The Migratory Experience: Challenging Inclusionary Measures

Riese, Hanne; Hilt, Line Torbjørnsen; Abamosa, Juhar Yasin

doi:10.1007/978-3-031-14113-3_5

Cited by 1 publication

(1 citation statement)

References 24 publications

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“…The key term "disruptive" is about challenging (and hence disrupting) the status quo and policies and practices of LTPs which are characterised by asymmetric power relations where refugees are framed as inferiors and people without any agency (Gren, 2020;Weis & Fine, 2001, p. 520). At micro level in classrooms, disruptive practices can come in the form of rearranged traditional teacher-student hierarchical relationships, redefinition of what constitutes knowledge, intensified collaboration, recognition of various ways of (co)constructing knowledge within racism and discrimination-free classrooms (Helmer, 2014;Riese et al, 2023).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Challenging False Generosity Through Disruptive Pedagogy in Western Countries’ Education Systems – The Case of Norway

Abamosa

2024

NTPK

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Language training programmes are an integral part of refugee integration and education policies in many Western destination countries. This article aims to explore the author’s experiences in Norwegian language training programmes (LTPs) using an autoethnographic approach, addressing the research question: How can oppressive education policies and practices be challenged to empower refugees in destination countries? I employ a combination of Nordic colonialism, false generosity and disruptive pedagogy as a theoretical framework. The article challenges the benevolent self-image of Norwegian exceptionalism by unearthing the oppressive sides of Norwegian LTPs. In this article, I argue that the LTPs designed for refugees in Norway are characterised by false generosity and may further marginalise refugees by sustaining the status quo and rejecting disruptive pedagogy. In the absence of alternative, non-reductionist and disruptive LTPs that can facilitate the self-realisation of aspiring refugees through (higher) education, the problematisation of refugees for failing to integrate may be taken for granted.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Challenging False Generosity Through Disruptive Pedagogy in Western Countries’ Education Systems – The Case of Norway

Abamosa

2024

NTPK

View full text Add to dashboard Cite

show abstract

The Migratory Experience: Challenging Inclusionary Measures

Cited by 1 publication

References 24 publications

Challenging False Generosity Through Disruptive Pedagogy in Western Countries’ Education Systems – The Case of Norway

Challenging False Generosity Through Disruptive Pedagogy in Western Countries’ Education Systems – The Case of Norway

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