As Europe is facing growing concerns about far-right nationalistic as well as anti-democratic movements (Osler & Lybaek, 2014), the traditional role of education in constructing national identity and social cohesion comes under scrutiny. In the Norwegian context, the school has played a central role to nation-building and democratic patriotism in a culturally homogenous imagined community from the 19th century and onwards (Lorentzen, 2005; Telhaug & Mediås, 2003). At the core of state-building, the mandatory subject of social studies is also the main avenue of citizenship education. Today, its goals includes encouraging participation, inclusion and democratic values in an increasingly multicultural society. This Janus-appearance illustrates the a priori dilemma in all democratic education between adjustment and emancipation (Freire, 2000). Although educational policy in Norway recently have shifted towards a more inclusive and political notion of citizenship, lived experiences and practices are more ambiguous. Much research implicates a Norwegian national imagery still strongly invested in monoculturalism (Biseth, 2012; Svendsen, 2014). More subtle processes of racialization and epistemic violence hidden in hegemonic discourses accentuate this (Røthing, 2015). Applying two significant cases as examples, the aim of this paper is to shed light to how national identity and the construction of Norwegianess and otherness is articulated through social studies. Our guiding research question is:
- What role do the portrayal of minorities have in constructing and reinforcing images of the nation in social studies education?
The analysis is approached through a postcolonial lens. In the Nordic context, postcolonial theory has been operationalized through the concept Nordic Exceptionalism (Loftsdottir & Jensen, 2012). Nordic Exceptionalism points towards two different ideas about the Nordic societies. Firstly, it can express an idea about the Nordic countries´ peripheral status in relation to the broader European colonialism and contemporary globalization. This despite the fact that the Nordic countries participation in colonial practices and processes of globalization is well documented (Eidsvik, 2012; Mikander, 2015). This colonial complicity also includes state-led discriminatory politics towards the indigenous Sami in Norway, Sweden and Finland. The other aspect is that Nordic self-perception is disparate form the rest of Europe. This notion of Nordic exceptionalism has been especially spelled out in relation to research on current forms of internationalization, where it's usually taken to revolve around the notion of Nordic countries as the global good citizens, conflict resolution-oriented and rational (Browning, 2007). The Norwegian nation is thus constructed as victim of colonialism and war, and as anti-racist, peace-loving and solidary (Gullestad, 2006). Such discursive patterns might function as channeling affect, projecting negative aspects onto the Other (Ahmed, 2000; Said, 1995; Svendsen, 2014). However, our goal is not solely to shed light on the well-acknowledged role of education for fostering nationalism (Gellner, 1983), but also to explore what opportunities social science might provide for inclusive and democratic education.
The first case in focus is a study of how the indigenous Sami population in Norway is included in national imaginary (Anderson, 1991) in social studies textbooks for primary school. The analysis point to how the exclusion of the state-led discriminatory politics towards the Sami in the 19th century from the educational narrative reinforces the idea of Norway as a representative of Nordic exceptionalism, innocent of colonialization. The second case is the analysis of an educational encounter during a social science project about the Norwegian Constitution of 1814 at a secondary school. We argue that the hegemonic discursive notion of the pure Norwegian democracy affects which narratives can be told about the constitution. Notably, the so- called “Jews-paragraph”, proclaiming Protestantism and excluding Jews from the Norwegian state, is actively negotiated as irrelevant for the narrative.