10 SES 09 B, Parallel Paper Session
Parallel Paper Session
An aim of the internationalisation of Norwegian teacher education for primary and junior secondary education is to stimulate the students´ global awareness in a world of diversity, and to contribute to the development of the student teachers´ understanding of how education, pedagogy and schooling is culturally, historically and economically constituted. In this presentation we present Norwegian student teachers reconstructions and reflections of their experiences in the meeting with the Namibian everyday school life during their teaching practice in Namibia.
1. How do Norwegian student teachers reconstruct their experiences from their meeting with the Namibian everyday school life?
2. Based on these reconstructions, how do the student teachers understand themselves as teachers in a world of diversity?
3. Which reconstructions emerge when Namibian teachers and Norwegian student teachers are invited to share their experiences?
The overall objective is to contribute to teachers constant process of becoming teachers who insist on their pupils ability to acknowledge and value diversity.
This research is inspired by Mansilla and Gardner (2007) who claim that we need teachers with a global consciousness who have a mindful way of being in the world today and by intercultural theory on education and inclusion (Banks 1997, Gundara 2000). The concept of culture is central in an understanding of interculturalism where culture is undersood in dynamic terms, as interpreted, constructed and reconstructed through interactions and exchanges that take place between people, ideas, and goods etc. (Hylland Eriksen 2010). Intersubjecitivity is therefore a central concept. It is understood in relation to Mead and Dewey´s pragmatism, as an arena and as a meeting place between individuals that allow for the exchange of experiences through interaction and dialogue based on intentions of meaning construction (Vaage 2001). Central here, is to foster the ability to take the perspecitve of others, in line with Mead (1964). This research is based on the understanding that dialogue makes it possible to transgress concrete situations and thereby allows individuals to access a diversity of perspectives. Learning is considered as an integrated part of the acitivity inside a field of action where perceptions, emotions and experiences play together.
References Banks, J. (1997) Educating Citizens in a Multicultural Society. New York, Teachers College, Columbia University. Dewey, J. (1916) Democracy and Education. New York: The Free Press. Hylland Eriksen, T. (2010) Samfunn (Society). Oslo: Universitetsforlaget. Gundara, J. (2000) Interculturalism, Education and Inclusion. London: Sage Publications. Mansilla, V.B. & Gardner, H. (2007) “From Teaching Globalisation to Nurturing Global Consciousness”. In: M. Suarez-Orozco Learning in the Global Era. London: University of California Press. Mead, G.H (1927) The Objecitve Reality of Perspectives. Chicago: The University of Chicago Press. Mead, G.H. (1934). Mind, Self and Society. Chicago: The University of Chicago Press. Vaage, S. (2001) “Perspektivtaking, rekonstruksjon av erfaring og kreative læreprosessar: George Hebert Mead og John Dewey om læring”. I: Dialog, Samspel og Læring. Oslo: Abstrakt forlag.
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