Abstracts
Abstract
In this paper, we aim to analyze how identity-based pedagogies with a focus on diversity and inclusion aspects are related to student teachers’ beliefs about resisting neoliberal and neoconservative structures in the educational system. Data from eleven students was collected in an asynchronous session in a Spanish pedagogies course at university through an online discussion forum and analysed through content and discourse analysis. The results reveal that student teachers refer to different aspects of diversity for identity-based or interest-driven reasons. Beliefs about capital, equity, othering, and agency in resisting neoliberal and neoconservative structures in education are primarily expressed by individuals with personal experiences of poverty and racism.
Keywords:
- student teachers’ beliefs,
- teacher education,
- neoliberalism,
- diversity,
- inclusion,
- language education
Résumé
Nous cherchons à analyser comment les pédagogies fondées sur l‘identité et axées sur la diversité sont liées aux croyances des futur.e.s enseignant.e.s quant à la résistance aux structures néolibérales et néoconservatrices dans le système éducatif. Les données provenant de onze futur.e.s enseignant.e.s ont été recueillies dans le cadre d’un cours de didactique espagnole à l’université, puis analysées au niveau du contenu et du discours. Les résultats révèlent des références à différents aspects de la diversité pour des raisons identitaires ou motivées par les intérêts. Les croyances relatives au capital, à l’équité, à l’altérisation et à l’action dans la résistance aux structures néolibérales et néoconservatrices dans l’éducation sont principalement exprimées par des personnes ayant vécu personnellement la pauvreté et le racisme.
Mots-clés :
- croyances des futur.e.s enseignant.e.s,
- formation des enseignant.e.s,
- diversité,
- inclusion,
- didactique des langues,
- néolibéralisme
Appendices
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