A study on children perceptions of social exclusion and the structural drivers of discrimination in Norwegian elementary schools

Abstract

This article explores children's understanding of social exclusion within their school contexts through a critical race theoretical lens and how social exclusion and repression occur in a country whose policy is typically linked with equality and diversity. Our research was conducted in two primary schools in a big city in middle Norway, where urban segregation creates significant differences in school composition. This qualitative study research was made up of fifteen focus group interviews with 46 children from the age of 9 to 12 in two cases of two public schools, one urban and one suburban school. In terms of school demography, the Urban school was in the central part of the city, where local Norwegian origin families have been part of the same neighbourhood for years. The suburban school is located in a high-poverty area and highly segregated along racial, ethnic, and cultural aspects. As previous studies stated, there are structural inequalities in Norwegian schools, still there is a gap on the description of its consequences. This study pay attention to the voice of children and describe school discrimination, isolation, and unsupported processes in both schools. This innovative study shows that children in both school contexts need additional recognition. In addition, we add that educational policies need to be revised by including aims for collaboration, coordination and capacitation of children and families in their school communities and outside the structural limits. Further, we add that local schools should be part of global communities.