8. Rom for ubehag i undervisning om rasisme i klasserommet

Faye, Reidun

doi:10.18261/9788215041261-2021-08

Cited by 12 publications

(8 citation statements)

References 21 publications

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“…First, as stated, general antibullying programs do not succeed in reducing bias-based bullying (Bauer et al, 2007;Espelage et al, 2016), but programs assessing biasbased bullying specifically have shown promising effects (Brinkman et al, 2011). Second, it is emphasized elsewhere that students with minority backgrounds experience more discomfort with not being taken seriously than addressing racism as a topic within the classroom (e.g., Faye, 2021). The teachers' examples of how they handled the incidence of bias-based bullying in the situations referred to in the interviews could be interpreted as general bullying and are similar to what is found in other studies.…”

Section: Exploring the Potential Productivity In The Relationship Bet...mentioning

confidence: 99%

Pedagogy of discomfort to prevent and intervene against bias-based bullying

Thomassen,

Moi,

Langvik

et al. 2024

Front. Educ.

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In this article, we will present bias-based bullying episodes shared by Norwegian teachers and preservice teachers when talking about the concept of “discomfort”. We also investigate how “discomfort” and “pedagogy of discomfort” as a tool are reflected in teachers’ and preservice teachers’ prevention and intervention of bias-based bullying episodes. Semi-structured interviews were conducted among seven preservice teachers in their last year of teacher education and seven teachers, with 7–24 years of experience, working in Norwegian schools. Our main findings indicate that the pedagogy of discomfort might be a useful tool to prevent and intervene against bias-based bullying by using the feeling of discomfort that bias-based bullying creates in a constructive way. However, while the preservice teachers are inspired by theories of discomfort and social justice education and are motivated to try those theories out in practice, the teachers are not so familiar with these theories and tend to manage discomfort by avoiding them. By getting more familiar with the pedagogy of discomfort, teachers may improve the classroom atmosphere and make it easier to explore difficult topics in a way that creates room for differences and inclusion, strengthens students’ and teachers’ ability to engage in critical thinking, and thus lowers the risk of bias-based bullying.

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Section: Exploring the Potential Productivity In The Relationship Bet...mentioning

confidence: 99%

Pedagogy of discomfort to prevent and intervene against bias-based bullying

Thomassen,

Moi,

Langvik

et al. 2024

Front. Educ.

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“…Til tross for at laerere og trenere kan vaere imot rasisme og til og med vaere engasjert i antirasistiske tiltak, kan de komme til kort enten på grunn av manglende kompetanse (Faye, 2021;Harlap & Riese, 2014) eller manglende institusjonell og strukturell støtte (Gillborn, 2004). Et første steg kan vaere å sette rasisme på dagsordenen i alle skoler og lag, og ikke bare på skoler, i klasser eller lag med elever/deltakere som har minoritetsbakgrunn.…”

Section: Må Gå Fra Vage Ord Til Handlingunclassified

1. Kritisk blikk på inkludering og mangfold i barn og unges bevegelsesarenaer

Evensen¹,

Thorjussen²,

Wilhelmsen³

2023

Bevegelsesfellesskap I Oppveksten

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“…Eriksen, 2021;Harlap & Riese, 2014;Osler & Lindquist, 2018;Røthing, 2015;Sibeko & Eriksen, 2022). Samtidig har fleire funne grunn til å åtvare mot at framstillingar av rasisme blir for eindimensjonale, med låste og reduserte posisjonar utan rom for nyanse (Eriksen, 2021;Faye, 2021).…”

Section: Innleiingunclassified

“…Så vil eg sjå litt naermare på to ulike undervisningskontekstar der ubehag kjem i spel. I den eine kjem ubehag i spel som ein del av eit planlagt undervisningsopplegg om rasisme, skildra av Faye (2021). I det andre tilfellet er det tanken på potensielt ubehag som påverkar korleis ein laerar forhandlar det å ta opp (eller unnlate å ta opp) kulturelle forskjellar (Åberg, 2021).…”

Section: Innleiingunclassified

“…Sjølv om det nok er skrive mykje også innan norsk utdanningsteori som tematiserer ubehag i ulike samanhengar, var det Åse Røthing (2019) som først foreslo omsetjinga ubehagets pedagogikk. I åra etter det har perspektivet hatt stor vekst i Noreg og blitt kopla til ulike tematikkar med transformative målsettingar, spesielt rasisme og antirasisme (Eriksen, 2021;Faye, 2021;Faye et al, 2021), og arbeid mot fordommar og diskriminering (Lippe, 2021).…”

Section: Ubehagets Pedagogikk Som Teoretisk Perspektivunclassified

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Rektor i møte med det uforutsette

Skutlaberg

2023

Flerstemmige Perspektiver I Norsk Utdanningsforskning. Spenninger Og Muligheter

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This chapter analyses principals’ encounters with the unforeseen, based on qualitative in-depth interviews with eight principals who have experienced unforeseen events. The purpose of this study is to gain deeper insight into what seems to be important when facing and enduring the unexpected. The aim is to provide language and concepts to assist school leaders to be mentally prepared to face and exercise practical wisdom when faced with the unforeseen. The theoretical perspectives this chapter builds upon are professional judgment and practical prudence. This study has been centred around the international research tradition associated with practical prudence towards a leadership perspective. An analysis of the findings shows that dealing with one’s own and others’ emotions, the need for collaborative support, the duty to act and endure, as well as processing the event afterwards, are central. These events may lead to a lengthy process, and the people involved will have to continue to collaborate both during and after the situation. Although the intensity of the school cases is not as dramatic as for other professionals who must face demanding, unforeseen situations daily, it is still highly challenging for principals. In school, serious unforeseen events are rare. Still, this chapter argues the importance of including this topic in both the teacher and principal education programs in a time where faith in evidence-based knowledge, rules, routines, and procedures is great, whereas the room for discretion adapted to the context-specific situation seems to be diminishing.

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8. Rom for ubehag i undervisning om rasisme i klasserommet

Cited by 12 publications

References 21 publications

Pedagogy of discomfort to prevent and intervene against bias-based bullying

Pedagogy of discomfort to prevent and intervene against bias-based bullying

1. Kritisk blikk på inkludering og mangfold i barn og unges bevegelsesarenaer

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