This essay is a qualitative study that examines how history teachers work in the multicultural classroom while focusing on the identity positions ethnicity, gender, sexuality and social class. The study is based on question statements regarding how teachers work to include identity affiliations in the multicultural classroom, but also what challenges and opportunities there are with teaching history in the multicultural classroom. The interviews show that the teachers use the identity positions they perceive to see in the classroom, both planned and through spontaneous connections. The results also show that what identity positions the teachers perceive to be relevant affect which perspectives are included in their teaching of history. Because teaching differs between educators, the study shows that teachers need help dealing with the intersectional perspective.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:hj-53411 |
| Date | January 2021 |
| Creators | Hultén, Ellen |
| Publisher | Jönköping University, Högskolan för lärande och kommunikation |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
Page generated in 0.0022 seconds