Gilliam, Laura. ‘Being a Good, Relaxed or Exaggerated Muslim. Religiosity and Masculinity in the Social World of Danish Schools.’ Making European Muslims : Religious Socialization among Young Muslims in Scandinavia and Western Europe, Ed. Mark Sedgwick, New York: Routledge, 2014, 165–186.
Tag: uddannelse
Buchardt, Mette. ‘Schooling the Muslim Family: The Danish School System, Foreign Workers, and Their Children from the 1970s to the Early 1990s’. (2019)
Buchardt, Mette. ‘Schooling the Muslim Family: The Danish School System, Foreign Workers, and Their Children from the 1970s to the Early 1990s’. in Family, Values, and the Transfer of Knowledge in Northern Societies, 1500-2000, Eds. Ulla Aatsinki, Johanna Annola, and Mervi Kaarninen, New York: Routledge, 2019, 283–299. vbn.aau.dk,
Since the 1970s, the Danish educational politics has handled children of labor migrants from the global South as an object of and a specific problem to schooling, describing these children through their parents; more specifically through their parents’ relation to labor market and through what was perceived as their special behavior and mentality, the latter two often focusing on “traditions” (1970s), religion in relation to “culture” (especially since the 1980s) and “values” (since the 1990s). The chapter explores how school authorities and professionals understood and developed pedagogical strategies which on the one hand saw the parents as a central problem for and central explanation of their children’s school behavior, and on the other hand regarded migrant parents as a resource in order to diversify curriculum and schooling.
Buchardt, Mette. Pedagogized Muslimness: Religion and Culture as Identity Politics in the Classroom. (2011)
Buchardt, Mette. Pedagogized Muslimness: Religion and Culture as Identity Politics in the Classroom. Waxmann Verlag, 2014.
Becoming Danish/Christian and becoming Muslim are skills that may be acquired in the secularized school system. This study explores how social structure and the politics of identity and knowledge in relation to religion intertwine when recontextualized in the classroom of the Danish comprehensive school post 9-11. Through close readings of what takes place at a classroom level in two Copenhagen schools, Pedagogized Muslimness provides insights into how the Nordic model of comprehensive schooling – in the (post-)welfare state – plays out in daily school life and with what effects.
The book provides a deeper understanding of how knowledge is produced in school, and how school operates as an arena for the production and distribution of social difference. The good pupil is the pupil that speaks of her/himself, acting as a subject, or who, by confirming the teacher’s organizing of her/himself, accepts being made into an object upon which knowledge can be generated. Particularly overexposed are the pupils, whom the teachers identify as ‘Muslim’, something which draws on decades of casting this group of children as special objects of – as well as obstacles to – schooling.
By the late 1970s and the early 1980s, the children of migrants came to be defined by their parents’ relation to the labor market: as ‘foreign workers’ in often unskilled jobs, associated with rural life and ‘traditional family patterns’, and characterized by what was seen as their (lack of) language skills. In the course of several moral panics around ‘Muslims’ and ‘Muslim children’, this focus has translated into a knowledge formation of culture/religion. The book shows how school-produced Muslimness, in the pedagogized social economy of the classroom, becomes a parameter of social class, higher as well as lower.
Buchardt, Mette. Identitetspolitik i klasserummet: ‘Religion’ og ‘kultur’ som viden og social klassifikation. Studier i et praktiseret skolefag. (2008) [PDF]
Buchardt, Mette. Identitetspolitik i klasserummet: ‘Religion’ og ‘kultur’ som viden og social klassifikation. Studier i et praktiseret skolefag. Dissertation. University of Copenhagen, 2008.
This dissertation is a study of classroom curriculum that applies a combination of the sociology of education and the sociology of knowledge. More specifically, it is a study of identity politics (in the plural) associated with ‘religion’ and ‘culture’ as they unfold in the classroom in relation to knowledge production and social classification. Categories such as ‘Muslim’ and ‘Danish’ are thus sought deconstructed in a study of the classroom as a setting for knowledge production and production of social difference. What kinds of knowledge of religion are produced? What spaces for subjects/subjectivities? What ways to be a pupil? And how does ‘Muslim-ness’ and ‘Danishness’/‘Christian-ness’ enter into in the social economy of the classroom? The classroom is thus studied as a micropolitical arena for relations and politics regarding minorities and the majority and the ways in which they figure in the social economy of the classroom.
The data material of the project is based on my observations of two delimited educational modules in the primary school subject Kristendomskundskab (literally: Knowledge about Christianity) at two different schools located in the same Copenhagen neighborhood. Both educational modules deal with several religions, particularly Christianity and Islam. The material consists of sound recordings of classroom speech, by systematic registrations focusing on turn-taking, by interviews with teachers and pupils and finally a questionnaire for the parents concerning information of a socioeconomic nature.
The project’s perspective on the classroom is inspired by Basil Bernstein’s concepts of recontextualizing and pedagogic discourse as a way to conceptualize and study forms of knowledge as well as how they are reshaped and produced in school on the terms of the logic of the pedagogic field of practice. This Bernsteinian perspective on the educational system and curriculum makes up the overall framework of the dissertation in which I employ two parallel analytical strategies, i.e. one drawing on the concept of discursive regularity (Michel Foucault) – allowing me to analyze the production of the educational content – and the concepts of social space and field (Pierre Bourdieu), enabling me to analyze the ways in which agents are produced in the social economy of the classroom. The study of discursive regularity in relation to the formation of knowledge and subjects is concretized by the discourse analytical framework of sociolinguist Norman Fairclough through studies of linguistic practice, namely classroom conversation, while the Bourdieuian key concepts are concretized through studies of turn-taking practices and the categorization and acknowledgment practices of the teachers.
The dissertation links the study of the classroom as knowledge and subject production to a conception of societal ‘classes’ as production of social classification – practices of acknowledgment and non-acknowledgement that function in conjunction with possession of economic capital and capitals related to cultural education [Bildung]. The point is that ‘religion’/‘culture’ may be understood as clusters of knowledge, but also as subject-producing technologies coloring and forming bodies. Moreover, these knowledge clusters are simultaneously tinted by the social economy associated with the bodies of the agents as they are being transformed and produced in the social economy of the classroom.
When the categorical cluster ‘religion’/‘culture’ is discussed from a perspective of social classification, it may be understood as something that does more than merely interact with social classification. These subject-generating knowledge clusters – themselves populated by subjects – related to ‘religion’/‘culture’ in the classroom curriculum constitute a productive and potent part of the social classification. In light of the concept of capitals, they are thus bound up with and have consequences for social distribution. Categories such as ‘Muslim’ and ‘Danish’/‘Christian’ are in themselves to be understood as a process of social classification and distribution. Thus, ‘religion’ may be understood as a class-producing practice having a vital institutional life in something that should not be perceived as a religious institution in the formal sense, but rather as a state institution and as such embedded in societal structuring.
PDF: https://vbn.aau.dk/en/publications/identitetspolitik-i-klasserummet-religion-og-kultur-som-viden-og-.
Jaffe-Walter, Reva. ‘Coercive Concern: Nationalism, Liberalism, and the Schooling of Muslim Youth.’ (2016)
Jaffe-Walter, Reva. Coercive Concern: Nationalism, Liberalism, and the Schooling of Muslim Youth. Stanford, California: Stanford University Press, 2016.
Many liberal-minded Western democracies pride themselves on their commitments to egalitarianism, the fair treatment of immigrants, and the right to education. These environments would seem to provide a best-case scenario for the reception of immigrant youth. But that is not always the case. Coercive Concern explores how stereotypes of Muslim immigrants in Western liberal societies flow through public schools into everyday interactions, informing how Muslim youth are perceived by teachers and peers. Beyond simply identifying the presence of racialized speech in schools, this book uncovers how coercive assimilation is cloaked in benevolent narratives of care and concern. Coercive Concern provides an ethnographic critique of the ‘concern’ that animates integration policy in Danish schools. Reva Jaffe-Walter focuses on the experiences of Muslim youth at a public school where over 40% of the student body is of immigrant descent, showing how schools operate as sites of governance. These efforts are led by political leaders who promote national fears of immigrant take-over, by teachers in schools, and by everyday citizens who are concerned about ‘problems’ of immigration. Jaffe-Walter exposes the psychic and material costs immigrant youth endure when living in the shadow of social scrutiny, but she also charts a path forward by uncovering the resources these youth need to attain social mobility and success.
https://www.sup.org/books/title/?id=24789
Abu El-Haj, Thea Renda, Anne Ríos-Rojas, and Reva Jaffe-Walter. ‘Whose Race Problem? Tracking Patterns of Racial Denial in US and European Educational Discourses on Muslim Youth’. (2017) [PDF]
Abu El-Haj, Thea Renda, Anne Ríos-Rojas, and Reva Jaffe-Walter. ‘Whose Race Problem? Tracking Patterns of Racial Denial in US and European Educational Discourses on Muslim Youth’. Curriculum Inquiry, vol. 47, no. 3, Routledge, 2017, pp. 310–335.
In this paper, the authors focus on everyday narrations of the nation as they are taken up by educators ‘in schools’ in the United States, Denmark and Spain. As the primary institutions within which children from im/migrant communities are incorporated into the nation-state, schools are the key sites within which young people learn the languages and practices of national belonging and citizenship. Comparing ethnographic case studies in the United States, Denmark and Spain, the authors trace the nationalist storylines that serve to frame Muslim youth as particular kinds of racialized and ‘impossible subjects’. Across national contexts, the authors document similar, often almost verbatim, stories that educators narrated about the disjuncture between liberal ideals of the nation, and what they imagined to be true of Muslim im/migrant youth. They theorize that, despite differences in US and European approaches to immigration, there are consonances in the ways that Muslims are positioned as racialized Others across liberal democracies because of the very ways that western liberalism has constructed notions of individualism and tolerance. These seemingly benign discourses of liberalism in schools provide the conditions of possibility for schools’ imposition of exclusionary nationalist values while keeping a safe distance from charges of racism. Thus, we show how liberalism’s imbrication with nationalism, and its promotion of goals conceived of as inherently humanist and universal, occlude the racial logics that ultimately restrict human freedom for Muslim youth.
https://www.tandfonline.com/doi/abs/10.1080/03626784.2017.1324736?journalCode=rcui20
Jaffe-Walter, Reva. ‘“The More We Can Try to Open Them Up, the Better It Will Be for Their Integration”: Integration and the Coercive Assimilation of Muslim Youth’. (2017) [PDF]
Jaffe-Walter, Reva. ‘“The More We Can Try to Open Them Up, the Better It Will Be for Their Integration”: Integration and the Coercive Assimilation of Muslim Youth’. Diaspora, Indigenous, and Minority Education, vol. 11, no. 2, Apr. 2017, pp. 63–68. Crossref,
Capitalizing on national anxieties, right wing populist leaders promise to enforce national borders with new constellations of policies that regulate and exclude Muslim bodies. Using the theoretical tool of “technologies of concern” (Jaffe-Walter, 2016), this essay critiques how state security discourses operate through public schools. Drawing on ethnographic research with Muslim youth in a Danish public school and an analysis of European integration policies, the author analyzes how policies and practices that ostensibly support young people’s integration enact everyday violence and coercive assimilation. Highlighting the perspectives of the young people she worked with, the author argues that state efforts to transform Muslim students into acceptable subjects of the nation-state encouraged their alienation and marginalization.
Jaffe-Walter, Reva. ‘Ideal Liberal Subjects and Muslim “Others”: Liberal Nationalism and the Racialization of Muslim Youth in a Progressive Danish School’. (2019) [PDF]
Jaffe-Walter, Reva. ‘Ideal Liberal Subjects and Muslim “Others”: Liberal Nationalism and the Racialization of Muslim Youth in a Progressive Danish School’. Race Ethnicity and Education, vol. 22, no. 2, Routledge, Mar. 2019, pp. 285–300.
Drawing on an ethnographic case study of Muslim youth in a Danish lower secondary school, this article explores teacher talk about Muslim immigrant students and how teachers engaged liberal ideals of respect, individualism, and equality in ways that racialized immigrant students. I consider moments of vacillation in teacher talk to explore tensions between teacher’s desires to assimilate immigrant students to national norms of belonging and their desires to be perceived as inclusive and ‘open.’ In doing so, I ask how visions of liberal schooling impose ideas of what a ‘normal’ citizen should be and how teachers produce ‘ideal’ liberal subjects in their talk and in the everyday practices of schools. I argue that teachers engage the ideals of abstract liberalism to establish a colorblind discourse of non-racism. While educators described the school as an idealized space where students are encouraged to freely express themselves, to develop unique individual outlooks, it was clear that this vision of ‘openness’ did not include Muslim students’ attachments to religious and cultural identities.
Jaffe-Walter, Reva. ‘“Who Would They Talk about If We Weren’t Here?”: Muslim Youth, Liberal Schooling, and the Politics of Concern’. (2013) [PDF]
Jaffe-Walter, Reva. ‘“Who Would They Talk about If We Weren’t Here?”: Muslim Youth, Liberal Schooling, and the Politics of Concern’. Harvard Educational Review, vol. 83, no. 4, Dec. 2013, pp. 613–635.
With the growing number of immigrant youth moving into new communities and host nations across the globe (Suarez-Orozco, 2007), it is critical that we deepen our understanding of the ways in which schools enable either the civic engagement or the social marginalization of these young people. In this article Reva Jaffe-Walter presents the results of an ethnographic case study of Muslim students and their teachers in a Danish secondary school. Her findings reveal how liberal educational discourses and desires to offer Muslim immigrant students a better life can slide into processes of everyday exclusion in schools. Jaffe-Walter theorizes that immigrants in liberal democracies face technologies of concern—that is, policies and practices that champion the goals of fostering the engagement and social incorporation of immigrant students while simultaneously producing notions of these youth as Other, justifying practices of coercive assimilation (Foucault, 1977; Ong, 1996). She argues that beyond just producing negative representations, technologies of concern position youth within hierarchical schemes of racial and cultural difference that complicate their access to educational resources in schools (Abu El-Haj, 2010; Ong, 1996). This article has implications for the education and social integration of Muslim immigrants within liberal societies, as it reveals the troubling persistence of exclusion buried within practices of concern.
Shirazi, Roozbeh, and Reva Jaffe-Walter. ‘Conditional Hospitality and Coercive Concern: Countertopographies of Islamophobia in American and Danish Schools’. (2020) [PDF]
Shirazi, Roozbeh, and Reva Jaffe-Walter. ‘Conditional Hospitality and Coercive Concern: Countertopographies of Islamophobia in American and Danish Schools’. Comparative Education, Sept. 2020, pp. 1–21.
In this article, we explore how locally situated educational practices and policies aimed at inclusion and integration may contribute to racialised exclusion for students. Our analysis brings together two ethnographic studies of how minoritised Muslim youth navigate secondary schooling in Denmark and the US. Our cases illustrate how assumptions held by school staff toward the youth in our studies were rooted in both Islamophobic tropes and deeply held nationalist beliefs about the benevolence of the US and Denmark. Cindi Katz’s notion of ‘countertopography’ is critical to our argument that Islamophobia is productive of similar practices of surveillance and exclusion across disparate educational settings. As an analytical framework, countertopography opens important possibilities for critical and comparative qualitative inquiry, with specific promise for highlighting how seemingly dissimilarly educational spaces may be imbued with similar social meanings, and how these meanings are constituted by recurring unequal social relations between individuals and groups therein.
https://www.tandfonline.com/doi/full/10.1080/03050068.2020.1812234
Lagermann, Laila Colding. ‘Racialized Subjects in a Colour Blind School’. (2013) [PDF]
Lagermann, Laila Colding. ‘Racialized Subjects in a Colour Blind School’. International Journal on School Disaffection, vol. 10, no. 1, Jan. 2013, pp. 73–89.
In this paper I examine processes of racialization in a school in Copenhagen, Denmark. On the basis of the data produced in 2009, which is part of a larger study, I investigate themes of race as a difference-making and constituting category for subjective (human) becoming and racialization as contingent and negotiated processes (Butler, 1997). As part of the analyses I will discuss how difference and differentiation with regard to race and racialization is related to a denial of particularity as much as it can be a denial of universality (Hage, 2010), and further, how racialization intersects with marginalization.
PDF: https://edu.au.dk/fileadmin/edu/Forskning/KULT/Racialised_Subjects_in_a_Colour_Blind_School.pdf.
Matthiesen, Noomi Christine Linde. ‘Working Together in a Deficit Logic: Home–School Partnerships with Somali Diaspora Parents’. (2017)
Matthiesen, Noomi Christine Linde. ‘Working Together in a Deficit Logic: Home–School Partnerships with Somali Diaspora Parents’. Race Ethnicity and Education, vol. 20, no. 4, July 2017, pp. 495–507.
Drawing on discursive psychology this article examines the understandings teachers and principals in Danish Public Schools have regarding Somali diaspora parenting practices. Furthermore, the article investigates what these understandings mean in interaction with children in the classrooms and with parents in home–school communication. It is argued that in a society with increased focus on parental responsibility the teachers and principals draw on a deficit logic when dealing with Somali diaspora parents and children which consequently leads to teachers either transmitting their expertise by educating parents or compensating for perceived deficiencies in parental practices. Both these strategies result in significant marginalizing consequences where ‘difference’ is understood as ‘wrong’ or ‘inadequate’.
Padovan-Özdemir, Marta. The Making of Educationally Manageable Immigrant Schoolchildren in Denmark,1970–2013A Critical Prism for Studying the Fabrication of a Danish Welfare Nation State. (2016) [PDF]
Padovan-Özdemir, Marta. The Making of Educationally Manageable Immigrant Schoolchildren in Denmark,1970–2013A Critical Prism for Studying the Fabrication of a Danish Welfare Nation State. Dissertation. University of Copenhagen, 2016,
Ever since children of non-Western labour immigrants appeared in Danish public schools in the early 1970s, immigrant schoolchildren have attracted considerable educational attention from politicians, administrators, teachers, experts, and researchers. This attention has often been voiced as a concern for these children’s individual welfare, but also for the collective welfare of Danish society. With the objective of unravelling this educational attention, the thesis asks how were immigrant schoolchildren made educationally manageable in Danish public schools between 1970 and 2013. To offer a critical exploration of these high-stakes educational practices addressing immigrant schoolchildren and their families, the thesis also inquires how these practices of educationalised governing have fed into fabricating a post-1970 Danish welfare nation state. The thesis explores these research questions from a critical, historical perspective on three distinct educational practices used to capture the manifold investments present in making immigrant schoolchildren educationally manageable. First, it describes administrative knowledge practices in which administrators, experts, and professionals have been involved in identifying the problem of and suggesting solutions for organising the welfare and the schooling of immigrant schoolchildren. Second, it studies teacher professionalisation practices whereby teachers, experts, and researchers have been involved in identifying educational problematisations of immigrant schoolchildren’s presence, based on which professional capacities, dispositions, and identities have been developed over time. Third, it examines didactical practices in which teachers, experts, researchers, textbook writers, journalists, publishing houses, nongovernmental organisations, and so forth have been involved in developing pedagogical repertoires of truths, techniques, and objectives for teachers to manage immigrant schoolchildren’s presence. These three educational practices have been investigated through their textual effects in the shape of commission reports, project evaluations, administrative procedures, professional journal articles, teacher handbooks, teacher guidelines, and so forth. Three corpora of historical material have been established based on the personal research archive of the late education researcher Jørgen Gimbel. This trove is supplemented with the personal, work-related archives of other professionals who have been active in the investigational field, annual reports of the Danish Royal School of Education (1970–2000), three professional journals that were specialised in the field of immigrant schoolchildren’s education (1980–2013), and a comprehensive public library search. The three corpora comprise 872 texts exhibiting the qualities of regulating, reflecting, and guiding educational practices addressing immigrant schoolchildren’s presence in Danish public schools between 1970 and 2013.The thesis constructs educational practices vis-à-vis immigrant schoolchildren as a critical prism for studying the emergence of a Danish welfare nation state. Qua an analytics of governing, the emergence of a Danish welfare nation state is constructed and studied as the effect of a variegated domain of practices engaged in the governing of individual and collective welfare as responses to the social question of integration. Thus, this thesis cultivates a profound questioning of problem-solving complexes arising in response to immigrant schoolchildren’s presence, as these problem-solving complexes have been involved in educationalising the social question of integration, and imagining a better society. As such, this thesis offers problematisations of immigrant schoolchildren’s education, showing how educationalised welfare work addressing non-Western immigrant children and their families functioned not only as a deeply rooted national(ist) project, but also equally as a racialising, civilising, modernising project of governing the social and doing good. Accordingly, the thesis demonstrates how revisiting the social question in a post-1970 context of educating immigrant schoolchildren disturbs the optimistic salvation project of publicly educating and integrating immigrants. The thesis shows how a post-1970 Danish welfare nation state can be understood as the effect of an inherently modernistic project of brutal care, subtly racialised professionalisation, and a civilising pedagogy placing immigrant schoolchildren on the threshold of a thesis of modern Danish life. The thesis has been prepared as a collection of two scientific journal articles and one lengthy contribution to an anthology, in which the thesis’s analytical findings are presented. In addition, it presents a chapter on the development of a positive form of critique, a thematised historiography of the cross-disciplinary research context informing this thesis, a brief reflection upon concepts lost and found in translation, an extended discussion on the writing of history and the methodological implications of an analytics of governing, and a final chapter discussing the thesis’s overall contribution to its research context.
PDF: https://curis.ku.dk/ws/files/169757836/Ph.d._afhandling_2016_Padovan_zdemir.pdf.
Olsen, Asmus Leth, Jonas Høgh Kyhse‐Andersen, and Donald Moynihan. ‘The Unequal Distribution of Opportunity: A National Audit Study of Bureaucratic Discrimination in Primary School Access’. (2020) [PDF]
Olsen, Asmus Leth, Jonas Høgh Kyhse‐Andersen, and Donald Moynihan. ‘The Unequal Distribution of Opportunity: A National Audit Study of Bureaucratic Discrimination in Primary School Access’. American Journal of Political Science, 2020.
Administrators can use their discretion to discriminate in the provision of public services via two mechanisms. They make decisions to allocate public services, allowing them to discriminate via allocative exclusion. They can also discriminate by targeting administrative burdens toward outgroups to make bureaucratic processes more onerous. While prior audit studies only examine the use of administrative burdens, we offer evidence of both mechanisms. We sent a request to all Danish primary schools (N = 1,698) from an ingroup (a typical Danish name) and outgroup (a Muslim name) father asking if it was possible to move his child to the school. While both groups received similar response rates, we find large differences in discrimination via allocative exclusion: Danes received a clear acceptance 25% of the time, compared to 15% for Muslims. Muslims also faced greater administrative burdens in the form of additional questions.
doi:https://doi.org/10.1111/ajps.12584.
PDF: https://onlinelibrary.wiley.com/doi/epdf/10.1111/ajps.12584.
Vertelyte, Mante. ‘Not So Ordinary Friendship: An Ethnography of Student Friendships in A Racially Diverse Danish Classroom’. (2019) [PDF]
Vertelyte, Mante. Not So Ordinary Friendship: An Ethnography of Student Friendships in A Racially Diverse Danish Classroom. Dissertation. Aalborg Universitetsforlag, 2019.
“Not So Ordinary Friendship: An Ethnography of Student Friendships in a Racially Diverse Danish Classroom” explores the roles that young people’s friendships play in the production and reproduction of processes of racialization. This dissertation asks how and when does race come to matter (or not) in young people’s friendship relations? What identities and subject positions do friendship relations produce?And how are young people’s friendships across intersecting markers of difference situated politically, discursively and socially? This dissertation is based on the premise that the analysis of everyday youth friendship formations practices can produce important knowledge for understanding the underlying mechanisms of processes of racialization. This dissertation derives from a one-year long ethnographic study at a racially diverse secondary school in Copenhagen. The study includes 32interviews with students attending the 7thgrade classroom at the school and 12interviews with professional staff working at the school and municipal youth clubs. Data is analyzed through the approaches of critical race studies, affect-sensory theory, intersectionality and social practice theory; particularly through the concept of ‘figured worlds’ as delineated by Dorothy Holland et al. (2001).
The analysis of this dissertation explores how the figured world of classroom friendships emerges through different senses and intensities, such as fitting in, clicking or clinging, bonding andhumoras well as daily rituals such as eating at the lunch table. Following the empirically emergent questions: Who is friends with whom?; How (not) to be friends; and Why are they (not) friends?, this dissertation illustrates the ways in which young people negotiate everyday politics of race and racism and the ways that adolescent friendships are discursively figured into matters of political concern over the issues of ‘immigrant integration’ and ‘social cohesion’. Putting friendship at the center of analysis, this dissertation approaches friendship as a performative boundary object through which racialized boundaries of ‘us’ and ‘them’ are negotiated, disturbed and re-established. Friendship is performative because through the knowledge of who is friends with whom, young people position each other across hierarchical minority-majority positions. This dissertation argues that friendship is a core social institution through which processes of racialization are (re)produced, yet simultaneously a vehicle through which young people figure ways to challenge the racialized notions of ‘us’ and ‘them’. This dissertation engages with interdisciplinary debates in studies of racialization as unfolding in the Nordic European countries and anthropological studies on friendship. To that end, it challenges notions of Danish-Nordic exceptionalism that figure racism as a matter of the past, as well as nuances notions of friendshipcommonly portrayed as a residual socialinstitution free from the power structures of racism. A core contribution of this thesis is to offer a sense and affect-oriented analysis of friendship and racialization. The research also articulates the challenges that educational institutions face due to a lack of anti-racist education.
PDF: https://vbn.aau.dk/ws/files/306278121/PHD_Mante_Vertelyte_E_pdf.pdf. https://vbn.aau.dk/ws/files/306278121/PHD_Mante_Vertelyte_E_pdf.pdf.