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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
University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Curriculum studies. (STORIES)
2014 (English)In: Citizenship, Social and Economics Education, ISSN 1478-8047, E-ISSN 2047-1734, Vol. 13, no 3, p. 156-174Article in journal (Refereed) Published
Abstract [en]

Drawing on ambitions to contest violence in education the paper challenges ideas that teacher students only need to rely on evidence-based theory in their future profession. This is accomplished by analyzing and comparing theories of plurality as described in three text-books used in courses at one Teacher Education in Sweden. The textbooks 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 as comes to handle plurality.

Place, publisher, year, edition, pages
2014. Vol. 13, no 3, p. 156-174
Keywords [en]
Teacher education, evidence-based, theory, subject matter, violence, plurality
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Didactics
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URN: urn:nbn:se:hig:diva-17403DOI: 10.2304/csee.2014.13.3.156Scopus ID: 2-s2.0-84920087741OAI: oai:DiVA.org:hig-17403DiVA, id: diva2:740167
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Theme IssueAvailable from: 2014-08-22 Created: 2014-08-22 Last updated: 2018-03-13Bibliographically approved

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Edling, Silvia

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