Decolonial options in education – interrupting coloniality and inviting alternative conversations

Eriksen, Kristin Gregers; Svendsen, Stine H. Bang

doi:10.7577/njcie.3859

Cited by 16 publications

(12 citation statements)

References 25 publications

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“…69-70). Such epistemic decolonization is also needed in Nordic scholarship, which has, like other European scholarship, grown up under the tacit influence of the modernity-coloniality binary, manifested historically in colonization and assimilation policies especially in the Sámi north, but seen also in current exclusionary discourses toward non-Western immigrants (Eriksen & Svendsen, 2020;Gullestad, 2006).…”

Section: Decolonial Theory and Anglonormativitymentioning

confidence: 99%

Anglonormativity in Norwegian language education policy and in the educational trajectories of immigrant adolescents

Ingrid

2022

Lang Policy

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In the Nordic countries, policy debates about English often highlight the threat of domain loss for national languages, but the high status of English may also have a differential impact on people in Nordic societies. This article investigates a policy gap in Norwegian upper secondary education, whereby an advanced English subject requirement may hinder graduation for immigrant adolescents with little previous English instruction, despite English not being the medium of education in Norway. The aim of the study is to examine the impact of the upper secondary English requirement and of sheltered instruction as a local policy solution for such students. I use nexus analysis (Hult, 2015) to analyze ethnographic data from one upper secondary school that created an ad hoc sheltered English class. Data include field notes, classroom video and audio recordings, language portraits, and interviews with one school leader, one teacher, and six students. I draw on decolonial theory (e.g., García et al., 2021; Santos, 2007), notably Anglonormativity (McKinney, 2017), to trace discursive, interactional, and personal policy scales. I found that the sheltered class reflected discourses of integration and Anglonormativity, but nonetheless offered greater affordances for participation than a mainstream English class. Furthermore, comparing the emphasis on English remediation with students’ broader repertoires surfaced possibilities for reframing students as resourceful multilingual learners. I discuss policy options that might better address underlying issues of epistemic justice, compared to solutions limited to increasing students’ proficiency in languages of power like English.

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Section: Decolonial Theory and Anglonormativitymentioning

confidence: 99%

Anglonormativity in Norwegian language education policy and in the educational trajectories of immigrant adolescents

Ingrid

2022

Lang Policy

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“…The past decade has seen an increasing attempt to address the colonization of the field of international development, and by extension, international education and health's increasingly Western-centric orientations (Eriksen & Svendsen, 2020;Ferryman, 2021;Fofana, 2021) systems, yet refugees are routinely assessed in terms of their degree of system utilization (Hadgkiss & Renzaho, 2014).…”

Section: Synthesis Of Clinical Perspectives and Proposalsmentioning

confidence: 99%

Interventions and participatory clinical research for the enhancement of health systems interfacing with displaced Afghan women

Ramos¹

2022

Preprint

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In light of the 2021 United States military withdrawal from Afghanistan and the humanitarian crises of mass displacement and health system strain that have ensued, this article focuses on Afghan family systems as a means of enhancing practitioner awareness of the potential impact of adverse life experiences on resettled Afghans’ receptivity to psychosocial interventions at least partially rooted in Western methodologies. As they bear a disproportionate impact of constraints within Afghan society, and as patriarchal systems affect most of their life domains, in addition to migration and conflict-induced stress, women from Afghanistan may have high baseline trauma levels upon resettlement. In the absence of robust literature on evidence-based psychosocial interventions for this population, ethnographic work and literature on existing clinical models alleged to be compatible with Afghan norms is reviewed and synthesized. The article finds the need for improved provider education in working with foreign-born populations, and thus proposes participatory research design considerations for future clinical studies, elaborating on important considerations for the evaluation of extant understandings following social reorganization on a massive scale.

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“…This work aims to challenge "coloniality in institutions and curriculum" (Eriksen & Svendsen, 2020, p. 4). Eriksen and Svendsen (2020) remind us of decolonial perspectives as opportunities to move beyond traditional modes of social critique by confronting denial problems rooted in the eagerness to continue the modern-colonial habit of being (Maldonado-Torres, 2007). Stein et al (2020) find that scholars are socialised into colonial habits of being, such as knowledge appropriation (Morgan, 2003), extractive research (Igwe et al, 2022;Kouritzin & Nakagawa, 2018) and eurocentrism (Andreotti, 2011;Quijano, 2000).…”

Section: Introductionmentioning

confidence: 99%

“I am Sámi, but I am not a Sámi”

Stenseth

2023

NJCIE

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This article gives voice to coastal Sámi students and explores their negotiations over being Sámi or Norwegian within the Norwegian education system. Through interviews, students share insights on the extent to which education focuses on Sámi issues and reflect upon their identity. The article explores how youths negotiate personal identity within pre-existing structures by employing Archer’s theory on structure and agency as a backdrop. The changing phases in how ‘western’ societies view indigenous practices and knowledges are applied together with (de)colonial perspectives to understand (colonial) structures. Some key findings are that the coastal Sámi students’ identity negotiations are complex, as official discourses seem to restrict them from identifying as ‘real’ Sámi, and that the local Sámi is within a discursive void due to unintended consequences resulting from the unification in the centralised education system. In focusing on students and using the educational system as a backdrop, this article seeks to deepen the understanding of how society and the educational system in particular condition students’ notions of what it entails to be Sámi and how students negotiate their identity.

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Decolonial options in education – interrupting coloniality and inviting alternative conversations

Cited by 16 publications

References 25 publications

Anglonormativity in Norwegian language education policy and in the educational trajectories of immigrant adolescents

Anglonormativity in Norwegian language education policy and in the educational trajectories of immigrant adolescents

Interventions and participatory clinical research for the enhancement of health systems interfacing with displaced Afghan women

“I am Sámi, but I am not a Sámi”

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