‘I’m not being offensive but…’: intersecting discourses of discrimination towards Muslim children in school

Welply, Oakleigh

doi:10.1080/13613324.2017.1294569

Cited by 54 publications

(31 citation statements)

References 30 publications

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“…However, regardless of their academic achievements, students with migration backgrounds suffer similar problems in regards to peer inclusion and contact with Swedish peers (cf. Nilsson Folke 2016; Wernesjö 2015, see also Crozier and Davies 2008;Kohli and Solórzano 2012;Migliarini 2018;Picower 2009;Welply 2018 for an international context). Inclusion can refer to the strength of an individual's experience of being involved in decision-making and access to resources and information, but it can also refer to the feeling of belonging and of being appreciated for one's unique characteristics.…”

Section: Unwritten Rules and Unspoken Boundaries; Not Swede Enoughmentioning

confidence: 99%

“…The effect is that the perpetrators of micro-aggressions can deny any racist intent or claim that the victims of these insults have overacted or are too sensitive. The consequence is that victims can neither easily presume racist intent nor oppose these tacit aggressions because of their implicit nature and absence of concrete proof (Kohli and Solórzano 2012;Welply 2018).…”

Section: Unwritten Rules and Unspoken Boundaries; Not Swede Enoughmentioning

confidence: 99%

“…They are polite, but uninterested. This form of micro-aggressions is hard to challenge, and its target risks being regarded by peers as overly sensitive (Welply 2018).…”

Section: 'Like a Door Slam In Your Face'mentioning

confidence: 99%

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Polite exclusion: high-performing immigrant students experience of peer exclusion

Wiltgren

2020

Race Ethnicity and Education

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Integration problems are often explained in terms of segregation. Students with immigrant backgrounds are frequently associated with so-called ethnically segregated residential areas and stigmatized, low-performing, suburban schools. In contrast, this study investigates high-performing students attending a well-reputed school. While formally valued and included, they are subtly socially excluded by their peers. This exclusion is expressed in a subtle, almost intangible ways. It is, above all, polite, and expressed in tiny, everyday interactions. The fact that this exclusion is polite and intangible makes it hard to resist. There is little concrete action to object to, the risks of social stigma are too high, and the possibility of change too low. Thus the exclusion can continue unchallenged. The results show that formal, structural inclusion does not automatically lead to everyday, social inclusion. The research method consisted of participant observation, including audio recordings of interviews with students, their teachers and school leaders. ARTICLE HISTORY

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Section: Unwritten Rules and Unspoken Boundaries; Not Swede Enoughmentioning

confidence: 99%

Section: Unwritten Rules and Unspoken Boundaries; Not Swede Enoughmentioning

confidence: 99%

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Polite exclusion: high-performing immigrant students experience of peer exclusion

Wiltgren

2020

Race Ethnicity and Education

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“…To promote respect for the rights of people subject to prejudices in society is a pedagogical challenge. If the didactical and pedagogical strategy is superficial, the result may worsen attitudes despite the good intentions (See Fishman and McCarthy 2005; Vaughta and Castagnob 2008;Housee 2008;de Freitasa and McAuleyb, 2008;Welply, 2017;McCully and Reilly, 2017). The former Special Rapporteur on Education, Katarina Tomaševski (2001), explains that:…”

Section: International Critique Of Norway's Policiesmentioning

confidence: 99%

Human Rights Education

Lile¹

2019

Children’s Rights in Norway

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This chapter examines the realisation of human rights education in Norway, as defined by Article 29 (1) b) and d) of the Convention on the Rights of the Child. It examines the 1) the legal commitments of Parliament, 2) efforts of the government and 3) and data on outcomes concerning attitudes and prejudice against ethnic and religious minorities, children with disabilities, sexual minorities and Sámi people. The outcome evaluation also includes empirical data on bullying of children belonging to these groups. The findings suggest that Norway needs to review the effectiveness of its HRE, but also measure to what extent the teaching is effective in practice.

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“…In Europe, Muslim identities are commonly assumed to be in competition or irreconcilable with national identities and democratic citizenship, although evidence countering these perceptions has emerged (Grundel & Maliepaard, 2012). The discrimination and Islamophobia experienced by Muslims in the West has been much studied (see, e.g., Bleich, 2011;Welply, 2018); Members of Muslim minorities commonly highlight a lack of knowledge about Islam and its internal diversity as a prominent reason for the existing tensions between them and the majority (Juntunen, Creutz-Sundblom, & Saarinen, 2016).…”

Section: Developing Muslim Identities In a European Contextmentioning

confidence: 99%

Negotiations on Inclusive Citizenship in a Post-secular School: Perspectives of “Cultural Broker” Muslim Parents and Teachers in Finland and Sweden

Rissanen

2018

Scandinavian Journal of Educational Research

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This study examines negotiations on Muslims' inclusive citizenship in Finnish and Swedish comprehensive schools. The data include interviews with Muslim parents and Muslim teachers (n = 8 in both countries), who serve as cultural brokers in public schools and mediate negotiations on the terms of inclusion. The study utilizes the notion of post-secularity and pays particular attention to how intersections of religion and citizenship emerge in the everyday life of the schools. The results reveal how the culture-bound interpretations of religious freedom engender solidarity gaps between the advocates of secular normativity and those who oppose to this discourse. The impact of country-specific factors (Islamic religious education in Finnish schools, the existence of Islamic schools in Sweden) on Muslims' experiences of inclusive citizenship are discussed. ARTICLE HISTORY

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‘I’m not being offensive but…’: intersecting discourses of discrimination towards Muslim children in school

Cited by 54 publications

References 30 publications

Polite exclusion: high-performing immigrant students experience of peer exclusion

Polite exclusion: high-performing immigrant students experience of peer exclusion

Human Rights Education

Negotiations on Inclusive Citizenship in a Post-secular School: Perspectives of “Cultural Broker” Muslim Parents and Teachers in Finland and Sweden

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