Intercultural empathy among Norwegian students: an inclusive citizenship perspective

Solhaug, Trond; Osler, Audrey

doi:10.1080/13603116.2017.1357768

Cited by 19 publications

(13 citation statements)

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“…On the other hand, it is well-known that migrants and children of migrants born and raised in new home countries experience challenges in being recognised as legitimate, equal members of such societies. This rejection often takes the form of ethnic, racial or religious discrimination (Gullestad 2004, Osler and Solhaug 2018. These two dimensions echo insights from academic explorations of belonging, which stress the relational dimension of belonging, whereby selfidentification is not independent of categorization by others (Antonsich 2010).…”

Section: Introductionmentioning

confidence: 96%

“…This article contributes to the current debate on human rights education in increasingly diverse societies. It does so by focusing on the right to participation, as expressed in article 12 of the Convention on the Rights of the Child (CRC) 1 (Lundy 2007, Osler andSolhaug 2018). The participation of young people in articulating national belonging, including any contestations or assertions linked to this concept, is of critical importance in increasingly diverse societies (Antonsich 2015, Botterill et al 2017, Staeheli and Hammett 2013.…”

Section: Introductionmentioning

confidence: 99%

“…We argue that participatory techniques that actively involve young people in pedagogical interventions in schools have the capacity to foster an inclusive co-construction of national belonging in classrooms characterized by diversity (Meissner andVertovec 2014, Martiniello 2014). Beyond this, the legal-normative framework of human rights education and children's rights obliges schools to play an active role in processes of the co-construction of national belonging among young people, within the structural opportunities and constraints of national and local contexts (Osler and Solhaug 2018). This article contributes to the debate about which concrete participatory tools can foster the co-production of national belonging in diverse classrooms; it recognizes experienced and perceived power-hierarchies, racial or otherwise, in Norway and beyond.…”

Section: Introductionmentioning

confidence: 99%

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

Erdal¹,

Strømsø²

2018

HRER

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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.

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Section: Introductionmentioning

confidence: 96%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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

Erdal¹,

Strømsø²

2018

HRER

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“…We have published our initial findings relating to intercultural empathy among students and the possibilities for inclusive citizenship. Importantly, we found that higher levels of intercultural empathy were moderately associated with students’ perceptions of successful human rights/child rights implementation at their school (Solhaug and Osler, 2018).…”

Section: Student and Teacher Responses To The Measurement Scalementioning

confidence: 92%

Children’s human rights and diversity in schools: Framing and measuring

Osler

Solhaug

2018

Research in Comparative and International Education

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We report on the development of an instrument to measure attitudes to children’s human rights and diversity in schools. It was developed to investigate perceptions of human rights and diversity among students and then teachers in two contrasting areas of Norway. The instrument draws on human rights standards articulated in the United Nations Convention on the Rights of the Child. It is intended for use in future baseline studies, allowing for transnational and comparative analysis of child rights in education. The near-universal ratification of the United Nation Convention on the Rights of the Child provides an agreed international framework for evaluating rights implementation strategies over time. We contextualise the measurement instrument, focusing on rights provision, child protection, and participation in schools. We consider its strengths and possible limitations and discuss the need for a sound human rights conceptual model through which child rights in school settings can be interpreted.

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“…Atendiendo a ello, se han multiplicado los estudios acerca del enfoque intercultural en la enseñanza de la H, G y CCSS. Algunos de los principales temas de estas investigaciones dicen relación con el desarrollo de la empatía intercultural en la sala de clases y la necesidad de abordar las perspectivas históricas y culturales de los estudiantes inmigrantes en la asignatura de H, G y CCSS (Zembylas & Kambani, 2012;Hawley, Crowe & Mooney, 2016;Ho, McAcoy, Hess & Gibbs, 2017;Solhaug & Osler, 2018, entre muchos otros).…”

Section: Investigaciones Acerca De La Educación Intercultural Y La Enunclassified

Interculturality and Teaching Practices in History, Geography and Social Sciences in Schools with a High Percentage of Migrant Students in the District of Santiago

Valledor

Garcés

Whipple

2020

Cal Edu

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Este artículo presenta un estudio exploratorio de las prácticas docentes en la asignatura Historia, Geografía y Ciencias Sociales, de cuatro profesores en escuelas con alta matrícula inmigrante de la comuna de Santiago. El propósito de la investigación fue conocer las respuestas docentes al desafío de enseñar a estudiantes cuyos referentes culturales e historias nacionales son diversos. Se aplicó una metodología cualitativa con enfoque Grounded Theory para generar conocimiento desde las prácticas mismas. Los resultados indican que los docentes aplican fundamentalmente dos estrategias: (1) la comparación entre las características del mismo hecho, proceso histórico o tema en Chile y en los países de origen de los alumnos inmigrantes, y (2) el uso de analogías entre las experiencias de los alumnos inmigrantes y los contenidos obligatorios de la asignatura. Dichas estrategias concuerdan con algunos principios de un enfoque intercultural de la enseñanza, pero coexisten con explicaciones relacionadas con un concepto esencialista de la identidad nacional y narrativas de superioridad cultural. Los hallazgos orientan acerca de los énfasis que debieran tener futuros programas de acompañamiento y formación continua, que ayuden a mejorar las prácticas que los profesores ya están impulsando, y a profundizar el concepto de interculturalidad en la enseñanza de la asignatura.

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Intercultural empathy among Norwegian students: an inclusive citizenship perspective

Abstract: This article has been accepted for publication and undergone full peer review but has not been through the copyediting, typesetting, pagination and proofreading process, which may lead to differences between this version and the Version of Record.

Cited by 19 publications

References 50 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

Children’s human rights and diversity in schools: Framing and measuring

Interculturality and Teaching Practices in History, Geography and Social Sciences in Schools with a High Percentage of Migrant Students in the District of Santiago

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