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Writing Practices in Swedish Teacher Education and the Inclusion/Exclusion of Subjectivities.
Stockholm University, Faculty of Social Sciences, Department of Education. (Genuspedagogiska forskningsgruppen)
2009 (English)In: Critical Studies in Education, Vol. 50, no 2, 144-158 p.Article in journal (Refereed) Published
Abstract [en]

Against the background of an increasing drop‐out rate of students with ethnic minority and working‐class backgrounds, the aim of this paper is to discuss the ways in which writing practices in Swedish teacher education produce power and include/exclude subjectivities. A conventional academic writing practice will be compared to a hybrid writing practice that has been experimented with for several years at the Stockholm Institute of Education. This hybrid writing practice is characterized by two intertwined features: a divergent complicity that combines diverse subjectivities and multiple theories in a multigenre text; and a convergent and reductive shift that makes academic writing accessible. As the paper will show, a hybrid writing practice can strengthen the inclusion of students with ethnic minority and working‐class backgrounds and, in turn, help them finish their programs. It is, however, not bereft of all exclusionary tendencies.

Place, publisher, year, edition, pages
2009. Vol. 50, no 2, 144-158 p.
Keyword [en]
akademic writing, higher education, critical and feminist pedagogy
National Category
Pedagogy
Research subject
Education
Identifiers
URN: urn:nbn:se:su:diva-32552DOI: 10.1080/17508480802072921OAI: oai:DiVA.org:su-32552DiVA: diva2:280943
Available from: 2009-12-13 Created: 2009-12-13 Last updated: 2015-09-08Bibliographically approved

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