Abstract
The aim of this study was to explore the role of social justice in multicultural education taught in teacher education. The study investigated discourses on multicultural education among Finnish teacher educators, and the subject positions constructed in them. Discourse theory analysis revealed six discourses on multicultural education, ranging from conservative to liberal and critical, with liberal discourses having the most articulations. Although Finnish teacher education has taken steps towards social justice, the results also highlight racialisation and the subject position of the immigrant Other as themes that need to be challenged to prevent the reproduction of inequalities in teacher education.
Highlights
The aim of this study was to explore the role of social justice in multicultural education taught in teacher education
We present the six discourses that we found in the material, structured by the framework of conservative, liberal and critical multicultural education (Gorski, 2009; McLaren, 1995; Jenks et al, 2001), as shown in the table below
The articulations (48) of the third liberal discourse, Developing Self-Reflection, bordered on both liberal and critical discourses, but as they contributed more strongly to liberal multicultural education, we included them in that discourse
Summary
The aim of this study was to explore the role of social justice in multicultural education taught in teacher education. The study investigated discourses on multicultural education among Finnish teacher educators, and the subject positions constructed in them. Finnish teacher education has taken steps towards social justice, the results highlight racialisation and the subject position of the immigrant Other as themes that need to be challenged to prevent the reproduction of inequalities in teacher education. This article studies discourses on multicultural education and the subject positions constructed in them by Finnish teacher educators. The central aims of multicultural education are the promotion and actions of social justice and equity for all pupils (May & Sleeter, 2010; Nieto, 2018; Palaiologou & Dietz, 2012). Racism based on skin colour in education was experienced by 67% of people with African descent (Non-Discrimination Ombudsman, 2020)
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