“…In this context, it is worth noting that Norway is one of the countries in Europe where the relationship between "citizen" and "national" is unresolved, in both legal and colloquial terms (Erdal and Sagmo 2017). Furthermore, there is no doubt that the chief reason for this dissonance is related to race: images of Norwegianness continue to be connected with whiteness, while the composition of Norwegian-born, Norwegian citizens of Norway continues to diversify, in racial terms (Bangstad 2015, McIntosh 2015, Svendsen 2014.…”
Section: Nation-building and Education In Norwaymentioning
This article contributes to the debate on human rights education in diverse societies. It is concerned with the relationship between participation and the coconstruction of national belonging. Our data consists of 289 pupil texts and 33 focus group discussions in 6 upper secondary schools in Norway. The role of the school in nation-building is well-known, often emphasizing policy documents or curricula. However, it is in the interaction between pupils and their teachers that the production and re-production of the nation occurs. Participatory exercises in our focus groups functioned as pedagogical interventions, helping pupils to reflect on how they understand, discuss and co-construct national belonging. We find that the potential for co-construction of national belonging, through pedagogical interventions, depends on who is acknowledged as a legitimate participant. Notwithstanding power hierarchies, it can be argued that group discussions are concrete ways to help young people in diverse classrooms co-construct national belonging.Abstract: This article contributes to the debate on human rights education in diverse societies. It is concerned with the relationship between participation and the coconstruction of national belonging. Our data consists of 289 pupil texts and 33 focus group discussions in 6 upper secondary schools in Norway. The role of the school in nation-building is well-known, often emphasizing policy documents or curricula. However, it is in the interaction between pupils and their teachers that the production and re-production of the nation occurs. Participatory exercises in our focus groups functioned as pedagogical interventions, helping pupils to reflect on how they understand, discuss and co-construct national belonging. We find that the potential for co-construction of national belonging, through pedagogical interventions, depends on who is acknowledged as a legitimate participant. Notwithstanding power hierarchies, it can be argued that group discussions are concrete ways to help young people in diverse classrooms co-construct national belonging.
“…In this context, it is worth noting that Norway is one of the countries in Europe where the relationship between "citizen" and "national" is unresolved, in both legal and colloquial terms (Erdal and Sagmo 2017). Furthermore, there is no doubt that the chief reason for this dissonance is related to race: images of Norwegianness continue to be connected with whiteness, while the composition of Norwegian-born, Norwegian citizens of Norway continues to diversify, in racial terms (Bangstad 2015, McIntosh 2015, Svendsen 2014.…”
Section: Nation-building and Education In Norwaymentioning
This article contributes to the debate on human rights education in diverse societies. It is concerned with the relationship between participation and the coconstruction of national belonging. Our data consists of 289 pupil texts and 33 focus group discussions in 6 upper secondary schools in Norway. The role of the school in nation-building is well-known, often emphasizing policy documents or curricula. However, it is in the interaction between pupils and their teachers that the production and re-production of the nation occurs. Participatory exercises in our focus groups functioned as pedagogical interventions, helping pupils to reflect on how they understand, discuss and co-construct national belonging. We find that the potential for co-construction of national belonging, through pedagogical interventions, depends on who is acknowledged as a legitimate participant. Notwithstanding power hierarchies, it can be argued that group discussions are concrete ways to help young people in diverse classrooms co-construct national belonging.Abstract: This article contributes to the debate on human rights education in diverse societies. It is concerned with the relationship between participation and the coconstruction of national belonging. Our data consists of 289 pupil texts and 33 focus group discussions in 6 upper secondary schools in Norway. The role of the school in nation-building is well-known, often emphasizing policy documents or curricula. However, it is in the interaction between pupils and their teachers that the production and re-production of the nation occurs. Participatory exercises in our focus groups functioned as pedagogical interventions, helping pupils to reflect on how they understand, discuss and co-construct national belonging. We find that the potential for co-construction of national belonging, through pedagogical interventions, depends on who is acknowledged as a legitimate participant. Notwithstanding power hierarchies, it can be argued that group discussions are concrete ways to help young people in diverse classrooms co-construct national belonging.
“…Or are both formal and informal ties needed? I propose to consider questions of membership in a processual manner, acknowledging the simultaneity for many migrants of membershipof some sortin their two societies of attachment (Brubaker 2010;Mazzucato 2008;Erdal and Sagmo 2017).…”
The aim of this article is to theorize interactions between migrant transnationalism and integration using a multiscalar approach. For migrant transnationalism scholars, attention to simultaneity in transnational social fields is given. However, much migration research in Europe continues to suffer from an ‘integration bias’, which under-appreciates the salience of simultaneity within transnational social fields in many migrants’ lives, and implicitly assumes a zero-sum approach to societal membership. Drawing on interviews with migrants in Oslo (Norway) a multiscalar analytical approach is adopted. The salience of where things happen and how they are understood, depending on the perspective of involved actors, across time, space and position, emerges when using this multiscalar approach. Identifying the roles of nested, taxonomical, but also emergent and perspective scales allows a fresh theoretical engagement with interactions between migrant transnationalism and integration, showing how simultaneity and (productive) friction result from additive, synergistic and even apparently antagonistic interactions.
“…For me, being Norwegian includes my Korean roots. (Haldis)Both excerpts confirm that national identity and belonging, when situated in the context of transnationalism and migration‐related diversity, have become multiple, multi‐directional and fluid, differing both spatially and temporally (Edensor ; Erdal and Sagmo ; Fox ). Tor's narrative of his multiple belongings in a transnational space (in which he even expressed a possible belonging to some third countries) is in contrast to how he would position himself in Oslo by hanging out with his (white) Norwegian friends.…”
Section: Whiteness As a Local Belonging: The Meaning Of Originmentioning
confidence: 93%
“…Parallel to Fox's approach are studies that focus on subjects who are positioned between the categories of ‘insiders’–‘outsiders’ and ‘sameness’–‘strangeness’. These studies point to the disruption of the smooth reproduction of the nation as a stable identity category and the destabilisation of its defining boundaries, which also indicates the continuing relevance of race and whiteness (Alba ; Antonsich ; Erdal ; Erdal and Sagmo ).…”
Section: Race Whiteness and Nation As Framed In Migration‐related DImentioning
Embedded in ongoing discussions on everyday nationhood in the context of migration-related diversity, this article explores how Norwegian transnational adoptees, as border subjects, negotiate their national belonging and identities by positioning themselves in relation to whiteness. By doing so, it further explores the relationship between race and nation. The analysis demonstrates that transnational adoptees position themselves as white when encountering the norm of whiteness, which the author argues in favour of understanding as continued process of doing race. While phenotypic differences trigger a process of racialisation through which transnational adoptees can easily be placed in a minoritised position, adoption provides them with unique access to whiteness, mostly along the negotiable and intertwined dimensions of kinship and the notion of 'origin', referred to as the place where they grew up. The article argues that individuals' positioning along majoritisation/minoritisation processes is another important dimension to understand one's multiple and fluid national identity and belonging in migration-related diversity. The analysis also furthers the discussions on hierarchy of belonging by highlighting the relevance of kinship in intersection with race.
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