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Det livstolkingsplurale norske klasserommet

Lied, Sidsel
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URI
http://hdl.handle.net/11250/134210
Date
2009
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  • Artikkel - fagfellevurdert vitenskapelig / Articles - peer-reviewed [1179]
Original version
Lied, S. (2009). Det livstolkingsplurale norske klasserommet. I B.-K. Ringen & O. K. Kjørven (Red.); A. Gagné (Hon. ed.), Teacher diversity in diverse schools: Challenges and opportunities for teacher education (s. 289-307). Vallset: Oplandske bokforlag.  
Abstract
This article aims to contribute to the discussion about how teacher

education may approach the challenges from an increasingly culturally

diverse society. Lied’s field of interest and research is the culturally

diverse classroom populated by children and students with

a plurality of beliefs and religious and philosophical backgrounds.

She therefore places the paper’s main research question in this frame

of context and asks: how can teacher education deal with challenges

and opportunities from the religiously and philosophically pluralistic

Norwegian classroom? Lied pursues the question by asking

the following subsidiary ones: How does religious and philosophical

pluralism manifest itself in elementary school and in teacher education?

How may students’ participation in research contribute to increasing

their understanding the demands the pluralistic classroom

puts on its teachers?

Lied develops answers to the preceding questions by, at first, giving

a short outline of the diverse situation in the field of religion and

beliefs in elementary school for which teacher education prepares its

students. She does this briefly by presenting how plurality manifests

itself in the teaching of religion and philosophy in Norwegian

public elementary schools as well as in pupils’ utterances made

during lessons on these topics. She then sketches the presence of

plurality in the national curriculum of this subject in teacher education

and in texts written by teacher students. After a short presentation

of two projects in which teacher students (with different cultural

and national backgrounds) took part as co-researchers, Lied

discusses how students’ participation in research may be one part of

the answer to how teacher education may approach challenges and

opportunities from the pluralistic Norwegian classroom.
Publisher
Oplandske bokforlag

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