Challenging False Generosity Through Disruptive Pedagogy in Western Countries’ Education Systems – The Case of Norway
Language training programmes are an integral part of refugee integration and education policies in many Western destination countries. This article aims to explore the author’s experiences in Norwegian language training programmes (LTPs) using an autoethnographic approach, addressing the research q...
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| Format: | Article |
| Language: | Danish |
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Cappelen Damm Akademisk NOASP
2024-03-01
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| Series: | Nordisk tidsskrift for pedagogikk og kritikk |
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| Online Access: | https://pedagogikkogkritikk.no/index.php/ntpk/article/view/5887 |
| _version_ | 1827315383603822592 |
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| author | Juhar Abamosa |
| author_facet | Juhar Abamosa |
| author_sort | Juhar Abamosa |
| collection | DOAJ |
| description |
Language training programmes are an integral part of refugee integration and education policies in many Western destination countries. This article aims to explore the author’s experiences in Norwegian language training programmes (LTPs) using an autoethnographic approach, addressing the research question: How can oppressive education policies and practices be challenged to empower refugees in destination countries? I employ a combination of Nordic colonialism, false generosity and disruptive pedagogy as a theoretical framework. The article challenges the benevolent self-image of Norwegian exceptionalism by unearthing the oppressive sides of Norwegian LTPs. In this article, I argue that the LTPs designed for refugees in Norway are characterised by false generosity and may further marginalise refugees by sustaining the status quo and rejecting disruptive pedagogy. In the absence of alternative, non-reductionist and disruptive LTPs that can facilitate the self-realisation of aspiring refugees through (higher) education, the problematisation of refugees for failing to integrate may be taken for granted.
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| first_indexed | 2024-04-24T22:53:40Z |
| format | Article |
| id | doaj.art-69d988c30bad41838f06b33d0f801530 |
| institution | Directory Open Access Journal |
| issn | 2387-5739 |
| language | Danish |
| last_indexed | 2024-04-24T22:53:40Z |
| publishDate | 2024-03-01 |
| publisher | Cappelen Damm Akademisk NOASP |
| record_format | Article |
| series | Nordisk tidsskrift for pedagogikk og kritikk |
| spelling | doaj.art-69d988c30bad41838f06b33d0f8015302024-03-18T09:14:08ZdanCappelen Damm Akademisk NOASPNordisk tidsskrift for pedagogikk og kritikk2387-57392024-03-0110310.23865/ntpk.v10.5887Challenging False Generosity Through Disruptive Pedagogy in Western Countries’ Education Systems – The Case of NorwayJuhar Abamosa0https://orcid.org/0000-0002-6300-4215Inland Norway University of Applied Sciences, Norway Language training programmes are an integral part of refugee integration and education policies in many Western destination countries. This article aims to explore the author’s experiences in Norwegian language training programmes (LTPs) using an autoethnographic approach, addressing the research question: How can oppressive education policies and practices be challenged to empower refugees in destination countries? I employ a combination of Nordic colonialism, false generosity and disruptive pedagogy as a theoretical framework. The article challenges the benevolent self-image of Norwegian exceptionalism by unearthing the oppressive sides of Norwegian LTPs. In this article, I argue that the LTPs designed for refugees in Norway are characterised by false generosity and may further marginalise refugees by sustaining the status quo and rejecting disruptive pedagogy. In the absence of alternative, non-reductionist and disruptive LTPs that can facilitate the self-realisation of aspiring refugees through (higher) education, the problematisation of refugees for failing to integrate may be taken for granted. https://pedagogikkogkritikk.no/index.php/ntpk/article/view/5887counter-storytellingdisruptive pedagogyNordic colonialityNordic exceptionalismrefugees |
| spellingShingle | Juhar Abamosa Challenging False Generosity Through Disruptive Pedagogy in Western Countries’ Education Systems – The Case of Norway Nordisk tidsskrift for pedagogikk og kritikk counter-storytelling disruptive pedagogy Nordic coloniality Nordic exceptionalism refugees |
| title | Challenging False Generosity Through Disruptive Pedagogy in Western Countries’ Education Systems – The Case of Norway |
| title_full | Challenging False Generosity Through Disruptive Pedagogy in Western Countries’ Education Systems – The Case of Norway |
| title_fullStr | Challenging False Generosity Through Disruptive Pedagogy in Western Countries’ Education Systems – The Case of Norway |
| title_full_unstemmed | Challenging False Generosity Through Disruptive Pedagogy in Western Countries’ Education Systems – The Case of Norway |
| title_short | Challenging False Generosity Through Disruptive Pedagogy in Western Countries’ Education Systems – The Case of Norway |
| title_sort | challenging false generosity through disruptive pedagogy in western countries education systems the case of norway |
| topic | counter-storytelling disruptive pedagogy Nordic coloniality Nordic exceptionalism refugees |
| url | https://pedagogikkogkritikk.no/index.php/ntpk/article/view/5887 |
| work_keys_str_mv | AT juharabamosa challengingfalsegenerositythroughdisruptivepedagogyinwesterncountrieseducationsystemsthecaseofnorway |