- 10:00: Trial lecture
- 12:00: Public defence
The public defence will be streamed (zoom.oslomet.us) (webinar ID: 674 6420 8828)
The title of the trial lecture: What are the possibilities and limitations of multi-contextual research for advancing knowledge in teacher education, particularly in relation to diversity and Indigenous perspectives?
The title of the thesis is "Constructing Ethnic and Cultural Diversity in Physical Education Teacher Education: Discourses, Limits, and Possibilities in Norway, Canada, and Aotearoa/New Zealand".
The ordinary opponents are:
- First opponent: Professor Lisette Burrows, University of Waikato, Aotearoa/New Zealand
- Second opponent: Associate Professor Göran Gerdin, Linnæus University, Sweden
- Chair of the committee: Professor Halla Holmarsdottir, Department of Primary and Secondary Teacher Education (GFU), OsloMet
The leader of the public defence is Kristin Solli, Associate Professor, Faculty of Education and International Studies, OsloMet.
The main supervisor is Professor Kristin Elin Walseth, OsloMet. The co-supervisor is Associate Professor Tonje Fjogstad Langnes, OsloMet.
Thesis abstract
This thesis explores how ethnic and cultural diversity is constructed within Physical Education Teacher Education (PETE) in Norway, Canada, and Aotearoa/New Zealand.
Using a qualitative research design grounded in social constructionism, the study draws on discourse-analytical approaches to examine how diversity is produced and negotiated across curricula and teacher educator talk, and what these constructions enable or constrain in PETE.
The thesis consists of three articles. The first analyses how ethnic and cultural diversity is problematised in educational documents. The second examines teacher educators’ discourses on teaching ethnic and cultural diversity. The third explores tensions related to the integration of Indigenous knowledges and perspectives.
This thesis contributes a critical, discourse-analytical examination of how ethnic and cultural diversity is constructed in PETE. By drawing together perspectives from multicultural education, critical whiteness-, and decolonial scholarship, the study highlights both the limits of dominant constructions and openings for more critical approaches to PETE.
Contact the PhD administrative team via e-mail.
