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ERIC Number: EJ1076907
Record Type: Journal
Publication Date: 2014-Dec
Pages: 18
Abstractor: As Provided
ISSN: EISSN-1478-8047
Why Not Simply Use the Best Theory? A Critical Discourse Analysis of the Notion of Plurality in Three Texts Used at a Teacher Education Institution in Sweden
Edling, Silvia
Citizenship, Social and Economics Education, v13 n3 p156-173 Dec 2014
Drawing on ambitions to contest violence in education, this article challenges ideas that student teachers only need to rely on evidence-based theory in their future profession. This is accomplished by analysing and comparing theories of plurality as described in three texts used in courses at one teacher education institution in Sweden. The texts express three different theoretical discourses of approaching social challenges regarding violence, plurality in education, and teacher expectations. Hence, since violence is played out in a variety of ways, the logic of evidence-based research is insufficient when it comes to handling plurality.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Sweden
Grant or Contract Numbers: N/A