The Hateful Other: Neo-Nazis in School and Teachers' Strategies for Handling Racism

Autor/inn/en	Mattsson, Christer; Johansson, Thomas
Titel	The Hateful Other: Neo-Nazis in School and Teachers' Strategies for Handling Racism
Quelle	In: British Journal of Sociology of Education, 41 (2020) 8, S.1149-1163 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mattsson, Christer)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-5692
DOI	10.1080/01425692.2020.1823204
Schlagwörter	Racial Bias; Educational Environment; Political Attitudes; Teacher Attitudes; Organizations (Groups); Decision Making; Intervention; Teaching Methods; Case Studies; Foreign Countries; Teacher Student Relationship; Antisocial Behavior; Life Style; Discipline; Self Concept; Authoritarianism; Educational Experience; Rural Areas; Oral History; Social Discrimination; Sweden + Suchen Sie Ihr Suchwort? Racial discrimination; Rassismus; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Political attitude; Politische Einstellung; Lehrerverhalten; Decision-making; Entscheidungsfindung; Teaching method; Lehrmethode; Unterrichtsmethode; Case study; Fallstudie; Case Study; Ausland; Teacher student relationships; Lehrer-Schüler-Beziehung; Lebensstil; Disziplin; Selbstkonzept; Autoritarismus; Bildungserfahrung; Rural area; Ländlicher Raum; Oral tradition; Mündliche Überlieferung; Soziale Benachteiligung; Soziale Schließung; Schweden
Abstract	Research has shown that a young person's situation at school, and pupils' relationships with their teachers, have a clear impact on the processes which lead to young people being radicalized. The present study is a retrospective study based on interviews with former neo-Nazis and their teachers at the time when they became involved in neo-Nazi organizations or milieus in Sweden. In order to better understand the logics of pedagogy and what their teachers' decisions to intervene and to confront their extremist beliefs and lifestyles led to, we focus on a particular case study. The results show that teachers' attempts to isolate these students, and thereby contain the "problem", failed. Confrontations and strategies designed to discipline the students instead led to resistance and stigmatization. Reflecting upon this situation today, both students and teachers agree that these confrontational strategies fueled the radicalization process. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01