Negotiating practices of inclusion in adult basic education in Norway

This event is part of the School of Education's . These seminars are free and open to the public.

Host: Language, Literacies and Education Network (LLEN)

Speaker: Shahrzad Nouri (University of Inland Norway)

In my PhD project «Critical perspectives on inclusion in basic adult education in Norway”, I seek to explore how teachers in adult basic education in Norway negotiate their understandings and practices of inclusion within intersecting assemblages of Norwegianness, integration and teaching and learning. The empirical material was produced during seven months of fieldwork at two adult education centers in eastern Norway.

In this talk, I will present two papers from the study. The first addressing the role of emotion and affect in processes of racialization in adult basic education, and how emotions could be a site for both reproductions, silencing and rupture of/ in racializing assemblages. In the second paper I explore how colonial figurations of the child are activated with(in) assemblages of Norwegianness, teaching/learning, and integration. I argue that the repetition and activation of the child, as a pre-existing figuration, occur in various ways. This figuration can contribute to othering and infantilization of adult immigrant students, while blurring lines between teaching and rearing in the adult classroom.

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Bio:

Shahrzad Nouri is a Visiting 3rd year Ph.D. student from the University of Inland Norway.

Her research is in the multilingual and multicultural context of basic adult education in Norway. The preliminary title of her study is “Critical perspectives on inclusion in basic adult education in Norway – mapping the field”. In her study she utilises a Deleuze – Guattarian methodological and analytical approach to explore terms of inclusion in basic adult education. She is further interested in in exploring how processes of racialisation and coloniality “works” in basic adult education today.

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Host or Publisher School of Education, University of Bristol