• norsk
    • English
  • English 
    • norsk
    • English
  • Login
View Item 
  •   Home
  • Artikler, rapporter, filmer / Articles, reports, movies
  • Artikkel - fagfellevurdert vitenskapelig / Articles - peer-reviewed
  • View Item
  •   Home
  • Artikler, rapporter, filmer / Articles, reports, movies
  • Artikkel - fagfellevurdert vitenskapelig / Articles - peer-reviewed
  • View Item
JavaScript is disabled for your browser. Some features of this site may not work without it.

Including alternative stories in the mainstream. How transcultural young people in Norway perform creative cultural resistance in and outside of school

Dewilde, Joke; Skrefsrud, Thor André
Journal article, Peer reviewed
Thumbnail
View/Open
Dewilde_Skrefsrud.pdf (1.003Mb)
URI
http://hdl.handle.net/11250/2394021
Date
2016
Metadata
Show full item record
Collections
  • Artikkel - fagfellevurdert vitenskapelig / Articles - peer-reviewed [1175]
Original version
http://dx.doi.org/10.1080/13603116.2016.1145263
Abstract
The development of an inclusive pedagogy takes on new urgency in

Norwegian schools as the student body has become increasingly

culturally and linguistically diverse. Traditionally, the Norwegian school

has been dominated by homogenising and assimilating discourses,

whereas alternative voices have been situated at the margins. In

response to this tendency, we present two transcultural students’

autoethnographic stories produced in alternative spaces to the

Norwegian mainstream, that is, in a transition class for newly arrived

students and on Facebook. Both spaces are perceived as contact zones

in the sense that they are culturally and linguistically complex. This

article illustrates how the students perform cultural and linguistic

resistance towards dominant homogenising discourses as the transition

class and Facebook seem to offer opportunities for constructing

alternative stories. Moreover, we contend that these alternative stories

offer important knowledge for conventional education contexts since

they represent stories of competence in contrast to the assumed

limitations of these students.
Description
This is an Open Access article licensed under the Creative Commons Attribution International License 4.0 (CC BYC ND) and originally published in International Journal of Inclusive Education. You can access the article by following this link: http://dx.doi.org/10.1080/13603116.2016.1145263 Dette er en vitenskapelig, fagfellevurdert artikkel som opprinnelig ble publisert Open Access i International Journal of Inclusive Education. Artikkelen er publisert under lisensen Creative Commons Attribution International License 4.0 (CC BY NC ND). Du kan også få tilgang til artikkelen ved å følge denne lenken: http://dx.doi.org/10.1080/13603116.2016.1145263
Publisher
Taylor & Francis
Journal
International Journal of Inclusive Education

Contact Us | Send Feedback

Privacy policy
DSpace software copyright © 2002-2019  DuraSpace

Service from  Unit
 

 

Browse

ArchiveCommunities & CollectionsBy Issue DateAuthorsTitlesSubjectsDocument TypesJournalsThis CollectionBy Issue DateAuthorsTitlesSubjectsDocument TypesJournals

My Account

Login

Statistics

View Usage Statistics

Contact Us | Send Feedback

Privacy policy
DSpace software copyright © 2002-2019  DuraSpace

Service from  Unit