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Multiperspectivism as a threshold concept in understanding diversity and inclusion for future teachers
journal contribution
posted on 2023-05-20, 10:40 authored by Kim BeasyKim Beasy, Kriewaldt, J, Trevethan, H, Morgan, A, Cowie, BPreparing teachers to support diverse learners to succeed in school is pivotal in addressing inequalities in society. This qualitative study investigated the ways in which future teachers developed their understanding of diversity and inclusion in one course in an Australian teacher education programme. This study analysed students’ learning using threshold concept theory as a theoretical framework. Three main aspects that were considered troublesome were identified from student teachers’ reflections, which interconnected to generate understandings of diversity. They are recognising others’ life worlds, examining self and experiencing otherness. This study supports the need to guide growth in inclusive education practices and recommends asking three questions: Who are you? Who am I? What does it mean to be other? By interlinking the effects of exploring these three questions, we propose multiperspectivism as a threshold concept. We suggest that multiperspectivism could inform curriculum design of teacher education programmes, recognising the necessity of including multiple opportunities to engage with ideas of diversity and in how to teach with diversity in classrooms.
History
Publication title
Australian Educational ResearcherVolume
47Pagination
893-909ISSN
0311-6999Department/School
Faculty of EducationPublisher
Springer NetherlandsPlace of publication
NetherlandsRights statement
© The Australian Association for Research in Education, Inc. 2020Repository Status
- Restricted