Hiding in the classroom: How neo-Nazi leaders prepare their children for schooling

IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH Power and Education Pub Date : 2021-07-05 DOI:10.1177/17577438211024682
Christer Mattsson
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引用次数: 2

Abstract

As part of the general curricular ambitions of contributing to the development of a democratic society, Swedish schools are mandated to actively combat racism and extremism. This causes particular challenges when teachers encounter students who have been brought up in environments where racist and extremist worldviews dominate. This study analyses four Swedish neo-Nazi leaders’ experiences of schooling and how they have utilised these experiences when establishing an approach for their children’s schooling. The focal point of the analysis is the ideological dilemmas that arise from clashes of conviction among neo-Nazi leaders, their children and the teachers. The results show how neo-Nazi leaders use their own negative experiences of schooling to prepare their children on how to escape both democratic education and prevent social stigmatisation.
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躲在教室里:新纳粹领导人如何让孩子们为上学做准备
作为促进民主社会发展的总体课程目标的一部分,瑞典学校被要求积极打击种族主义和极端主义。当老师遇到在种族主义和极端主义世界观占主导地位的环境中长大的学生时,这就给他们带来了特别的挑战。本研究分析了四位瑞典新纳粹领导人的学校教育经历,以及他们如何利用这些经历为孩子的学校教育制定方法。分析的重点是新纳粹领导人、他们的孩子和老师之间的信念冲突所产生的意识形态困境。研究结果显示,新纳粹领导人如何利用自己在学校的负面经历,让他们的孩子做好准备,如何逃避民主教育,防止社会污名化。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Power and Education
Power and Education Social Sciences-Sociology and Political Science
CiteScore
1.70
自引率
9.10%
发文量
44
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