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Ett tryggt rum eller ett sluttande plan?: Lärarstudenter tänker högt kring kulturrelativism och universalism
Jönköping University, School of Education and Communication, HLK, Global Studies.
2017 (Swedish)Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesisAlternative title
A safe space or a slippery slope? : Teacher students think aloud about cultural relativism and universalism (English)
Abstract [sv]

Denna studiens huvudsakliga syfte har varit att undersöka hur kulturrelativism och universalism ”översätts” av “vardagsmänniskor”. I detta fall har intresset riktats mot lärarstudenters perceptioner av könsuppdelad undervisning i en friskolekontext. Studiens sekundära syfte har varit att undersöka hur väl det metodologiska tillvägagångssättet, think-aloud, kan besvara frågor med en inneboende etisk problematik, likt denna. Med andra ord; kan metodologin på ett rättvisande sätt belysa intervjupersoners tänkande kring detta slags frågor? Datainsamlingen har genomförts med hjälp av tio standardiserade think-aloud sessioner där respondenterna fått läsa en vinjett och sedan instruerats att diskutera innehållet högt (”tänka högt”) utifrån ett värdegrundsperspektiv. I studien har två olika vinjetter inkluderats varav den ena representerar könsuppdelning i en muslimsk friskola och den andra könsuppdelning i en kristen friskola, vilka har fördelats jämnt om fem var på de tio medverkande lärarstudenterna. Resultatet visar att de olika kontexterna varit avgörande för hur studenterna tolkar könsuppdelning, där den muslimska kontexten har problematiserats genom ett mer kulturrelativistisk, ”förlåtande” synsätt, medan den kristna friskolan bedömts vara icke-legitim i sitt agerande. 

Abstract [en]

The main aim of this study has been to investigate how culture relativism and universalism are "translated" into the life of "everyday people". In this case, the focus has been directed towards teacher students' perceptions of gender-divided education in a private school. The secondary purpose of the study has been to investigate how well the methodological procedure, think-aloud, can answer questions with an inherent ethical problem, like this. In other words: can the methodology in a fair way illustrate interviewees thinking about this kind of questions? The collection of data has been carried out through ten standardized think-aloud sessions, where the students have been instructed to read a vignette (small text) and then think-aloud about its content from a value-based perspective. In the study, two different vignettes have been included, one of which represents gender divisions in a Muslim private school and the second represents gender division in a Christian private school. The vignettes have been divided evenly among the ten participating teacher students. The result has demonstrated that the different contexts have been decisive for how the students interpret gender-division, where the Muslim context is assessed by a more cultural relativistic, and ”forgiving” approach, while the Christian context is judged to be non-legitimate in its actions. 

Place, publisher, year, edition, pages
2017. , 32 p.
Keyword [sv]
kulturrelativism, universalism, könsuppdelning, könssegregation, skola, lärarstudenter, think-aloud, vinjett, lärarstudenter, integration, globalisering
National Category
Sociology
Identifiers
URN: urn:nbn:se:hj:diva-36076ISRN: JU-HLK-GLS-1-20170028OAI: oai:DiVA.org:hj-36076DiVA: diva2:1109317
Subject / course
HLK, Social Studies
Supervisors
Examiners
Available from: 2017-06-14 Created: 2017-06-13 Last updated: 2017-06-14Bibliographically approved

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CiteExportLink to record
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Citation style
  • apa
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