Depoliticising Political Violence: State-Centric and Individualised Discourses in the Norwegian Counterterrorism Policy Field

Autor/inn/en	Sjøen, Martin M.; Mattsson, Christer
Titel	Depoliticising Political Violence: State-Centric and Individualised Discourses in the Norwegian Counterterrorism Policy Field
Quelle	In: Scandinavian Journal of Educational Research, 67 (2023) 6, S.950-963 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sjøen, Martin M.) ORCID (Mattsson, Christer)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
DOI	10.1080/00313831.2022.2114543
Schlagwörter	Prevention; Terrorism; National Security; Teaching Methods; Foreign Countries; Citizenship Education; Democracy; Curriculum Development; Policy Analysis; Educational Policy; Governance; Teacher Role; Expectation; Safety; Strategic Planning; Elementary Secondary Education; Norway + Suchen Sie Ihr Suchwort? Prävention; Vorbeugung; Terrorismus; National territory; Security; Staatsgebiet; Sicherheit; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Demokratie; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Politikfeldanalyse; Politics of education; Bildungspolitik; Educational policy; Financing; Steuerung; Bildung; Erziehung; Finanzierung; Lehrerrolle; Expectancy; Erwartung; Strategy; Planning; Strategie; Planung; Norwegen
Abstract	Over the past decades, emerging focus has been on how teachers in Norway can foster citizenship in their classrooms to strengthen democracy. Yet, in conjunction with rising concerns of homegrown terrorism, a new curriculum in Norway draws on democratic education as a bulwark against terrorism. This paper explores the securitisation of the Norwegian educational domain. We analysed three counterterrorism policy documents to explicate the governance of security in school. Analyses of terrorism discourses show a depoliticised and individualised representation in the Norwegian security policy field. These discourses are accompanied by growing urgency where educators are expected to be vigilant towards presumed vulnerable students and report concerns to relevant authorities. This article provides new insight into what security expectations are placed on educators in Norway and their potential consequences for pedagogical practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01