Diversity as the new normal and persistent constructions of the immigrant other – Discourses on multicultural education among teacher educators

The aim of this study was to explore the role of social justice in multicultural education taught in teacher education. The study investigated discourses on multicultural education among Finnish teacher educators, and the subject positions constructed in them. Discourse theory analysis revealed six discourses on multicultural education, ranging from conservative to liberal and critical, with liberal discourses having the most articulations. Although Finnish teacher education has taken steps towards social justice, the results also highlight racialisation and the subject position of the immigrant Other as themes that need to be challenged to prevent the reproduction of inequalities in teacher education. •Six multicultural education discourses, ranging from conservative to critical, were found among Finnish teacher educators.•The liberal discourses articulate diversity as valuable, and communication across differences, and self-reflection as central.•The immigrant Other and the Finn are constructed as opposite subject positions in the conservative discourse.•The critical discourses articulate examining inequalities and acting for equality as the central aims.•To promote social justice all teacher educators and students need to engage in adapting a critical multicultural education.