The racism that dares not speak its name: Rethinking neo-nationalism and neo-racism in Norway

Bangstad, Sindre

doi:10.17356/ieejsp.v1i1.26

Cited by 29 publications

(23 citation statements)

References 28 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…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. Meanwhile, the Norwegian educational system is only to a very limited extent capable of dealing with the changing realities of who the contemporary national 'we' are.…”

Section: Nation-building and Education In Norwaymentioning

confidence: 99%

See 1 more Smart Citation

Children’s rights, participatory research and the co-construction of national belonging

Erdal¹,

Strømsø²

2018

HRER

View full text Add to dashboard Cite

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.

show abstract

Section: Nation-building and Education In Norwaymentioning

confidence: 99%

“…There is a clear sense that classmates share a common fate. This security is not seen as existing in the wider society, due to (assumed) generational differences, and the mediatized politicization and polarization of the debate about nation and diversity (Bangstad 2015, Gullestad 2004.…”

Section: Others Reflected On New Insights About What It Means To Be Nmentioning

confidence: 99%

Children’s rights, participatory research and the co-construction of national belonging

Erdal¹,

Strømsø²

2018

HRER

View full text Add to dashboard Cite

show abstract

“…Issues concerning terror, immigrant criminality, and uncertainty can be implemented by the media to construct an agenda, which also increases the prospective group threat and fear (Lithman, 2004;Maneri & ter Wal, 2005;Walgrave & van Aelst, 2006;Nafstad et al, 2009;Phelps et al, 2011;Eriksen, 2012;Wiggen, 2012;Esses et al, 2013;Bangstad, 2015). This was also found in the sub-sample, with examples of an overt linking of threat to particular groups common in the language employed, especially with reference to 'non-Western' immigrants.…”

Section: Terror Criminality and Uncertainty Regarding Immigrants Anmentioning

confidence: 91%

Anti-Immigrant Rhetoric, Shifting Ideologies and the Criminalisation of the "Other": An Analysis of Migrant Crime and Threat Discourse in the Norwegian Print Media from 2000 to 2014

Nilsen¹

2018

Preprint

View full text Add to dashboard Cite

This paper examines the construction of "immigrants" and "threat" in violent crime media coverage in Norway, by drawing upon themes from McCombs and Shaw‘s (1972) agenda-setting hypothesis, and Blalock‘s (1967) race-threat theory. Results from the thematic qualitative analysis and the themes identified suggest an escalating anti-immigrant rhetoric in the Norwegian media, with an agenda that demonises deviant 'others' (i.e. immigrants, particularly of the 'non-Western‘ variety). The current study is limited to print media, however, future research in this field should examine other media mediums, including visual media and social media, as well as comparing and exploring the themes of this paper within other national contexts.

show abstract

“…In the field of education research in Norway, there certainly appears to be a general silence around both terms. Bangstad (2015) argues that not only has Norway had a rather weak tradition of social science scholarship on racism but that there has been a "conscious effort by numerous Norwegian academics and public intellectuals to restrict its meaning," avoiding reference to both race and racism in recent decades (p. 49). On two separate occasions, in professional contexts within and beyond the academy, I have been discouraged from using each of these terms: race (rase) because "it's not a nice term in Norwegian" and "racism" because "if you say it in a lecture, people will stop listening."…”

Section: Oslermentioning

confidence: 99%

Human Rights Education, Postcolonial Scholarship, and Action for Social Justice

Osler

2015

Theory & Research in Social Education

View full text Add to dashboard Cite

The racism that dares not speak its name: Rethinking neo-nationalism and neo-racism in Norway

Cited by 29 publications

References 28 publications

Children’s rights, participatory research and the co-construction of national belonging

Children’s rights, participatory research and the co-construction of national belonging

Anti-Immigrant Rhetoric, Shifting Ideologies and the Criminalisation of the "Other": An Analysis of Migrant Crime and Threat Discourse in the Norwegian Print Media from 2000 to 2014

Human Rights Education, Postcolonial Scholarship, and Action for Social Justice

Contact Info

Product

Resources

About