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dc.contributor.authorLarsen, Annelise Brox
dc.date.accessioned2022-03-04T17:38:13Z
dc.date.available2022-03-04T17:38:13Z
dc.date.issued2021-12-14
dc.description.abstractThe present article examines how a group of Norwegian pre-service teachers of English and other foreign languages perceived the term “cultural diversity” when student-centred learning activities were used. A qualitative inquiry, comprising data retrieved from three student-centred activities: student narratives, role-playing, and focus group discussion are thematically analysed. Theoretical concepts from translation theory are applied to discuss students’ perceptions of cultural diversity. The translation of the term in the student-centred learning activities led to individual and collaborative reflection in which controversial connotations and ethical dilemmas were debated. In the student narratives, conventional connotations were appraised; however, differing aspects were emphasized. When role-playing was used, the students’ interpretations were more emotive. The students tended to cast the role of teacher in the majority cultural position, thereby impeding the possibility to view the term in a wider perspective. In the focus group discussion, the students’ multifarious comprehensions regarding cultural diversity were debated.en_US
dc.identifier.citationLarsen al. Perceptions of Cultural Diversity among Pre-service Teachers. Scandinavian Journal of Educational Research. 2021:1-14en_US
dc.identifier.cristinIDFRIDAID 1974804
dc.identifier.doi10.1080/00313831.2021.2006300
dc.identifier.issn0031-3831
dc.identifier.issn1470-1170
dc.identifier.urihttps://hdl.handle.net/10037/24268
dc.language.isoengen_US
dc.publisherTaylor & Francisen_US
dc.relation.journalScandinavian Journal of Educational Research
dc.rights.accessRightsopenAccessen_US
dc.rights.holderCopyright 2021 The Author(s)en_US
dc.titlePerceptions of Cultural Diversity among Pre-service Teachersen_US
dc.type.versionpublishedVersionen_US
dc.typeJournal articleen_US
dc.typeTidsskriftartikkelen_US
dc.typePeer revieweden_US


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