The Double Meaning Making of the Term Cultural Diversity in Teacher Educator Discourses

Fylkesnes, Sandra; Mausethagen, Sølvi; Nilsen, Anne Birgitta

doi:10.7577/njcie.2284

Cited by 4 publications

(4 citation statements)

References 40 publications

(53 reference statements)

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“…The first author has taught CRT for more than a decade, using personal examples of implementing anti-oppressive practices at urban schools during in-service sessions for teachers. Additionally, the author has encouraged white Norwegian university students to reflect on their definition of "others" and on how to include "others" through the curriculum, as related by Fylkesnes et al (2018) and through schoolbooks stereotypical content (Nordman, 2021).…”

Section: Authors' Positionalitiesmentioning

confidence: 99%

Barriers to Equality and Cultural Responsiveness in Three Urban Norwegian Primary Schools: A Critical Lens for School Staff Perceptions

2022

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Literature regarding the gap between the conceptualization of inequality and school staffs’ perception of it in Norwegian schools is scarce. Therefore, we explore the challenges that Norwegian school staff have experienced as they work to ensure inclusive education at three schools. We address this challenge by examining three purposefully selected maximum variation schools that are located in a large Norwegian city. This is a qualitative study based on 25 in-depth interviews with school personnel regarding their understanding of anti-oppressive education of children. A relational approach and critical theory are used to organize and explain nested contextual systems. The narratives from school staff are used to identify their perception of their roles in combatting oppression, their patterns of interaction with others within the school community, and their constructions of “otherness.” The theoretical approach comprises a framework that is based on a social network analysis, trust and belonging, and the staff’s perception of their school’s context in relation to anti-oppressive values in critical race theory. We identify various challenges at each urban school that relate to social and organizational factors and discuss how investigating professionals’ meaning-making enables more nuanced images of the Nordic educational model.

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Section: Authors' Positionalitiesmentioning

confidence: 99%

Barriers to Equality and Cultural Responsiveness in Three Urban Norwegian Primary Schools: A Critical Lens for School Staff Perceptions

2022

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“…For example, Osler and Lybaek (2014) argued, 'Despite growing public recognition of Norway as a multicultural nation, education policy promotes an "us" and "them" discourse, counter to education for cosmopolitan citizenship' (p. 560). Examples are studies of how teacher educators emphasize ways in which diversity is represented in the classroom, reproducing the concept of the other (Fylkesnes et al, 2018) or that teachers' education gives them insufficient tools to handle diversity in the classroom and has a limited focus on terms such as racism and ethnicity (Osler & Lindquist, 2018). Røthing (2007), however, pointed out that such explanations tend to overlook that teachers may have good intentions even though the consequences of their teaching might reproduce othering.…”

Section: Theoretical Perspectives and Previous Researchmentioning

confidence: 99%

Being inclusive when talking about diversity

Andresen

2020

NJCIE

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This paper explores how discourses of national identity are managed in one of Norway’s core institutions – the educational system. As Norway changed into a multi-ethnic society, classrooms became a central arena for individuals with different religious and ethnic backgrounds to meet. How boundaries of ‘Norwegianness’ are managed in the classroom is therefore of importance. Based on a thematic analysis of observations of classroom lessons and interviews with teachers in schools in Oslo, I argue that teachers navigate between several different yet overlapping discourses of 'being Norwegian'. Using the theoretical framework of bright and blurred boundaries and different understandings of ‘Norwegianness’, I show how teachers manage different discourses rooted in citizenship, cultural traditions, values, ethnic boundaries or Whiteness. These discourses can be activated simultaneously in society and in the classroom. However, the Norwegian school system’s core value of equality and inclusiveness gives precedence to the discourse based on citizenship. To manage the other discourses, teachers use different strategies when addressing boundaries along different dimensions of national belonging.

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“…Though putting netball and boball on the programme might indicate that the teachers tried to facilitate cultural activities, these were only introduced through a mention of the countries they were played in. Other activities were not further accounted for in terms of origin or cultural connections, thus emphasising how activities from other cultures were named, and hence positioned, as off-centre in relation to normative content (Dowling & Flintoff, 2015;Fylkesnes, Mausethagen, & Nilsen, 2018).…”

Section: Mayamentioning

confidence: 99%

Inclusion and exclusion in multi-ethnic physical education: an intersectional perspective

Thorjussen

Sisjord

2019

Curriculum Studies in Health and Physical Education

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Current educational policies on inclusion emphasise viewing ethnically diverse populations as a resource, yet scholars have pointed out that the Norwegian school system seems to value diversity to an only limited extent. This critique applies to physical education (PE) in Western countries. In this article, based on students' stories from a multi-ethnic PE context, an intersectional perspective is used to investigate how processes of inclusion and exclusion are revealed. Data consist of semi-structured interviews with 17 students of diverse backgrounds and fieldnotes from observation in 56 PE lessons. Three questions are addressed: How are students' cultural backgrounds acknowledged by teachers and students in a PE class? How are aspects of culture and ethnicity present in the activities being taught? How are aspects of race, ethnicity, and culture reflected in the communication in two multi-ethnic PE classes? The findings indicate that knowledge of students' cultural backgrounds is not considered important for PE and that taught activities silently reflect a taken-for-granted majority culture. This paper makes some reflections on the implications of those findings.

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The Double Meaning Making of the Term Cultural Diversity in Teacher Educator Discourses

Cited by 4 publications

References 40 publications

Barriers to Equality and Cultural Responsiveness in Three Urban Norwegian Primary Schools: A Critical Lens for School Staff Perceptions

Barriers to Equality and Cultural Responsiveness in Three Urban Norwegian Primary Schools: A Critical Lens for School Staff Perceptions

Being inclusive when talking about diversity

Inclusion and exclusion in multi-ethnic physical education: an intersectional perspective

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