Between asset and deficit, a proxy to race and existing in the other: pre-service teachers’ perspectives on diversity
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
‘Diversity’ is a common word in the vocabulary of institutions of education today. The word tends to be used as a broad term encompassing various social and cultural aspects of one's identity, such as language, religion, race, ethnicity, (dis)ability, sex, and gender, among others. Yet, in teacher education, diversity continues to be used as a label for the Other and for one-dimensional, discrete views of culture and language. One way to engage with diversity critically in teacher education is by employing intersectionality as a framework, which contributes to a more nuanced and comprehensive understanding of diversity. In this article, we draw on a thematic analysis of interviews with ten pre-service teachers to examine their perspectives on and experiences with diversity in teacher education in Norway. Our analysis demonstrates that understandings of diversity tend to evoke more surface-level, one-dimensional representations, stressing discrete identity elements and lacking an intersectional perspective. Furthermore, our analysis illustrates instances in which diversity is seen from a deficit perspective or a problem to be managed and neutralised. We conclude the article with a call for more critical engagements with diversity in teacher education.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it