Educating "The New Norwegian We": An Examination of National and Cosmopolitan Education Policy Discourses in the Context of Extremism and Islamophobia

Autor/inn/en	Osler, Audrey; Lybaek, Lena
Titel	Educating "The New Norwegian We": An Examination of National and Cosmopolitan Education Policy Discourses in the Context of Extremism and Islamophobia
Quelle	In: Oxford Review of Education, 40 (2014) 5, S.543-566 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-4985
DOI	10.1080/03054985.2014.946896
Schlagwörter	Foreign Countries; Islam; Minority Groups; Nationalism; Violence; Stranger Reactions; Muslims; Antisocial Behavior; Public Policy; Cultural Pluralism; Educational Policy; Political Attitudes; Civil Rights; Social Integration; Racial Bias; Justice; Teaching Methods; Norway + Suchen Sie Ihr Suchwort? Ausland; Ethnische Minderheit; Nationalismus; Gewalt; Fremdenprüfung; Muslim; Muslimin; Öffentliche Ordnung; Kulturpluralismus; Politics of education; Bildungspolitik; Political attitude; Politische Einstellung; Bürgerrechte; Grundrechte; Zivilrecht; Soziale Integration; Racial discrimination; Rassismus; Gerechtigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Norwegen
Abstract	Across Europe there are growing concerns about Islamophobia and far-right and anti-democratic movements. Until Anders Behring Breivik's July 2011 attacks in which 77 died, Norway's vulnerability was not perceived as great as that of other jurisdictions. Breivik declared his abhorrence of multiculturalism but also drew the world's attention to intolerance and xenophobia in Europe, increasingly directed towards Muslims. In response, Prime Minister Stoltenberg spoke widely of "the new Norwegian we", cautioning against exclusionary discourses and underlining that minorities are an equal part of Norwegian society. This paper examines education policy in the context both of extreme right political activity and national and international debates about nationalism and cosmopolitanism, considering ways in which policy supports an inclusive notion of nationhood, and ways in which it promotes an exclusive model of national identity. Drawing on framing questions from the International Association for the Evaluation of Educational Achievement's 1995 civic education study, relating to national identity and social cohesion, it examines how programmes address social cohesion, human rights, cultural diversity, and conceptualise minorities. It assesses the effectiveness of cross-curricular approaches to contribute to justice and equality and challenge racism in a multicultural society, proposing an inclusive model of education for cosmopolitan citizenship, which incorporates diversity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10