Teacher education cultural diversity, social justice and inclusion in Swedish teacher education: Policies, challenges and possibilities.

• There is a history of policies from the late 1940s to 2000 for the introduction of research based knowledge in the education field for teacher education in Sweden as a way of supporting the intellectual preparation of future teachers for work in an integrated and inclusive school system. These policies were prompted by the National School Commission Inquiry into the possibilities for a common unitary comprehensive school, which had identified the main divisions between existing teacher education enrichments as an obstacle. Pulling these divisions together and educating teachers in a shared content developed from a common research base in the education field about the challenges faced in the realization of the comprehensive school vision was expressed as a possible solution. However, the project failed. The divisions remained. Schools did not overcome social reproduction. And in recent decades challenges have intensified as hyper-diversity, globalization and a recent turn towards market governance have added new complications.

Subject headings

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap (hsv//swe)

SOCIAL SCIENCES  -- Educational Sciences (hsv//eng)

Keyword

Teacher Education

Policy

Social Justice

Social Class

Culture

Equality

Lärarutbildning och pedagogisk yrkesverksamhet

Teacher Education and Education Work

Publication and Content Type

ref (subject category)

kon (subject category)