In the first decades of the 20th century, the Sámi movement developed a vision for how education could play a central role in the future of the Sámi people. Faced with expanding colonial school ...systems, teachers and intellectuals imagined what education could look like if it was to contribute to the flourishing of Sámi livelihoods. One key contributor to this project was Per Pavelsen Fokstad (1890–1973). This article outlines key elements in Fokstad’s philosophy of education and discusses his contribution to education theory in both his contemporary cultural interface and the one that we work in over 100 years later. The analyses are based on a hermeneutical reading of Fokstad’s published texts. The analyses show how Fokstad outlined a philosophy of education based in the mother tongue as a catalyst for the child’s development of a sense of self, a feeling of community, and a connection to land. This philosophy was revolutionary in his own time due to its redefinition of what was worth learning and knowing, and has grown in significance since.
How do students learn about racism in the absence of ‘race’ as an explanatory concept for current social divisions? This article traces conceptual and affective negotiations of ‘race’ and racism in a ...Norwegian middle school classroom. Conceptual confusion about ‘race’, racism and lines of inclusion and exclusion in the nation is rife in this educational setting, where the curricular focus is on questions of immigration and integration. Treating ‘race’ as a ‘chameleon-like’ concept that adapts to the cultural context and political situation, the analysis highlights the emotional investments and injuries that discussing race brings forward in the situation through a Kleinian psychoanalytic lens. Working through the affective as well as the conceptual aspects of the classroom’s struggles with ‘race’ and racism, the article argues that racism is enacted in the classroom partly as an effect of the denial of ‘race’ as a current effect of racism. Furthermore, it suggests that the denial of ‘race’ as an explanatory concept veils racial binaries that are enacted through Norwegian ethnonationalism, and facilitates enactment of racist dynamics in education that is intended to prevent racism.
In this article we discuss how sexuality is linked to national identity, ethnicity and cultural diversity in Norwegian textbooks for 13-16-year-olds. We show how gender equality and gay rights are ...mobilized as markers of Norwegianness in pedagogic texts and discuss the significance this has for inclusion in Norwegian nationhood. We address how progressive policies concerning gender and sexuality in Norway have been utilized to define Norwegianness in ethnic terms and argue that the texts we have analysed may produce the effect that tolerance towards homosexuality and support for gender equality as political positions are considered necessary for ethnic minority subjects' acceptance as properly 'integrated' Norwegian citizens. In this way, these texts on sexuality may be seen to both construct and control ethnic borders in Norwegian society.
This article investigates use of digital storytelling as a learning activity in education about migration. Based on a study in two Norwegian schools and two adult education centers for refugees and ...migrants, the article analyzes student's digital stories and observations of the process of production. Counter to research on the promise of digital storytelling to promote diverse perspectives, personal experience and creativity, our findings show that digital stories as a learning activity includes powerful standardization drivers. The standardization limits diversity in students' knowledge and experience from coming into view in the final product. The identified standardization drivers are; (1) discursive blueprints of refugee experience, including the narrative about the 'Good Refugee' and idealization of the destination country, (2) challenges with representing traumatic experiences through photographic imagery, and (3) material affordances in the production process such as google algorithms. In conclusion, we argue that critical engagement with the involved modalities and standardization drivers is a condition for using digital stories to foster critical thinking about migration.
A WAGER FOR LIFE Stubberud, Elisabeth; Akin, Deniz; Svendsen, Stine H. Bang
Nordic Journal of Migration Research,
12/2019, Letnik:
9, Številka:
4
Journal Article
Recenzirano
Odprti dostop
This article explores the experiences of queer children who have sought asylum alone in Norway, focussing on hope, fear and despair. The children who are denied asylum relate an experience of ...standing at the brink of death, while those who are granted asylum describe how the queer life they have hoped for is postponed by the settlement and integration system, where they live in isolation and in risk of violence and bullying. We analyse these experiences in light of decolonial theory in which the conditions of war and proximity to death are extended into the childrens’ lives under the custodianship of the Norwegian state. Drawing on queer theory, the wager is life as these children have known it. The potential is living beyond the coloniality of Being, in relationships and communities that provide the possibility of a meaningful life.
At the turn to the 20th century settler colonialist and racist policies of land theft and systematic devaluation of Sámi livelihoods had produced an acute and dire political situation in Sápmi. Elsa ...Laula (1877-1931) and Karin Stenberg (1884-1969) were central activists and writers in the anticolonial Sámi national movement that organised in the south of Sápmi at this time. The political analyses in Laula´s book Inför lif eller död (1904) and Stenberg and collegues´ Dat läh mijen situd! (1920) offer scathing critiques of the settler colonial racism of the Swedish state at the time. Their contributions theorize the relationship between whiteness and property in the colonization of Sápmi, and the crucial role that racialization of the Sámi people have played in this process. These theoretical contributions are largely unknown to Nordic feminist scholarship on race and racism, however. In this paper I show how Laula and Stenberg´s analysis of racism offered insights that feminists would lend from American and British black feminist scholarship, as well as Australian indigenous feminism almost a hundred years after they were first formulated in the Nordic context. Finally, I consider possible reasons for the denial of this scholarly history in Nordic feminism. Merk: Selv om abstractet er på engelsk kan jeg godt holde innlegget på norsk.
While there is little political opposition towards sex education as such in Norway, recent attempts at reforming the subject reveal underlying heteronormative presumptions that seem resistant to ...reform. While a focus on homosexuality is included in the national curriculum at all levels of compulsory education, the sexual practices involved in same-sex relations remain conspicuously absent from the education provided. This paper provides an overview of contemporary Norwegian sex education, and discusses its primary shortcoming: the absence of a focus on sex acts other than coitus. The political challenges to good sex education in Norway emerge when this absence of sex acts is addressed by innovative teaching programmes that focus on sexual pleasure. Norwegian political consensus about a free and equal sexual culture does not seem able to embrace the discussion of specific sexual practices in the classroom.
Denne artikkelen undersøker hvordan skeive ungdommer italesetter identitet innenfor rammen av en homotolerant kulturell kontekst. Artikkelen presenterer analyser av fokusgruppesamtaler med skeive ...ungdommer og nøkkelscener i sesong tre av NRK-serien SKAM (Andem 2016). Både SKAM og fokusgruppene viser fram et omfattende språk for å beskrive seksuell identitet, og i noen grad også kjønnsidentitet, som ungdom bruker kreativt for å utforske nye måter å gjøre kjønn og seksualitet på. Samtidig viser både sesong tre av SKAM og fokusgruppesamtalene at det å forstå seg selv som homofil gutt oppleves som svært krevende på grunn av stigmaet knyttet til mannlig feminitet. Homotoleransen, som er utbredt i det norske samfunnet, usynliggjør imidlertid slike forbindelser mellom seksuell orientering og kjønnsuttrykk. Dette ser ut til å resultere i at skeive ungdommer møter lite forståelse for sine egne kvaler med å identifisere seg som homofil. Ungdommene vi har snakket med foretrekker begrepet «skeiv», som framstår som mindre belastende. Dette er et av mange eksempler på nye ord og begreper om kjønn og seksualitet som brukes i aktivisme for å synliggjøre ungdommene sin opplevelse av radikal annerledeshet i møte med samfunnets normer, på tross av den erklærte aksepten som homotolerante voksne og jevnaldrende møter dem med.
Purpose: The article unpacks potentials of and resistance towards facilitating meetings between refugee and non-refugee youth in global citizenship education. Design/methodology/approach: The ...analyses are based on participant observation in a school-based intervention in three locations, developed on the principles of design-based research DBR. Findings: The article exposes both how meetings between students could be deeply educational and how teachers prevent meaningful interaction between students out of concern for refugee students. Research limitations/implications: More research is needed on how students care for themselves and others in transformational learning contexts. Practical implications: Privileged teachers' concern for retraumatising students can veil unconscious protection of the privileged self against students' trauma and should therefore be subject to critical reflection.
In this article, we discuss how certain sexual norms currently labeled as ‘Norwegian’ come into play in immigration policy related to marriage migrants and homosexuals who seek asylum in Norway. Our ...analyses indicate that discourses on sexuality in immigration politics are gendered and racialized at the Norwegian border. We discuss the continued significance of Orientalist notions that render its sexual subjects as inherently ‘different’ and supposedly premodern in contemporary regulation of immigration to Norway. Independence, freedom of choice and informed, strategic initiative, usually considered late modern ideals, seem to be grounds for suspecting the motivation for migration. Migration seems to be legitimate only when it is a result of necessity caused by the inherent emotional and sexual needs which signify the authentic homosexual and marriage migrant.
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