What can critical perspectives on whiteness do for post-racial teacher education? A review of studies from the “nice” Norwegian context

Fylkesnes, Sandra; du Plessis, Danelle; Massao, Prisca Bruno

doi:10.1016/j.tate.2024.104487

Cited by 2 publications

(4 citation statements)

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“…Some of the examples given by the teachers could be linked to the theory of "colorblindness" (Kubota, 2004): The examples connected to ethnicity and skin color were not seen as bias-based bullying but explained as "random incidents" of non-biased bullying, which may indicate that the teachers handled bias-based bullying episodes like non-bias-based bullying. Such findings may be underscored by previous research stating that racism does not get enough attention, neither in teacher education nor in schools (Dowling, 2017;Osler and Lindquist, 2018;Flintoff and Dowling, 2019;Fylkesnes et al, 2024). Distancing oneself from racism by referring to it as something that can only happen elsewhere or at another time is a typical response from teachers in discussions about what racism entails (Faye, 2021, p. 191).…”

Section: Exploring the Potential Productivity In The Relationship Bet...mentioning

confidence: 93%

“…Kubota (2004) uses the concept of "colorblindness" to describe how many teachers are unwilling to talk about race and racism in their classrooms. A new review study (Fylkesnes et al, 2024) argues that even if there is an increased focus on critical and whiteness studies in the Norwegian context, teacher education still needs to address the question of race and racism in a way that prevents an institutional reproduction of racism.…”

Section: Teaching About Social Justicementioning

confidence: 99%

“…It is emphasized elsewhere that students with minority backgrounds experience more discomfort with not being taken seriously than addressing racism as a topic within the classroom (e.g., Faye, 2021). Studies from the Norwegian context show that learning about racism in teacher education and being directly talked about in schools need more attention (Dowling, 2017;Osler and Lindquist, 2018;Flintoff and Dowling, 2019;Fylkesnes et al, 2024). Faye (2021, p. 191) found that distancing oneself from racism by referring to it as something that can only happen elsewhere or at another time is a typical response from teachers in discussions about what racism entails.…”

Section: Pedagogy Of Discomfort-a Way To Prevent Bias-based Bullying?mentioning

confidence: 99%

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Pedagogy of discomfort to prevent and intervene against bias-based bullying

Thomassen,

Moi,

Langvik

et al. 2024

Front. Educ.

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In this article, we will present bias-based bullying episodes shared by Norwegian teachers and preservice teachers when talking about the concept of “discomfort”. We also investigate how “discomfort” and “pedagogy of discomfort” as a tool are reflected in teachers’ and preservice teachers’ prevention and intervention of bias-based bullying episodes. Semi-structured interviews were conducted among seven preservice teachers in their last year of teacher education and seven teachers, with 7–24 years of experience, working in Norwegian schools. Our main findings indicate that the pedagogy of discomfort might be a useful tool to prevent and intervene against bias-based bullying by using the feeling of discomfort that bias-based bullying creates in a constructive way. However, while the preservice teachers are inspired by theories of discomfort and social justice education and are motivated to try those theories out in practice, the teachers are not so familiar with these theories and tend to manage discomfort by avoiding them. By getting more familiar with the pedagogy of discomfort, teachers may improve the classroom atmosphere and make it easier to explore difficult topics in a way that creates room for differences and inclusion, strengthens students’ and teachers’ ability to engage in critical thinking, and thus lowers the risk of bias-based bullying.

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Section: Exploring the Potential Productivity In The Relationship Bet...mentioning

confidence: 93%

Section: Teaching About Social Justicementioning

confidence: 99%

Section: Pedagogy Of Discomfort-a Way To Prevent Bias-based Bullying?mentioning

confidence: 99%

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Pedagogy of discomfort to prevent and intervene against bias-based bullying

Thomassen,

Moi,

Langvik

et al. 2024

Front. Educ.

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“…A growing body of scholarship points out the need to confront the tenacious denials concerning race, racism, and whiteness in Nordic education, upholding color blindness and white emotional equilibriums (cf. Ahmed, 2004) in education at all levels (Eriksen, 2022;Fylkesnes et al, 2024;Harlap & Riese, 2023;Helakorpi, 2020;Hummelstedt, 2022;Khawaja, 2022;Loukola, 2023;Lundberg, 2021;Masoud, 2024;Vertelyté & Li, 2021). We also see an increase in research networks focusing on coloniality, racism, and critical whiteness in separate Nordic countries, as well as in the Nordic Educational Research Association, signaling a need for cross-Nordic dialogue around these issues.…”

Section: Decolonizing Education and Academia In The Nordic Regionmentioning

confidence: 99%

Education and Coloniality in the Nordics

Eriksen,

Jore,

Loftsdóttir

et al. 2024

NTPK

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Current research maintains that the Nordic countries, despite their contextual differences, are prone to amnesia and sanctioned ignorance in relation to their colonial histories, legacies, and structures (Eriksen, 2021; Fjellheim, 2023; Höglund & Andersson, 2019; Jore, 2022; Keskinen et al., 2019; Kuokkanen, 2023; Loftsdóttir & Jensen, 2012; Mikander, 2016; Pashby et al., 2020. As Quijano (2000) describes, European colonialism from the 15th century did not end with historical colonialism based on territorial occupation; enduring power and knowledge structures were installed in and through modernity, described as coloniality. Coloniality entails a specific colonial matrix of power (CMP), grounded in race as an organizing principle. CMP permeates social, political, environmental, and epistemological systems of capitalist modernity in local and context-specific ways. This special issue (SI) aims to advance critical discussions about coloniality in relation to education in the Nordic region. Education has been proven to reproduce coloniality, epistemic violence and racism, but represents at the same time potential avenues towards decolonial, socially just and sustainable futures. A decolonial conversation must give room for a diversity of voices. This is due, not least, to the harsh pushbacks experienced by researchers who raise these concerns in the Nordic context. As scholars, we see worrying signs emerging from the consequences of mainstreaming of radical right-wing politics. These include cuts to welfare and development aid and limiting rights for refugees – all aspects which have commonly been seen as intrinsic to Nordic national identities. The recent case of Tobias Hübinette, a scholar in critical race and whiteness studies, is an alarming example of how academics are being threatened. A supporter of the radical right wing enrolled in his class recorded and disrupted the lecture, attempting to silence Hübinette’s research on questions about racism in general. Despite the student being a threat to university staff and students, they were not expelled (Norheim et al., 2023). The case highlights the need for joining forces and making space for conversations across the Nordic community of researchers engaged in the issues of race, racism, whiteness, and coloniality. The first articles in this SI were written by Jore and Fagerheim Kalsås, and open with theoretical discussions concerning approaches to coloniality in Nordic education. The following contributions show the richness of the field, taking on a diversity of approaches, including poststructuralist and critical whiteness theories, post- and decolonial perspectives, and indigenous methodologies, as well as more empirically oriented and descriptive pieces. Although these methodological strands have many overlaps and are in practice often combined in research, they are also at certain points conflicting (cf. Eriksen & Jore, 2023; Finbog, 2023; Groglopo & Suarez-Krabbe, 2023; Keskitalo & Olsen, 2021). We do, however, consider diversity as a strength. Coloniality is complex and can be considered a foundational concept that encompasses many distinct processes and structures at multiple levels (Kuokkanen, 2023). With this editorial, the aim is to provide background knowledge and an axis of navigation for the articles in this SI. We start with a brief recap on the multiple ways in which colonialism, racial violence, and white supremacy form part of the history of the Nordic countries. As this overview shows, decolonial perspectives have been surprisingly belated in the region. We then give a brief introduction to education and decolonization in the Nordic region – a subject that is much better explored in the individual contributions. Then, finally, we draw special attention to acknowledging indigenous perspectives in analyzing decoloniality in the Nordic region and intra-Nordic relations.

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What can critical perspectives on whiteness do for post-racial teacher education? A review of studies from the “nice” Norwegian context

Cited by 2 publications

References 64 publications

Pedagogy of discomfort to prevent and intervene against bias-based bullying

Pedagogy of discomfort to prevent and intervene against bias-based bullying

Education and Coloniality in the Nordics

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