TY  - BOOK
AU  - Thomas,Paul
AU  - Dzemidzic Kristiansen,Selma
AU  - Von Hof,Jocelyne
ED  - SpringerLink (Online service)
TI  - Education and Cultural Evolution in Norway’s Multiethnic Society: Bridges to Belonging 
SN  - 9783031890185
AV  - LC1091 
U1  - 323.6071 23
PY  - 2025///
CY  - Cham
PB  - Springer Nature Switzerland, Imprint: Springer
KW  - Citizenship
KW  - Study and teaching
KW  - Education and state
KW  - Teachers
KW  - Training of
KW  - International education 
KW  - Comparative education
KW  - Study Skills
KW  - Race
KW  - Citizenship Education
KW  - Education Policy
KW  - Teaching and Teacher Education
KW  - International and Comparative Education
KW  - Study and Learning Skills
KW  - Race and Ethnicity Studies
N1  - Introduction -- Part One: 1. Pride and Prejudice in a “Ghetto” School in Oslo -- 2. Stigma to Empowerment in Schools -- 3. Beyond Sarees and Samosas: Authentic Multicultural Education -- 4. Beyond Belly Dancing: Uncovering Muslim Legacy in Education -- 5. The N-Word Dilemma in Segregated Schools -- Part Two: 6. Tagore’s Kabuliwala: Lost Connections in Segregated Schools -- 7. Bantustans in Norwegian Education -- 8. Sleepwalking into segregation? -- 9. Be longing to belong -- 10. Soul and School: The Pulse of Islam in the City -- Part Three: 11. Between Labels and Legacies: The Dilemma of Whiteness -- 12. The Network Society: A Double-Edged Sword -- 13. Evolving Hybrid Identities: A Call for Patience -- 14. Rethinking Teachers’ Roles in Segregated Schools -- Part Four: 15. Populist Rhetoric and School Segregation -- 16. Blurring Lines: Kandinsky, Chagall, Immigration & Populism -- 17. Blame and Divide: The Populist Playbook -- 18. Populist Grievances: Neoliberal Roots -- Conclusion; Open Access
N2  - This open access volume explores the complex dynamics of ethnic and racial segregation in Norwegian schools, particularly in Oslo. It examines how educational institutions can reflect and challenge societal norms regarding race, culture, and identity. The book argues that while Norway pursues an egalitarian ethos, recent trends in school segregation undermine these ideals. The major contribution of this book lies in its critical exploration of the intersectionality of race, culture, and education, grounded in critical pedagogy principles. Through case studies, personal narratives, and literary analyses, the authors highlight how marginalized students navigate their identities within systems that often stigmatize them. Topics include authentic multicultural education, the reclamation of space and identity by non-white students, and the examination of “ghetto schools” as sites of both challenge and empowerment. Special features include visual illustrations and engaging literary analyses. Ultimately this volume serves as a compelling call for educational reform and cultural dialogue, emphasizing the transformative potential of education in promoting social justice and community cohesion
UR  - https://doi.org/10.1007/978-3-031-89018-5
ER  -