dc.contributor.author | Eriksen, Kristin Gregers | |
dc.contributor.author | Stein, Sharon | |
dc.date.accessioned | 2022-03-17T11:32:44Z | |
dc.date.available | 2022-03-17T11:32:44Z | |
dc.date.created | 2021-08-20T10:34:55Z | |
dc.date.issued | 2021 | |
dc.identifier.citation | Eriksen, K. G. & Stein, S. (2021). Good intentions, colonial relations: Interrupting the white emotional equilibrium of Norwegian citizenship education. Review of Education, Pedagogy, and Cultural Studies, 1-21. | en_US |
dc.identifier.issn | 1071-4413 | |
dc.identifier.uri | https://hdl.handle.net/11250/2985800 | |
dc.description.abstract | The national imaginary of Norway as a global champion of democracy and social welfare has served well to market its image as exceptional both nationally and internationally. Norwegian national exceptionalism (Browning, 2007; Loftsdóttir & Jensen, 2012; Susa, 2016) is also deeply embedded within the educational system, and manifests in the production of knowledge and social identities. Despite the country’s exalted self-image and stated intentions for education to foster human dignity, equality and solidarity (The Norwegian Ministry of Education [KD], 2019), Norwegian educational institutions continue to support the reproduction of colonial structures that naturalize racism, epistemic violence and exploitative capitalist economic structures (Eriksen, 2018a; Svendsen, 2014a). In this article, we argue that discourses of exceptionalism may have the effect of absolving educational institutions of their pedagogical responsibilities to denaturalize and disrupt unjust social relations (Stein, 2018). | en_US |
dc.language.iso | eng | en_US |
dc.rights | Attribution-NonCommercial-NoDerivatives 4.0 Internasjonal | * |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/4.0/deed.no | * |
dc.title | Good intentions, colonial relations: Interrupting the white emotional equilibrium of Norwegian citizenship education | en_US |
dc.type | Peer reviewed | en_US |
dc.type | Journal article | en_US |
dc.description.version | publishedVersion | en_US |
dc.rights.holder | © 2021 The Author(s). | en_US |
dc.source.pagenumber | 1-21 | en_US |
dc.source.journal | Review of Education/Pedagogy/Cultural Studies | en_US |
dc.identifier.doi | https://doi.org/10.1080/10714413.2021.1959210 | |
dc.identifier.cristin | 1927562 | |
cristin.ispublished | true | |
cristin.fulltext | original | |
cristin.qualitycode | 1 | |