| dc.description.abstract | The present thesis has examined minority pupils’ experiences with teaching that thematizes their group affiliation. The aim of this thesis is to contribute to a more reflective practice which facilitates for minority pupils to present themselves in a manner that strengthens their group identities.
The research design is qualitative as it encompasses eight semi-structured interviews and two classroom observations. The semi-structured interviews included six pupils and two teachers from upper secondary schools in Norway. The present thesis illustrates why minority pupils become representatives, what determines whether it is a positive or negative experience, and in what way the teacher can facilitate for a strengthening of their group affiliation. The present thesis aligns with theory and analysis tools within history didactics, namely “narrative competence”.
When minority students are made to represent their group affiliation in the classroom, it can be both marginalizing and othering, but it can also contribute to strengthening the recognition of their group identity. Therefore, teachers face a dilemma, as this is a challenging and sensitive issue. In this thesis, I have identified some guidelines that teachers can use as a basis for strengthening the recognition of student´s group identities.
The present study reveals three overall findings. Firstly, ontological narratives are the main cause of minority pupils becoming representatives for their group affiliation. These narratives are triggered by the pupils’ visible identity markers, such as skin color, religion and social status. Secondly, becoming a representative is experienced as either positive or negative, depending on the manner of which it is done. For instance, pupils feel marginalized and alienated when their peers display microaggression towards them. Consequently, pupils volunteer to become representatives as a way of counteracting these prejudices and stereotypes. Thirdly, classroom practices that emphasize relationship building between teachers and pupils, as well as among the pupils themselves, may foster positive experiences with becoming group representatives. As a result, these positive interrelationships may strengthen the minority pupils’ group affiliations. | |
