Gender diversity and equity in teacher education: Stakeholders' perspectives on practical approaches
2010 (English)In: Abstracts: Active Citizenship: Nordisk förening för pedagogisk forskning (NFPF/NERA), Malmö: Malmö högskola , 2010, 356- p.Conference paper (Refereed)
This study investigates how stakeholders in teacher education reflect on gender equity in teacher education. The aim is to describe a variation of perspectives on needs and possible limits of gender integration in higher education. A gender diversity approach is applied with inspiration from feminist poststructural thought. The background of the study is the ongoing reconstruction of teacher education in Sweden, which embodies a variety of contradictions and dilemmas according to gender. In order to catch the spirit of the time the author conducted qualitative interviews with representatives of various subjects, thematic skill bases and areasof competence. How do stakeholders in teacher education reflect on practical approaches according to gender integration and diversity strategies? One of the expected results is that the positions of representatives for different subjects vary in relation to “gender as form” and “gender as a content” of instruction. By presenting at the NERA- conference I would like to discuss the results of my study and their relevance at an early stage with other actors in teacher education. Understanding actors’ perspectives is a necessity in order to develop adequate strategies for gender diversity and equity in teacher education.
Place, publisher, year, edition, pages
Malmö: Malmö högskola , 2010. 356- p.
teacher education, gender mainstreaming
Pedagogy Gender Studies
IdentifiersURN: urn:nbn:se:liu:diva-63328OAI: oai:DiVA.org:liu-63328DiVA: diva2:378524
NERA’s 38th Congress, Active Citizenship, 11-13 March, Malmö