04731nam 22007335 450 991099718950332120250430130218.03-031-89018-310.1007/978-3-031-89018-5(CKB)38672125700041(DE-He213)978-3-031-89018-5(MiAaPQ)EBC32077038(Au-PeEL)EBL32077038(EXLCZ)993867212570004120250430d2025 u| 0engur|||||||||||txtrdacontentcrdamediacrrdacarrierEducation and Cultural Evolution in Norway’s Multiethnic Society Bridges to Belonging /by Paul Thomas, Selma Dzemidzic Kristiansen, Jocelyne Von Hof1st ed. 2025.Cham :Springer Nature Switzerland :Imprint: Springer,2025.1 online resource (XVII, 203 p. 5 illus., 4 illus. in color.) 3-031-89017-5 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.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.CitizenshipStudy and teachingEducation and stateTeachersTraining ofInternational educationComparative educationStudy skillsRaceCitizenship EducationEducation PolicyTeaching and Teacher EducationInternational and Comparative EducationStudy and Learning SkillsRace and Ethnicity StudiesCitizenshipStudy and teaching.Education and state.TeachersTraining of.International education.Comparative education.Study skills.Race.Citizenship Education.Education Policy.Teaching and Teacher Education.International and Comparative Education.Study and Learning Skills.Race and Ethnicity Studies.323.6071Thomas Paulauthttp://id.loc.gov/vocabulary/relators/aut387560Dzemidzic Kristiansen Selmaauthttp://id.loc.gov/vocabulary/relators/autVon Hof Jocelyneauthttp://id.loc.gov/vocabulary/relators/autMiAaPQMiAaPQMiAaPQBOOK9910997189503321Education and Cultural Evolution in Norway’s Multiethnic Society4375230UNINA