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dc.contributor.authorEriksen, Kristin Gregers
dc.contributor.authorStein, Sharon
dc.date.accessioned2022-03-17T11:32:44Z
dc.date.available2022-03-17T11:32:44Z
dc.date.created2021-08-20T10:34:55Z
dc.date.issued2021
dc.identifier.citationEriksen, 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.issn1071-4413
dc.identifier.urihttps://hdl.handle.net/11250/2985800
dc.description.abstractThe 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.isoengen_US
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/deed.no*
dc.titleGood intentions, colonial relations: Interrupting the white emotional equilibrium of Norwegian citizenship educationen_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.description.versionpublishedVersionen_US
dc.rights.holder© 2021 The Author(s).en_US
dc.source.pagenumber1-21en_US
dc.source.journalReview of Education/Pedagogy/Cultural Studiesen_US
dc.identifier.doihttps://doi.org/10.1080/10714413.2021.1959210
dc.identifier.cristin1927562
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode1


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Attribution-NonCommercial-NoDerivatives 4.0 Internasjonal
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