and presented as necessary components for becoming a competent teacher of upper secondary school RE in Sweden. The empirical material consists of observations of six RE supervision trialogues and interviews with the participants–student teachers, upper secondary school supervisors and university-based teacher educators. Based on the analysis of the empirical material, representation and safe space emerge as essential ‘RE teacher knowledge’. Furthermore, the antagonism between representation and safe space that emerges in the supervision trialogues is explored and highlighted. By way of conclusion, the presented discursive struggle is reflected on as a battle over power within the supervision triad.

Place, publisher, year, edition, pages
Routledge , 2020. Vol. 42, no 1, p. 36-44
Keywords [en]
Religious education, representation, safe space, supervision
National Category
Religious Studies Educational Sciences
Identifiers
URN: urn:nbn:se:hig:diva-29062DOI: 10.1080/01416200.2018.1556600Scopus ID: 2-s2.0-85058422580OAI: oai:DiVA.org:hig-29062DiVA, id: diva2:1275799
Available from: 2019-01-07 Created: 2019-01-07 Last updated: 2019-12-17Bibliographically approved

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Carlsson, David

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  • apa
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  • sv-SE
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  • en-US
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  • nn-NO
  • nn-NB
  • de-DE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf