Media and Education

Addressing Racism in Norway
Erscheinungsjahr 2025
ISBN: 978-90-04-73793-8
Verlag: Brill

Buch, Englisch, Band 12, 218 Seiten, Format (B × H): 155 mm x 235 mm

Reihe: Critical Media Literacies Series

In this volume, we explore critical questions about Norway's hidden history of racism and its implications today. Why has Norway largely overlooked its role in the transatlantic slave trade? How do media representations shape public perceptions of race? What can education do to confront and dismantle systemic racism?

This book uncovers the complex interplay between historical narratives, media portrayals, and educational practices, offering fresh insights into the ongoing struggle for racial justice in a diversifying society. We present rare archival images and previously unpublished data that challenge conventional understandings of Norwegian identity and history.

Through compelling case studies—like the “Human Zoo” exhibition and the tragic death of Eugene Obiora—we engage you with powerful stories that highlight the lived realities of racism in Norway. You will witness how these histories resonate within contemporary antiracist movements and educational discourse. This timely work is essential for educators, policymakers, and anyone interested in understanding and addressing racial issues in Norway and beyond. Join us in sparking meaningful conversations and actions towards a more inclusive future.

Autoren/Hrsg.

Thomas, Paul

Kuyini Alhassan, Abdul-Razak

Hof, Jocelyne von

Fachgebiete

• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Sonderpädagogik, Heilpädagogik

Inhaltsverzeichnis

Introduction

1 Slavery, Reparations and Black Lives Matter 1 Unspoken Histories: Norway’s Silent Slave Trade Legacy 2 Media Research and Analysis of Content 3 Encoding, Decoding and White Misrecognition 4 A Counter-story of a Forgotten Life 5 Implications for Education

2 Norway’s 1914 “Human Zoo” 1 Introduction 2 White Gaze, Black Confinement 3 “Look, a Negro” in 1914 Oslo: Fanon’s Introspection 4 Fanon’s Paradox in “Look, a Negro!” 5 “Benign”, “Well-Intentioned” Liberal Racism 6 Implications for Education

3 Eugene Obiora: Black Body, Broken Justice 1 “Breaking the Negro”: From Plantations to Police Brutality 2 “Re-Embodying”: Rap as the Weapon of the Dispossessed 3 Olaf the Holy and Eugene Obiora: A Tale of Two Corpses 4 Beyond the Hues: The Mirage of Colorblindness 5 The Banality of Racism 6 From Cannibal Imagery to Muhammad Cartoons 7 Implications for Education

4 The Rise and Fall of “Neger” in Norway’s Racial Dialogue 1 Introduction 2 Navigating “Neger”: Three Paradigms 3 Negro in 1970s Norwegian Media: A Semantic Analysis 4 Negro Music and Miscegenation Fears in the 1980s 5 Neger in the 1990s – “Santa Claus: the Western Deity in White” 6 What Can Schools and Higher Education Do?

5 The Ali Farah Case: Blame Game and Reverse Racism 1 Park Assault and Paramedic Neglect 2 Racial Profiling in Medical Response 3 The White Architecture of the Mind 4 Black Body, White Identity Papers 5 White Habitus across Borders 6 The Empire [Farah] Writes Back 7 Implications for Education: Paolo Freire and the Act of Reading

Conclusion: Salvaging the Fredensborg

References

Index

Über Autor(innen)

Paul Thomas holds a PhD in Education from King’s College, London. He is Professor of Pedagogy at the University of South-Eastern Norway (USN), specializing in critical pedagogy and diversity in education. He has published extensively on addressing racism in classrooms and he is the lead author of the forthcoming book Education and Cultural Evolution in Norway’s Multiethnic Society: Bridges to Belonging (Springer, 2025).

Abdul-Razak Kuyini Alhassan is Professor of Pedagogy at the University of South-Eastern Norway specializing in inclusion education and child welfare. His research focuses on educational inclusion for disadvantaged children. He has extensive teaching experience and co-leads the Minorities and Education research group.

Jocelyne Muhayimana von Hof is Assistant Professor of Pedagogy at the University of South-Eastern Norway and specializes in studying the practices of educators in multilingual settings, ensuring the inclusion of minority language-speaking children. Her research highlights the importance of educators valuing language proficiency to create supportive learning environments. Von Hof’s work emphasizes inclusive practices that prioritize cultural identity and linguistic diversity.