References
- Ahmed, S. 2000. Strange Encounters: Embodied Others in Post-coloniality. London: Routledge.
- Ahmed, S. 2004. The Cultural Politics of Emotion. New York: Routledge.
- Ahmed, S. 2007. “A Phenomenology of Whiteness.” Feminist Theory 8 (2): 149–168. doi:https://doi.org/10.1177/1464700107078139.
- Ahmed, S. 2012. On Being Included. London: Duke University Press.
- Andreotti, V. 2010. “Postcolonial and Post-critical Global Citizenship Education.” In Education and Social Change: Connecting Local and Global Perspectives, edited by G. Elliott, C. Fourali, and S. Issler, 238–250. New York: Continuum International Publishers.
- Andreotti, V., S. Stein, C. Ahenakew, and D. Hunt. 2015. “Mapping Interpretations of Decolonization in the Context of Higher Education.” Decolonization: Indigeneity, Education & Society 4 (1): 21–40.
- Bangstad, S. 2015. “The Racism that Dares Not Speak Its Name: Rethinking Neonationalism and Neo-racism.” Intersections: East European Journal of Society and Politics 1 (1): 49–65. doi:https://doi.org/10.17356/ieejsp.v1i1.26.
- Boler, M. 1999. Feeling Power: Emotions and Education. New York: Routledge.
- Boler, M., and M. Zembylas. 2003. “Discomforting Truths: The Emotional Terrain of Understanding Differences.” In Pedagogies of Difference: Rethinking Education for Social Justice, edited by P. Tryfonas, 110–136. New York: Routledge.
- Bonilla-Silva, E. 2014. Racism without Racists: Color-blind Racism and the Persistence of Racial Inequality in America. 4th ed. Lanham: Rowman & Littlefield.
- Browning, C. S. 2007. “Branding Nordicity: Models, Identity and the Decline of Exceptionalism.” Cooperation and Conflict 42 (1): 27–51. doi:https://doi.org/10.1177/0010836707073475.
- Cannella, G. S., and Y. S. Lincoln. 2011. “Ethics, Research Regulations, and Critical Social Science.” In The SAGE Handbook of Qualitative Research, edited by N. Denzin and Y. S. Lincoln, 81–91. 4th ed. Thousand Oaks, CA.: Sage.
- Dankertsen, A. 2019. “I Felt so White: Sámi Racialization, Indigeneity, and Shades of Whiteness.” NAIS Journal of the Native American and Indigenous Studies Association 6 (2): 110–137. doi:https://doi.org/10.5749/natiindistudj.6.2.0110.
- Erdal, M. B., and M. Strømsø. 2018. “Children`s Rights, Participatory Research and the Co-construction of National Belonging.” Human Rights Education Review 1 (1): 25–45. doi:https://doi.org/10.77577/hrer.2610.
- Eriksen, K. 2018. “Teaching about the Other in Primary Level Social Studies: The Sami in Norwegian Textbooks.” Journal of Social Science Education 17 (2): 13–33. doi:https://doi.org/10.4119/UNIBI/jsse-v17-i2-1697.
- Essed, P. 1991. Understanding Everyday Racism: An Interdisciplinary Theory. Newbury Park: SAGE.
- Fanon, F. 1952 [2008]. Black Skin, White Masks. New York, US: Grove/Atlantic.
- Fanon, F. 2002. Jordens fordømte [The Wretched of the Earth]. Oslo: De norske bokklubbene.
- Friberg, J. H., and A. H. Midtbøen. 2017. “Innvandrernes etterkommere: Teoretiske og komparative perspektiver [The Descendants of Immigrants: Theoretical and Comparative Perspectives].” Norsk Sosiologisk Tidsskrift 2017 (1). doi:https://doi.org/10.18261/.2535-2512-2017-01-01.
- Goldberg, D. T. 2006. “Racial Europeanization.” Ethnic and Racial Studies 29 (2): 331–365. doi:https://doi.org/10.1080/01419870500465611.
- Gorski, P. 2008. “Good Intentions are Not Enough: A Decolonizing Intercultural Education.” Intercultural Education 19 (6): 515–525. doi:https://doi.org/10.1080/14675980802568319.
- Gullestad, M. 2002. “Invisible Fences: Egalitarianism, Nationalism and Racism.” Journal of the Royal Anthropological Institute 8 (1): 45–63. doi:https://doi.org/10.1111/1467-9655.00098.
- Gullestad, M. 2004. “Blind Slaves of Our Prejudices: Debating “Culture” and “Race” in Norway.” Ethnos 69 (2): 177–203. doi:https://doi.org/10.1080/0014184042000212858.
- Hylland Eriksen, T. 2010. Ethnicity and Nationalism: Anthropological Perspectives. 3rd ed. London: Pluto Press.
- Jore, M. K. 2018. “Fortellinger om 1814: forestillingen om det eksepsjonelle norske demokrati.” Nordic Journal of Comparative and International Education 2 (1): 72–86. doi:https://doi.org/10.7577/ncjie.2270.
- Kyllingstad, J. R. 2014. Measuring the Master Race: Physical Anthropology in Norway, 1890–1945. Cambridge, UK: Open Book Publishers.
- Ladson-Billings, G., and W. Tate. 1995. “Towards a Critical Race Theory of Education.” Teachers College Record 97 (1): 47–64.
- Leonardo, Z., and M. Zembylas. 2013. “Whiteness as Technology of Affect: Implications for Educational Praxis.” Equity and Excellence in Education 46 (1): 150–165. doi:https://doi.org/10.1080/10665684.2013.750539.
- Leonardo, Z., and R. Porter. 2010. “Pedagogy of Fear: Toward a Fanonian Theory of “Safety” in Race Dialogue.” Race Ethnicity and Education 13 (2): 139–157. doi:https://doi.org/10.1080/13613324.2010.482898.
- Loftsdottir, K., and L. Jensen. 2012. “Introduction.” In Whiteness and Postcolonialism in the Nordic Region, edited by K. Loftsdottir and L. Jensen, 1–12. London: Routledge.
- Lund, E. 2016. Historiedidaktikk. En håndbok for studenter og lærere [History Didactics]. 5 vols. Oslo: Universitetsforlaget.
- Matias, C. E., and Allen. R. L. 2013. “Loving Whiteness to Death: Sadomasochism, Emotionality, and the Possibility of Humanizing Love.” Berkeley Review of Education4 (2): 285–309. doi:https://doi.org/10.5070/B84110066
- Matias, C. E., and R. DiAngelo. 2013. “Beyond the Face of Race: Emo-cognitive Explorations of White Neurosis and Racial Cray-cray.” Educational Foundations 27 (3–4): 3–20.
- McIntosh, L. 2015. “Impossible Presence: Race, Nation and the Cultural Politics of “Being Norwegian”.” Ethnic and Racial Studies 38 (2): 309–325. doi:https://doi.org/10.1080/01419870.2013.868017.
- Mignolo, W., and C. Walsh. 2018. On Decoloniality. Concepts, Analytics, Praxis. Durham, London: Duke University Press.
- Myrdahl, E. M. 2010. “Orientalist Knowledges at the European Periphery: Norwegian Racial Projects, 1970–2005.” Doctoral dissertation, University of Minnesota, Minnesota. https://conservancy.umn.edu/bitstream/handle/11299/92425/Myrdahl_umn_0130E_11114.pdf?sequence=1&isAllowed=y
- NESH (Norwegian Centre for Research Data). 2016. “Guidelines for Research Ethics in the Social Sciences, Humanities, Law and Technology.” https://www.etikkom.no/en/ethical-guidelines-for-research/guidelines-for-research-ethics-in-the-social-sciences–humanities-law-and-theology/
- Norwegian Centre Against Racism. 2017. “Vi vil ikke leke med deg fordi du er brun - en undersøkelse av opplevd rasisme blant ungdom [A Survey of Experienced Racism among Youth].” https://antirasistisk.no/wp-content/uploads/2017/08/Vi-vil-ikke-leke-med-deg-fordi-du-er-brun-en-unders%C3%B8kelse-av-opplevd-rasisme-blant-ungdom.pdf
- Osler, A., and H. Lindquist. 2016. “Navigating Race and Ethnicity in Research: Working with Norwegian Schools.” Race Equality Teaching 33 (3): 12–18. doi:https://doi.org/10.18546/RET.33.3.04.
- Røthing, Å. 2015. “Rasisme som tema i norsk skole - Analyser av læreplaner og lærebøker og perspektiver på undervisning [Racism as Topic in Norwegian Schools].” Norsk Pedagogisk Tidsskrift 99 (2): 72–83.
- Sandset, T. 2014. “Color as Matter. A Different Deployment of Color.” Ethnologia Scandinavica 44: 7-22.
- Solomona, P., J. Portelli, B.-J. Daniel, and A. Campbell. 2005. “The Discourse of Denial: How White Teacher Candidates Construct Race, Racism and “White Privilege”.” Race, Ethnicity and Education 8 (2): 147–169. doi:https://doi.org/10.1080/13613320500110519.
- Starkey, H., B. Akar, L. Jerome, and A. Osler. 2014. “Power, Pedagogy and Participation: Ethics and Pragmatics in Research with Young People.” Research in Comparative and International Education 9 (4): 426–440. doi:https://doi.org/10.2304/rcie.2014.9.4.426.
- Svendsen, S. H. B. 2012. “Affektivitet og postdiskursiv teori [Affectivity and Post-discursive Theory].” Tidsskrift for Kjønnsforskning 35 (3–4): 275–279.
- Svendsen, S. H. B. 2014a. “Affecting Change? Cultural Politics of Sexuality and “Race” in Norwegian Education.” Doctoral dissertation, Norwegian University of Science and Technology, Faculty of Humanities, Department of Interdisciplinary Studies of Culture, Trondheim.
- Svendsen, S. H. B. 2014b. “Learning Racism in the Absence of Race.” European Journal of Women`s Studies 21 (1): 9–24. doi:https://doi.org/10.1177/1350506813507717.
- Todd, S. 2015. “Creating Transformative Spaces in Education: Facing Humanity, Facing Violence.” Philosophical Inquiry in Education 23 (1): 53–61.
- Tuck, E., and K. W. Yang. 2012. “Decolonization is Not a Metaphor.” Decolonisation Indigeneity Education & Society 1 (1): 1–40.
- UDIR (Norwegian Directory of Education and Training). 2017. Core Curriulum - Values and Principles for Primary and Secondary Education. Oslo: Ministry of education. https://www.udir.no/lk20/overordnet-del/?lang=eng
- Vaught, S., and A. Castagno. 2008. ““I Don`t Think I`m a Racist”: Critical Race Theory, Teacher Attitudes, and Structural Racism.” Race, Ethnicity and Education 11 (2): 95–113. doi:https://doi.org/10.1080/13613320802110.
- Yancy, G. 2008. “Elevators, Social Spaces and Racism: A Philosophical Analysis.” Philosophy and Social Criticism 34 (8): 843–876. doi:https://doi.org/10.1177/0191453708094727.
- Zembylas, M. 2014. “Theorizing “Difficult Knowledge” in the Aftermath of the “Affective Turn”: Implications for Curriculum and Pedagogy in Handling Traumatic Representations”.” Curriculum Inquiry 44 (3): 390–412. doi:https://doi.org/10.1111/curi.12051.
- Zembylas, M. 2018. “Affect, Race, and White Discomfort in Schooling: Decolonial Strategies for ‘Pedagogies of Discomfort.” Ethics and Education 13 (1): 86–104. doi:https://doi.org/10.1080/17449642.2018.1428714.
- Zembylas, M., and C. McGlynn. 2012. “Discomforting Pedagogies: Emotional Tensions, Ethical Dilemmas and Transformative Possibilities.” British Educational Research Journal 38 (1): 41–59. doi:https://doi.org/10.1080/01411926.2010.523779.