Education and Cultural Evolution in Norway's Multiethnic Society

Bridges to Belonging
Erscheinungsjahr 2025
ISBN: 978-3-031-89017-8
Verlag: Springer Nature Switzerland

Buch, Englisch, 203 Seiten, Format (B × H): 160 mm x 241 mm, Gewicht: 498 g

This open access volume explores the complex dynamics of ethnic and racial segregation in Norwegian schools, particularly in Oslo. It examines how educational institutions can reflect and challenge societal norms regarding race, culture, and identity. The book argues that while Norway pursues an egalitarian ethos, recent trends in school segregation undermine these ideals.

The major contribution of this book lies in its critical exploration of the intersectionality of race, culture, and education, grounded in critical pedagogy principles. Through case studies, personal narratives, and literary analyses, the authors highlight how marginalized students navigate their identities within systems that often stigmatize them.

Topics include authentic multicultural education, the reclamation of space and identity by non-white students, and the examination of “ghetto schools” as sites of both challenge and empowerment. Special features include visual illustrations and engaging literary analyses. Ultimately this volume serves as a compelling call for educational reform and cultural dialogue, emphasizing the transformative potential of education in promoting social justice and community cohesion.

Zielgruppe

Research

Autoren/Hrsg.

Thomas, Paul

Hof, Jocelyne von

Dzemidzic Kristiansen, Selma

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Bildungspolitik, Bildungsreform
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Lehrerausbildung
• Sozialwissenschaften Ethnologie | Volkskunde Volkskunde Minderheiten, Interkulturelle & Multikulturelle Fragen
• Sozialwissenschaften Pädagogik Berufliche Bildung Wissenschaftliches Arbeiten, Studientechnik
• Sozialwissenschaften Politikwissenschaft Politische Kultur Staatsbürgerkunde, Staatsbürgerschaft, Zivilgesellschaft

Inhaltsverzeichnis

Introduction.- Part One: 1. Pride and Prejudice in a “Ghetto” School in Oslo.- 2. Stigma to Empowerment in Schools.- 3. Beyond Sarees and Samosas: Authentic Multicultural Education.- 4. Beyond Belly Dancing: Uncovering Muslim Legacy in Education.- 5. The N-Word Dilemma in Segregated Schools.- Part Two: 6. Tagore’s Kabuliwala: Lost Connections in Segregated Schools.- 7. Bantustans in Norwegian Education.- 8. Sleepwalking into segregation?.- 9. Be  to belong.- 10. Soul and School: The Pulse of Islam in the City.- Part Three: 11. Between Labels and Legacies: The Dilemma of Whiteness.- 12. The Network Society: A Double-Edged Sword.- 13. Evolving Hybrid Identities: A Call for Patience.- 14. Rethinking Teachers’ Roles in Segregated Schools.- Part Four: 15. Populist Rhetoric and School Segregation.- 16. Blurring Lines: Kandinsky, Chagall, Immigration & Populism.- 17. Blame and Divide: The Populist Playbook.- 18. Populist Grievances: Neoliberal Roots.- Conclusion.

Über Autor(innen)

Paul Thomas is a Professor in the Faculty of Humanities, Sports and Educational Science at University of South-Eastern Norway. He holds a PhD from King's College London, UK, emphasizing the Creation-Evolution debate from an Islamic perspective. Dr. Thomas teaches learning theories, multicultural education, and supervises postgraduate students. He co-leads the "Minorities and Education" research group and has published works addressing racism and diversity in education.

Selma Dzemidzic Kristiansen is an Associate Professor in the Faculty of Humanities, Sports and Educational Science at University of South-Eastern Norway. She holds a PhD in Pedagogy, focusing on cooperative learning within the PEDRES program. Her teaching responsibilities are at the master's level of the Norwegian teacher education program, where she explores various aspects of pedagogy, including inclusive education. Selma has published works on cooperative learning, contributing to educational practices.

Jocelyne Von Hof is an Assistant Professor of Pedagogy, at University of South-Eastern Norway specializing in the practices of educators in multilingual settings, with a focus on including minority language-speaking children. Her research highlights the importance of valuing language proficiency to create supportive learning environments. Von Hof emphasizes inclusive practices that prioritize cultural identity and linguistic diversity, significantly contributing to promoting equity and understanding in diverse educational contexts.