Issues of intercultural competence in Swedish science education
2016 (English)Conference paper, Abstract (Refereed)
Multiculturalism and intercultural education have been for the long time constitutive components of Swedish teacher training, in particular concerning the teaching of Swedish as second language (Johansson, 2008). However, in the curriculum discourse and practice of other subjects, this concept appears to be poorly explored and instrumentalised (Popov, Sturesson, 2015). Nowadays, when teacher students go to school practice, they face culturally diverse classrooms and challenging educational contexts (Popov, Sturesson, Carlsson, 2012). They need to deal with cultural heterogeneity on pedagogical and curriculum planes (Popov, Sturesson, 2015). The focus of this paper is to highlight important elements of intercultural competence as they perceived by the science teachers. Theoretical lens of the socio-political framing of education (Gutiérrez, 2013), in particular issues of identity construction is used in the study. The concept of identity is related to what a person does and his or her activities. Identity is dynamic and depends on participation in a particular community that position an individual “through and in race, class, ethnicity, sexuality, gender, religion, language, and so forth” (Gutiérrez, 2013, 46). Theoretical constructs of multiculturalism were also important to highlight different dimensions of science teachers’ intercultural competence.
Place, publisher, year, edition, pages
Flensburg: Europa-Universität Flensburg , 2016.
intercultural competence, teacher education, identity
Research subject didactics of natural science
IdentifiersURN: urn:nbn:se:umu:diva-127154OAI: oai:DiVA.org:umu-127154DiVA: diva2:1043847
1st European Regional IHPST Conference. Science as Culture in the European Context: Historical, Philosophical, and Educational Perspectives