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Record Nr. |
UNINA9911067907503321 |
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Autore |
Tavares Vander |
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Titolo |
Intersectional Perspectives on Equality and Social Justice in Norwegian Higher Education |
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Pubbl/distr/stampa |
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Oxford : , : Taylor & Francis Group, , 2025 |
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©2026 |
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ISBN |
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1-04-038740-3 |
1-003-52864-3 |
1-04-038738-1 |
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Edizione |
[1st ed.] |
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Descrizione fisica |
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1 online resource (211 pages) |
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Collana |
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Routledge Research in Higher Education Series |
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Disciplina |
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Soggetti |
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EDUCATION / General |
EDUCATION / Multicultural Education |
EDUCATION / Schools / Levels / Higher |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Nota di contenuto |
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Cover -- Endorsement Page -- Half Title -- Series Page -- Title Page -- Copyright Page -- Table of Contents -- About the editor and contributors -- Toward an intersectional engagementwith plurality, equality, and social justicein Norwegian higher education -- Part I Setting the context -- Chapter 1 Cracking the coloniality of norwegian monocultural academia -- Chapter 2 An auto-testimonial narrative on inequities in Norwegian Higher Education -- Chapter 3 Bitter dilutions: Anti-racism, intersectionality, and the pall of white feminisms over Norwegian higher education -- Part II Intersectional perspectives on student experiences -- Chapter 4 Navigating minority intersectional identities: LGBTQ+ students in Norwegian higher education and beyond -- Chapter 5 Internationalization of Norwegian teacher education at home: Insights from Tanzanian students' intersectional experiences -- Part III Intersectional perspectives on teacher education curricula and programs -- Chapter 6 Is diversity intersectional? Student teachers' perspectives of learning in Norwegian teacher education -- Chapter 7 Challenging psychologization through intersectional approaches in teacher education -- Index. |
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Sommario/riassunto |
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Highlighting how systemic inequities in Norwegian higher education are perpetuated through colonial legacies, monocultures of knowledge, and a lack of critical engagement, this book offers an intersectional analysis that identifies issues and complexities in the domains of pedagogy, epistemology, research, curriculum, and support services. |
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