Discourses of Cultural and Linguistic Diversity in Mathematics Teacher Education Policy in Sweden

This study investigates how cultural and linguistic diversity is discursively construed in mathematics teacher education for Grades 4–6 in Sweden at policy level. Discourse analysis was used to examine 55 mathematics course syllabi and 20 educational curricula from various Swedish universities. The analysis uncovered how cultural and linguistic diversity is framed in policy, and what assumptions and values underpin these framings. The analysis identified two dominant Discourses: the cultural and linguistic homogeneity Discourse, which emphasises a monolingual norm, and the cultural and linguistic plurality Discourse, which acknowledges and values students’ diverse backgrounds. Further, it revealed that cultural and linguistic diversity is largely marginalized in the policy documents. Tensions and inconsistencies in how diversity is addressed were identified, suggesting incoherence in the guidance provided to pre-service teachers. These insights aim to encourage policymakers and teacher educators to critically reflect on how diversity is framed and addressed in teacher education, thereby preparing pre-service teachers for the realities of culturally and linguistically diverse mathematics classrooms.