Countering Right Wing Extremism in Education

Schooling in the Racist Badland
1. Auflage 2024
ISBN: 978-1-032-76214-2
Verlag: Taylor & Francis

Buch, Englisch, 124 Seiten, Format (B × H): 156 mm x 234 mm, Gewicht: 354 g

Reihe: Routledge Studies in Countering Violent Extremism

This book investigates how schools deal with racism and extremism, focusing on everyday life, students, and the surrounding community and geographical area.

There is a lack of clarity on how racism and extremism should be managed in schools. Through extensive ethnographical data, interviews, and focus group interviews with students and school staff in mill towns and racist strongholds in Sweden, this book focuses on how racism and right-wing extremism are enacted, played out, and dealt with. It draws on theories of everyday and institutional racism as well as institutional ethnography. Formal and informal school strategies and pedagogical interventions intended to manage recurring problems in schools are discussed. The text offers a deeper insight into how racism and right-wing/neo-Nazism extremism are enacted and confronted in a rural Swedish school context and beyond.

This book will be of interest to students of Terrorism Studies, Sociology, Cultural Studies, and Security Studies.

Zielgruppe

Postgraduate, Professional Reference, and Undergraduate Advanced

Autoren/Hrsg.

Mattsson, Christer

Johansson, Thomas

Andreasson, Jesper

Fachgebiete

• Sozialwissenschaften Politikwissenschaft Politische Kultur Staatsbürgerkunde, Staatsbürgerschaft, Zivilgesellschaft
• Sozialwissenschaften Politikwissenschaft Politische Gewalt Terrorismus, Religiöser Fundamentalismus

Inhaltsverzeichnis

1. Introduction  2. The social and symbolical heritage of the community  3. Life at the countryside  4. Teacher’s images of students and their home environments  5. Everyday harassments and pedagogical strategies  6. Non-white students in a sea of whiteness  7. The return of the repressed – the doxa  8. The presence of conspiracy theories and the notion of the deep state  9. Democracy and the fostering of democratic values in school  10. Conclusions and discussion

Über Autor(innen)

Christer Mattsson is an associate professor at the Segerstedt Institute at the University of Gothenburg, Sweden.

Thomas Johansson is Professor of Pedagogy at the University of Gothenburg, Sweden. His recent publications include Youth Studies in Transition. Culture, Generation and New Learning Processes (2019); Marginalized Masculinities. Contexts, Continuities and Change (2017); and Fatherhood in Transition. Masculinity, Identity and Everyday Life (2017).

Jesper Andreasson is a professor in Sport Science at Linnaeus University, Sweden. His recent publications include Fatherhood in Transition. Masculinity, Identity and Everyday Life (2017), co-authored with Thomas Johansson.