In a society of global mobility and flows of refugees and internally displaced people, the question of dignity is critical. This In this chapter I ask what characterises dignity among newly arrived youth in their everyday lives at school in Norway. Newly arrived youth are in a fragile state in becoming well-integrated citizens and a productive part of society. These young people have a past to cope with, a present to orient themselves in, and they are also are obliged to succeed in the future. Their dignity is due to their possibilities to act in a complex world. This chapter takes a starting point in the data material from participant observation in a so-called “introduction class” in Norway for newly arrived youth. An introduction class is a first phase of schooling offered prior to a transferal to local, public schools. I present an everyday situation as this transfer takes place, and read it through the lens of Deleuze and Guattaris posthuman ethics. More than predefined given rights, dignity is explored as experiences of equality and as possibilities to act in everyday lives. The material shows high motivation and anxieties of pupils and teachers in the transfer process to local schools. The prerequisites for joining their local school classes, however, is not clear for the pupils. The teachers encourage the pupils to work hard and suggest a number of actions in order to join regular schools and becoming so-called “ordinary”. The analyses conclude that equality seems a high, but hidden standard. The results may be that in practice, pupils are not treated as equals, and that the ideals of dignity do not seem relevant. These findings point out a lack of relevant concepts of dignity in school. In spite of high standards of dignity in the curriculum, the newly arrived youth may suffer from inequalities. I argue that there is a need for a debate on the concepts of dignity in school. I promote a dynamic understanding of dignity, embracing diversity and the specific needs of the pupils, as well as strengthening the teacher’s agency.
{"title":"Verdig = vanlig og norsk: Nyankomne ungdommers verdighet i introduksjonsklasser","authors":"I. Christensen","doi":"10.23865/noasp.90.ch2","DOIUrl":"https://doi.org/10.23865/noasp.90.ch2","url":null,"abstract":"In a society of global mobility and flows of refugees and internally displaced people, the question of dignity is critical. This In this chapter I ask what characterises dignity among newly arrived youth in their everyday lives at school in Norway. Newly arrived youth are in a fragile state in becoming well-integrated citizens and a productive part of society. These young people have a past to cope with, a present to orient themselves in, and they are also are obliged to succeed in the future. Their dignity is due to their possibilities to act in a complex world. This chapter takes a starting point in the data material from participant observation in a so-called “introduction class” in Norway for newly arrived youth. An introduction class is a first phase of schooling offered prior to a transferal to local, public schools. I present an everyday situation as this transfer takes place, and read it through the lens of Deleuze and Guattaris posthuman ethics. More than predefined given rights, dignity is explored as experiences of equality and as possibilities to act in everyday lives. The material shows high motivation and anxieties of pupils and teachers in the transfer process to local schools. The prerequisites for joining their local school classes, however, is not clear for the pupils. The teachers encourage the pupils to work hard and suggest a number of actions in order to join regular schools and becoming so-called “ordinary”. The analyses conclude that equality seems a high, but hidden standard. The results may be that in practice, pupils are not treated as equals, and that the ideals of dignity do not seem relevant. These findings point out a lack of relevant concepts of dignity in school. In spite of high standards of dignity in the curriculum, the newly arrived youth may suffer from inequalities. I argue that there is a need for a debate on the concepts of dignity in school. I promote a dynamic understanding of dignity, embracing diversity and the specific needs of the pupils, as well as strengthening the teacher’s agency.","PeriodicalId":431283,"journal":{"name":"Menneskeverd – en utfordring for skole og samfunn","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114603763","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This chapter is called “Human dignity – diverse approaches for diversity in school”. Human dignity is one of the most important value concepts, as it appears as a common, global value that “everyone” owns – and is yet the source of the most merciless ongoing debates in society. In school, these debates are less in focus. In the formal curriculum and in the educational laws, dignity appears as a repeated basis. Yet, in educational discourse and teaching practices the definitions are vague and seldom concretized. In this chapter, we ask the following: 1) What characterizes different approaches to dignity as a concept? 2) What challenges and possibilities do the different approaches to dignity entail in school? In this chapter we will therefore aim at presenting different approaches to dignity. We do so by presenting a broad spectrum of approaches to dignity. We argue that dignity might be a diverse concept, and it can be explored as approaches promoting the “dignity of the strong” versus the “dignity of the weak”. The different approaches are exemplified with key issues of diversity and inclusion in school. The aim of the chapter is to give an introduction and an overview of diverse approaches to dignity – and thus, finding the beginnings of new debates about dignity for a diverse school.
{"title":"Introduksjon: Menneskeverd – mangfoldige forståelser for en mangfoldig skole","authors":"Ådne Valen-Sendstad, I. Christensen","doi":"10.23865/noasp.90.ch1","DOIUrl":"https://doi.org/10.23865/noasp.90.ch1","url":null,"abstract":"This chapter is called “Human dignity – diverse approaches for diversity in school”. Human dignity is one of the most important value concepts, as it appears as a common, global value that “everyone” owns – and is yet the source of the most merciless ongoing debates in society. In school, these debates are less in focus. In the formal curriculum and in the educational laws, dignity appears as a repeated basis. Yet, in educational discourse and teaching practices the definitions are vague and seldom concretized. In this chapter, we ask the following: 1) What characterizes different approaches to dignity as a concept? 2) What challenges and possibilities do the different approaches to dignity entail in school?\u0000In this chapter we will therefore aim at presenting different approaches to dignity. We do so by presenting a broad spectrum of approaches to dignity. We argue that dignity might be a diverse concept, and it can be explored as approaches promoting the “dignity of the strong” versus the “dignity of the weak”. The different approaches are exemplified with key issues of diversity and inclusion in school. The aim of the chapter is to give an introduction and an overview of diverse approaches to dignity – and thus, finding the beginnings of new debates about dignity for a diverse school.","PeriodicalId":431283,"journal":{"name":"Menneskeverd – en utfordring for skole og samfunn","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121363441","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this chapter I discuss three new ways, of understanding human dignity. First, Christopher McCrudden’s concern is with the fact that there is no common understanding of the concept. He argues that dignity is a placeholder. It is open to interpretations from a diversity of normative understandings, – religious and secular. Still, he argues for a core of overlapping content within the diversity of understandings. Second, Catherine Dupré understands human dignity as a heuristic concept, open for new interpretations. The concept is in itself inexhaustible. New meanings develop in confrontation with new issues. Observing that the concept has become one of the pillars in European law and democracies, and has been crucial in several junctions when dictatorships has fallen and democracies has been established after the Second World War, she finds that the concept comes to its right in particular in transitional and transformative situations. Finally, Costas Douzinas does not work with the concept human dignity but with the concept of the human, to whom human dignity is designated in the human rights. I reinterpret his theory to also cover the normative concept human dignity. It is brought into force by proclamations, and as such becomes a transformative and life changing concept in particular for people living in need of dignity.
{"title":"Menneskeverdet i tre nyere tolkninger som placeholder, heuristisk og «flytende signifikant»","authors":"Ådne Valen-Sendstad","doi":"10.23865/noasp.90.ch9","DOIUrl":"https://doi.org/10.23865/noasp.90.ch9","url":null,"abstract":"In this chapter I discuss three new ways, of understanding human dignity. First, Christopher McCrudden’s concern is with the fact that there is no common understanding of the concept. He argues that dignity is a placeholder. It is open to interpretations from a diversity of normative understandings, – religious and secular. Still, he argues for a core of overlapping content within the diversity of understandings. Second, Catherine Dupré understands human dignity as a heuristic concept, open for new interpretations. The concept is in itself inexhaustible. New meanings develop in confrontation with new issues. Observing that the concept has become one of the pillars in European law and democracies, and has been crucial in several junctions when dictatorships has fallen and democracies has been established after the Second World War, she finds that the concept comes to its right in particular in transitional and transformative situations. Finally, Costas Douzinas does not work with the concept human dignity but with the concept of the human, to whom human dignity is designated in the human rights. I reinterpret his theory to also cover the normative concept human dignity. It is brought into force by proclamations, and as such becomes a transformative and life changing concept in particular for people living in need of dignity.","PeriodicalId":431283,"journal":{"name":"Menneskeverd – en utfordring for skole og samfunn","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123147075","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Dignity, according to one conception, is the absolute, inherent and inalienable value of every person. There is general agreement that this idea of dignity has a source in Immanuel Kant’s moral philosophy. I argue that Kant formulates what I characterize as an agency or agent based conception of dignity. Persons are bearers of dignity in their capacity as moral subjects and subjects of action. Central here is the idea that a rational agent is the subject of “any end whatsoever” and so must be considered the free cause of actions. Accordingly, to be treated merely as a thing, or “as a means”, is to be treated in a manner incompatible with having and acting for the sake of any end of one’s choosing. Also relevant in this connection is Alan Gewirth’s agency based theories of dignity and of human rights. I then consider this conception of dignity in addressing three ethical issues: to let die or keep alive, assisted suicide, and so-called dwarf-tossing. Finally, I consider challenges to the idea of dignity in general and the agency based conception of dignity in particular.
{"title":"Verdighet og selvbestemmelse – En aktørbasert forestilling om menneskeverdet","authors":"Sven Arntzen","doi":"10.23865/noasp.90.ch8","DOIUrl":"https://doi.org/10.23865/noasp.90.ch8","url":null,"abstract":"Dignity, according to one conception, is the absolute, inherent and inalienable value of every person. There is general agreement that this idea of dignity has a source in Immanuel Kant’s moral philosophy. I argue that Kant formulates what I characterize as an agency or agent based conception of dignity. Persons are bearers of dignity in their capacity as moral subjects and subjects of action. Central here is the idea that a rational agent is the subject of “any end whatsoever” and so must be considered the free cause of actions. Accordingly, to be treated merely as a thing, or “as a means”, is to be treated in a manner incompatible with having and acting for the sake of any end of one’s choosing. Also relevant in this connection is Alan Gewirth’s agency based theories of dignity and of human rights.\u0000I then consider this conception of dignity in addressing three ethical issues: to let die or keep alive, assisted suicide, and so-called dwarf-tossing. Finally, I consider challenges to the idea of dignity in general and the agency based conception of dignity in particular.","PeriodicalId":431283,"journal":{"name":"Menneskeverd – en utfordring for skole og samfunn","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126392836","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article aims to discuss questions about dignity and children with cognitive disabilities (named mental retardation in ICD-10), with questions about inclusive or segregated education. In the first part of the article we discuss theoretical approaches to dignity. Traditional understandings of dignity are based in enlightenment humanism with its focus on autonomy and reason, or on dignity achieved through the cultivation of virtues. We discuss different approaches to inclusive notions of dignity. First, we discuss approaches that take their point of departure in vulnerability, and mutuality in human relationships, exemplified by Eva Kittay, Alasdair MacIntyre, and Martha Nussbaum. Subsequently, we present approaches that emphasize the singularity of the human being and upholding human rights as the basis for human dignity, exemplified by Avishai Margalit and Julia Kristeva. In the second part of the article, we discuss how five experienced teachers speak about dignity and pedagogical practice with children with cognitive disabilities. We point to how both integrated and segregated practices in schools are justified in and may be connected to different theories of dignity.
{"title":"Menneskeverd – Utviklingshemming – Skole: Verdighet som grunnlag for pedagogisk praksis","authors":"Lena Lybæk, Åse-May Svendsen","doi":"10.23865/noasp.90.ch3","DOIUrl":"https://doi.org/10.23865/noasp.90.ch3","url":null,"abstract":"This article aims to discuss questions about dignity and children with cognitive disabilities (named mental retardation in ICD-10), with questions about inclusive or segregated education. In the first part of the article we discuss theoretical approaches to dignity. Traditional understandings of dignity are based in enlightenment humanism with its focus on autonomy and reason, or on dignity achieved through the cultivation of virtues. We discuss different approaches to inclusive notions of dignity. First, we discuss approaches that take their point of departure in vulnerability, and mutuality in human relationships, exemplified by Eva Kittay, Alasdair MacIntyre, and Martha Nussbaum. Subsequently, we present approaches that emphasize the singularity of the human being and upholding human rights as the basis for human dignity, exemplified by Avishai Margalit and Julia Kristeva. In the second part of the article, we discuss how five experienced teachers speak about dignity and pedagogical practice with children with cognitive disabilities. We point to how both integrated and segregated practices in schools are justified in and may be connected to different theories of dignity.","PeriodicalId":431283,"journal":{"name":"Menneskeverd – en utfordring for skole og samfunn","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116377266","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this chapter, I discuss the causes and consequences of masculine domination in sexuality. My main theoretical inspiration is Bourdieu’s theory of masculine domination and his key concept symbolic violence. The Norwegian TV-series SKAM is my empirical case. I will trace the historical roots of masculine domination, and discuss how this puts limits on female sexuality, integrity and dignity. By identifying “the elephant in the room”, masculine domination, Bourdieu claims that we can see sexual harassment as a type of social control of women and gay people, using shame as the key control mechanism. I will analyse the reproduction of masculine dominance and symbolic violence through language; by the use of words like “whore” and “homo”, and through masculine stigmatizations of “good” and “bad” girls. The TV-series SKAM has had a considerable impact on the how Norwegians talk about sexual harassment, homophobia and other religions. SKAM shows how the youth can strengthen their self-esteem by dismantling the taboos and making them aware of social control mechanisms. In this chapter, I am addressing teachers to use SKAM to discuss sexual harassment, and to continuing dismantling cultural taboos.
{"title":"Seksuell trakassering, verdighet og SKAM","authors":"Rønnaug Sørensen","doi":"10.23865/noasp.90.ch5","DOIUrl":"https://doi.org/10.23865/noasp.90.ch5","url":null,"abstract":"In this chapter, I discuss the causes and consequences of masculine domination in sexuality. My main theoretical inspiration is Bourdieu’s theory of masculine domination and his key concept symbolic violence. The Norwegian TV-series SKAM is my empirical case. I will trace the historical roots of masculine domination, and discuss how this puts limits on female sexuality, integrity and dignity.\u0000By identifying “the elephant in the room”, masculine domination, Bourdieu claims that we can see sexual harassment as a type of social control of women and gay people, using shame as the key control mechanism. I will analyse the reproduction of masculine dominance and symbolic violence through language; by the use of words like “whore” and “homo”, and through masculine stigmatizations of “good” and “bad” girls.\u0000The TV-series SKAM has had a considerable impact on the how Norwegians talk about sexual harassment, homophobia and other religions. SKAM shows how the youth can strengthen their self-esteem by dismantling the taboos and making them aware of social control mechanisms. In this chapter, I am addressing teachers to use SKAM to discuss sexual harassment, and to continuing dismantling cultural taboos.","PeriodicalId":431283,"journal":{"name":"Menneskeverd – en utfordring for skole og samfunn","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115004313","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This chapter is an analysis and discussion of the globally popular human rights education film: A Path to Dignity: the Power of Human Rights Education. The film is produced by Ellen Bruno and is a cooperation with the UN department OHCHR and the human rights education organisations HREA and SGI. The film combines human rights education and dignity. Our research question is how human rights education and dignity is presented and understood in the film. The film is organized in three parts, and addresses Indian children, a Muslim woman and police in Australia. We have analysed the part about the young children in India. In our discussion of the film we have applied social semiotic theory and related analytical tools. We have analysed the representations, interactions and composition of the film. The result of the analysis shows a focus on the local situation of the children. Through human rights education the children experience a transformation in gaining a sense of dignity. This leads to a particular concern for others whose dignity is violated. The state that is responsible for their human rights is not addressed. The film presents human rights education with an interest for individual children, and dignity is understood morally, as responsibility for the other.
{"title":"Menneskeverd og menneskerettighetsundervisning: En sosialsemiotisk multimodalitetsanalyse og drøfting av verdighetsbegrepet i filmen A Path to Dignity: The Power of Human Rights Education","authors":"Eva Maagerø, Å. Valen-Sendstad","doi":"10.23865/noasp.90.ch6","DOIUrl":"https://doi.org/10.23865/noasp.90.ch6","url":null,"abstract":"This chapter is an analysis and discussion of the globally popular human rights education film: A Path to Dignity: the Power of Human Rights Education. The film is produced by Ellen Bruno and is a cooperation with the UN department OHCHR and the human rights education organisations HREA and SGI. The film combines human rights education and dignity. Our research question is how human rights education and dignity is presented and understood in the film. The film is organized in three parts, and addresses Indian children, a Muslim woman and police in Australia. We have analysed the part about the young children in India. In our discussion of the film we have applied social semiotic theory and related analytical tools. We have analysed the representations, interactions and composition of the film. The result of the analysis shows a focus on the local situation of the children. Through human rights education the children experience a transformation in gaining a sense of dignity. This leads to a particular concern for others whose dignity is violated. The state that is responsible for their human rights is not addressed. The film presents human rights education with an interest for individual children, and dignity is understood morally, as responsibility for the other.","PeriodicalId":431283,"journal":{"name":"Menneskeverd – en utfordring for skole og samfunn","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128948000","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This chapter discusses questions of dignity and mass migration addressed during the process of the making of a temporary art installation. The installation is located at “Ål kyrkje”, a church in Hallingdal in Norway. As the writer of this chapter I am both an artist making the installation and a researcher on my own art work. The chapter starts with an introduction to the concept “dignity” and a presentation of my understanding of the concept as open, dynamic and living. Different cultures and organizations assign different meanings to the concept of dignity. In my opinion, it is important to be aware of these different sunderstanding, and to try to find ways to communicate them openly and through dialog. Social semiotic theory is based on an understanding that all communication is social. This theory acknowledges the importance of roles that both the context and all the participants have in the communication. The main purpose of this chapter is to explore how I can make an art installation that does not give specific answers, but initiate visitors’ experiences, dialogues, reflections and new questions about mass migration and dignity.
{"title":"No mercy no dignity: Refleksjoner over et kunstnerisk utviklingsarbeid i Ål kyrkje","authors":"T. Thorsnes","doi":"10.23865/noasp.90.ch7","DOIUrl":"https://doi.org/10.23865/noasp.90.ch7","url":null,"abstract":"This chapter discusses questions of dignity and mass migration addressed during the process of the making of a temporary art installation. The installation is located at “Ål kyrkje”, a church in Hallingdal in Norway. As the writer of this chapter I am both an artist making the installation and a researcher on my own art work. The chapter starts with an introduction to the concept “dignity” and a presentation of my understanding of the concept as open, dynamic and living. Different cultures and organizations assign different meanings to the concept of dignity. In my opinion, it is important to be aware of these different sunderstanding, and to try to find ways to communicate them openly and through dialog. Social semiotic theory is based on an understanding that all communication is social. This theory acknowledges the importance of roles that both the context and all the participants have in the communication. The main purpose of this chapter is to explore how I can make an art installation that does not give specific answers, but initiate visitors’ experiences, dialogues, reflections and new questions about mass migration and dignity.","PeriodicalId":431283,"journal":{"name":"Menneskeverd – en utfordring for skole og samfunn","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130468454","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this essay I will first present two cases from Norwegian school, where someone’s dignity may have been violated because of religious differences. I also comment on the use of words and concepts like dignity, human rights and equality of status, in curriculums and text books. After these introductory thoughts, I connect to Peter Schaber, who points out that “the violation of dignity consists in treating others as if they had no normative authority over themselves and over how they are treated” (2014, p. 159f), but also Jeremy Waldron and others who see dignity in the light of equality. The first case is a documentary produced by NRK (Norwegian Public Broadcasting Corporation) and made accessible for schools. Here we meet two Norwegian women with Vietnamese family background trying to explain their understanding of women’s karma, and a sceptic journalist who reacts in a way that may be understood as violating their dignity. The second case is a teacher student’s report from a discussion with a school teacher about how pupils belonging to Jehovah’s witnesses should be treated when they do not participate in e.g. birthday celebrations. Both cases show that violation of dignity actually is going on in Norwegian schools, and – more surprising – that it is motivated and legalized by the violator’s own value system. I therefore conclude the essay with a distinction between two ways of acting in accordance with modern humanist values: a deontological or “listening humanism” versus a teleological or “preaching humanism”.
{"title":"Verdighet i det pluralistiske klasserommet","authors":"Geir Winje","doi":"10.23865/noasp.90.ch4","DOIUrl":"https://doi.org/10.23865/noasp.90.ch4","url":null,"abstract":"In this essay I will first present two cases from Norwegian school, where someone’s dignity may have been violated because of religious differences. I also comment on the use of words and concepts like dignity, human rights and equality of status, in curriculums and text books. After these introductory thoughts, I connect to Peter Schaber, who points out that “the violation of dignity consists in treating others as if they had no normative authority over themselves and over how they are treated” (2014, p. 159f), but also Jeremy Waldron and others who see dignity in the light of equality.\u0000The first case is a documentary produced by NRK (Norwegian Public Broadcasting Corporation) and made accessible for schools. Here we meet two Norwegian women with Vietnamese family background trying to explain their understanding of women’s karma, and a sceptic journalist who reacts in a way that may be understood as violating their dignity. The second case is a teacher student’s report from a discussion with a school teacher about how pupils belonging to Jehovah’s witnesses should be treated when they do not participate in e.g. birthday celebrations.\u0000Both cases show that violation of dignity actually is going on in Norwegian schools, and – more surprising – that it is motivated and legalized by the violator’s own value system. I therefore conclude the essay with a distinction between two ways of acting in accordance with modern humanist values: a deontological or “listening humanism” versus a teleological or “preaching humanism”.","PeriodicalId":431283,"journal":{"name":"Menneskeverd – en utfordring for skole og samfunn","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125486209","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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