Andregjøring gjennom undervisningsmetoder: En blindsone i norsk skole?

Abstract

This chapter explores the way teaching methods and physical organization of classrooms in upper secondary schools in Norway result in Othering and marginalization of newly arrived non-Western students. Drawing on interviews with 49 ethnic minority students in four schools, this study reveals the agency of materiality in reproducing Othering processes. Guidelines from the Norwegian National Curriculum (Kunnskapsdepartementet, 2017) assert that didactical methods such as group work, group discussions and project work contribute to cooperative learning, increased reflection skills and student participation. In this study, analysis inspired by Barad’s (2007) posthumanism and Mignolo’s (2009)/ Spivaks (1998) decolonial theory demonstrates how the physical organization in classrooms and the materiality of teaching methods are incorporated in an epistemology of modernity, individualism, and Western values. This European and continental backdrop of educational and pedagogical traditions is not necessarily understood by non-Western students with experiences from other worldviews and school systems.