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"Som vilken sagoberättelse som helst": Fem lärare berättar om sin historieundervisning i mångkulturella klassrum
Jönköping University, School of Education and Communication, HLK, School Based Research, Social Studies and Didactics.
2017 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
"Just like any other fairy tale" : Five teachers tell about their history teaching in multicultural classrooms (English)
Abstract [sv]

Samhället och skolan är idag en mångkulturell plats och i vissa klassrum har mer än hälften av eleverna utländsk bakgrund. Det finns en motsättning mellan det mångkulturella klassrummet och fokuseringen på den svenska historien i kursplanen i historia för årskurs 4–6. Identitetsutvecklingen kan försvåras för elever med utländsk bakgrund i och med att de inte får lära sig om sitt ursprung i skolan. Studiens syfte har därför varit att undersöka hur lärare anpassar undervisningen för att möta elevers identitetsutveckling utifrån elevernas etniska och kulturella bakgrund. Studien har en hermeneutisk teoretiska ansats. Genom semistrukturerade intervjuer med fem lärare som undervisar historia i årskurs 4–6 framkom det att lärarna främst anpassar arbetssätt efter elevernas språkliga svårigheter och inte deras bakgrund. Lärarna ser dock elevernas olikheter som en stor tillgång i undervisningen.

Abstract [en]

Today both society and school is a multicultural meeting place and in some classrooms more than half of the students have a foreign background. There is a divergence between the multicultural classroom and the focus on the Swedish history in the syllabus in history. The identity development can be hampered for students with foreign background if they don’t get to learn about their origin in school. The aim of this study has therefore been to examine how teachers adapt their teaching to meet pupils’ identity development based on the pupils’ ethnic and cultural backgrounds. The theoretical approach of the study is hermeneutic. Trough semi structured interviews with five teachers that teach history in grade 4–6 emerged that the teachers mainly adapt their teaching methods due to the pupils’ linguistic difficulties and they don’t adapt the content due to the students’ background. Though the teachers see the pupils’ differences as an access in the teaching.

Place, publisher, year, edition, pages
2017.
Keyword [en]
History, history teaching, multiculturalism, teaching methods, eurocentrism
Keyword [sv]
Historia, historieundervisning, mångkultur, arbetssätt, eurocentrism
National Category
Didactics
Identifiers
URN: urn:nbn:se:hj:diva-36388ISRN: JU-HLK-JU-2-20170365OAI: oai:DiVA.org:hj-36388DiVA: diva2:1114772
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Available from: 2017-06-26 Created: 2017-06-25 Last updated: 2017-06-26Bibliographically approved

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Type fulltextMimetype application/pdf

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CiteExportLink to record
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Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf