Sport, race and gender: the experiences of black Norwegian athletes

Avhandling (doktorgrad) - Norges idrettshøgskole, 2016In this study, I explored how racism and marginalization in Norwegian sport are experienced by black Norwegian athletes. To accomplish this, I used the following research questions: 1. How are individual and institutional racism manifested in Norwegian organized sport? 2. What is the influence of gender on black athletes’ experiences of racism in Norwegian organized sport? In the first chapter, I outline the background, aim and scope of the study and the literature review. In the second chapter, I present the central conceptual and theoretical frameworks used in the study. The concepts of race, racism and racialization are contextualized in relation to the ways I have utilized them. I also present the Critical Race Theory (CRT) and black feminism (BF) theories that have been the main theoretical frameworks for this study. In chapter 3, I discuss the qualitative methodological approaches and the ways I utilized these approaches during different phases of planning, data collection and analysis. I also discuss how the theoretical frameworks of CRT and BF have informed my approaches to the different stages in the conduction of this study. In the fourth chapter, I summarize and discuss the major findings of the study and the theoretical implications. In the final chapter, I present concluding thoughts and avenues for future research.Paper I: Tatt ut av filen i Brage p.g.a. copyright-restriksjoner. / Not in the file in Brage because of copyright issues.Paper II: Massao, P. B., Fasting, K. (2014). Mapping race, class and gender: Experiences from black Norwegian athletes. European Journal for Sport and Society 2014, 11(4), 331–352.Paper III: Massao, P. B. (under revision). Speaking about and from the margin: Racism and antiracism narratives in Norwegian sport. Ethnic and Racial Studies Journal.Paper IV: Massao, P. B. (under revision). Sport, race and Norwegian identity: When are black athletes Norwegians? Sport in Society: Cultures, Commerce, Media Politics.Seksjon for kultur og samfunn / Department for Cultural and Social Studie

En analyse av makt og kultursensitivitet blant utvekslingsstudenter til og fra det globale sør gjennom faget Global Knowledge

Ved å se på 19 prosjektoppgaver skrevet av norske og zambiske studenter basert på deres utenlandspraksis i faget Global Knowledge drøfter vi hvordan kultur og makt kommer til uttrykk. Vi finner forskjeller i valg av tema, teori, metodisk tilnærming og egen posisjonering som utenlandsstudent. I lys av kritisk hvithetsteori, kritisk pedagogikk og interkulturell kompetanse vektlegger vi i dette kapittelet de norske studentenes prosjektoppgaver relatert til praksis i Zambia.Abstract: By analysing 19 project reports written by Norwegian and Zambian students as part of the course Global Knowledge, we discuss how culture and power are articulated. The reports show intercultural variations in terms of choice of the topics, theories, methodological approaches, and their position as foreign students. In light of critical whiteness theory, critical pedagogy, and intercultural competence, do we emphasise on the Norwegian students reports related to practice in Zambia.publishedVersio

(De)Coloniality in Teacher Education: Reflections on Student Teachers’ Mobility from the Global North to the Global South

Emphasis on the need for Norwegian student teachers to conduct part of their teacher education programme abroad is increasing. Among the arguments for this emphasis is the idea that globally aware teachers have better intercultural competence that can facilitate sustainable development and more just education. Evidence to support these claims is contested. In this paper, we explore how facilitators of student teachers’ mobility between Norway and countries in the Global South reflect on student mobility as part of the (de)colonial project. We apply decolonial frameworks (Mbembe, 2016; Mignolo, 2021) that interrogate the colonial matrix of power (CMP) (Quijano, 2000) to identify and challenge colonial relations and expectations. Findings are based on interviews from four facilitators from Tanzania and Zambia (Global South) and three teacher educators from Norway (Global North) who facilitate Norwegian student teachers’ mobility. The findings show that student facilitators from the Global North had more freedom to shape mobility activities, including the freedom to choose partners, reproducing asymmetrical power relations exerted through mobility.

The Potential of Sámi/Indigenous Festivals to Inform and Bridge Formal Education Systems

This article aims to explore how Indigenous knowledge and skills acquired at Sámi festivals can supplement and critically inform knowledge in the Norwegian formal education system. The empirical data for this study are derived from extensive fieldwork (2009–2019) comprising observations of Riddu Riđđu festival participants, and semi-structured in-depth interviews with open-ended questions conducted with festival participants and volunteers who also work at different educational and cultural institutions, such as schools, language centres, libraries, and museums. We applied an Indigenous paradigm and methodology (Koukkanen, 2000; Smith, 2010) that favours land- or place-based pedagogies (Thornton, et al., 2021; Wildcat et al., 2014), along with a holistic research method approach. The results show that Sámi/Indigenous festivals have been and still are crucial in revitalising Sámi cultures and ways of knowing that are still marginalised in mainstream education systems. The Indigenous knowledge and skills acquired at Sámi and other Indigenous festivals have the potential to supplement and critically inform knowledge in formal education systems such as schools, teacher education, libraries, and museums

Barn,unge og rasisme: Kritisk raseteori som utgangspunkt for utvikling av antirasistisk kompetanse i utdanning og idrett

Mange barn og unges første møter med rasisme eller etnisk diskriminering skjer enten i utdannings- eller fritidssammenheng, som organisert idrett. Under Black Lives Matter-demonstrasjonene i Norge sommeren og høsten 2020 kunne vi høre om erfaringer fra unge norske voksne med etnisk minoritetsbakgrunn. Flere fortalte om sine opplevelser av rasisme og etnisk diskriminering i skolen (Mathisen & Dogani, 2020) og i den organiserte idretten (Kristiansen & Sonne, 2021). Dette samsvarer med Fangen og Lynnebakkes(2014) undersøkelse som viser at noen skolebarn opplever ekskludering på grunn av deres synlige etniske minoritetsstatus som hudfarge, ansiktskjennetegn, eller klær og religiøse symboler. Selv om barn ikke alltid har tilegnet seg et språk til å fatte eller uttrykke sine opplevelser, viser forskning at de registrerer slike erfaringer i ganske ung alder og at disse erfaringene former og påvirker deres oppvekst (Wollscheid mfl., 2021; Zacheus mfl., 2019). I kapittelet anvendes kritisk raseteori1 (CRT) (se Delgado & Stefancis, 2016), herunder også nasjonal og internasjonal forskning innen utdanning og idrett som anvender CRT. Målet er å bidra til analytiske verktøy og faglig språk som gjør det mulig å snakke om rasisme.acceptedVersio

Gender and Active Citizenship in Tanzanian Teacher Education: Curriculum Analysis and Student Teachers' Reflections

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Kulturelle og politiske betydninger av aktivitetstilbud for barn og unge på urfolksfestivalen Riddu Riđđu. En helhetlig tilnærming.

This article focuses on the activities offered to children and young people at the international indigenous festival Riddu Riđđu in Gáivuotna/Kåfjord municipality in Troms, Norway. The study sheds light on how Mánáidfestivála (children’s festival) at Riddu Riđđu function as decolonization against Norwegianisation (Norwegian colonisation), and how Sami/indigenous perspectives are expressed in such processes. The aim is to contribute to the knowledge about the importance of indigenous festivals for indi-genous people both in Sápmi and internationally. The article is based on fieldwork at Riddu Riđđu festival in the period 2009-2019 with the focus on Mánáidfestivála. Riddu Riđđu started in 1991, as part of the historical development after the Alta-conflict, the establishment of the Sámi Parliament and it has had great signi-ficance in the revitalization of the Sámi culture. The activities for children and young people are central to this development as an initiative for decolonization processes for the indigenous peoples. We apply indigenous paradigm and indigenous methodology. The data material consists of document analysis, field conversations and notes and in-depth interviews. Our findings show that Riddu Riđđu is an important arena for developing, highlighting, and re-vitalizing Sámi and indigenous culture through the development of solidarity and in holistic approaches.Keywords: Sami festivals, indigenous people, children’s activities, outdoor activities, decolonization.publishedVersio

Rasialisering, hvithet og norskhet: Nasjonal identitetsdannelse i og gjennom idrett

Denne artikkelen belyser hvordan idretten kan fungere som arena både for å reprodusere og for å utfordre hvithet knyttet til norskhet og nasjonal identitet. Med utgangspunkt i rasedannelse (Omi & Winant, 2014), rasialisering (Cornell & Hartmann, 2007; Murji & Solomos, 2005) og motfortellinger (Delgado & Stefancic, 2017) som teoretisk rammeverk diskuterer vi hvordan svarte norske idrettsutøveres identiteter blir sammenstilt med norskhet. Ved hjelp av 17 dybdeintervjuer med idrettsutøvere (8 menn og 9 kvinner) på bredde- og elite nivå viser våre funn hvordan svarte norske idrettsutøvere med afrikansk/karibisk opphav opplever rasialisering og rasisme i idrett og i Norge, og hvordan deres fortellinger viser forhandlinger, representasjon og motstand knyttet til assosiasjon av hvithet og norsk identitet. De svarte idrettsutøvernes fortellinger bidrar til (om)definering av myten om å assosiere norskhet med hvithet. Denne kunnskapen mener vi kan ha stor betydning for dem som er opptatt av idrettens rolle som arena for sosial rettferdighet, integrering og inkludering.publishedVersio

Shaping Racialised Media Representations in Norwegian Sports. An Anti-racial Self-understanding Embedded in Nordic Exceptionalism and Hegemonic Colour-blindness

The article sheds light on how the Norwegian media presents, processes, and shapes perceptions of racism in Norwegian sports. The article is based on a debate in the media between mid-February and March 2021 on whether there is structural racism in Norwegian sports. We ask: How does the media represent racism in Norwegian sports? The analysis deals with the different views on racism presented, and these perceptions are arranged in three different frames of understanding. The first understanding was based on the fact that racism in Norwegian sports is a marginal problem that can often be explained by individual minority ethnics’ lack of cultural understanding and that it is not the responsibility of organised sports to correct it. The second understanding is of sport as part of society where racism is practised and where challenges experienced by individual minorities can be conceptualised as signs of structural racism. The NIF uses the last understanding to legitimise their strategies. The media debate exemplifies how Norwegian media can carry out their democratic mission by highlighting how social problems are reflected in Norwegian sports. Our data shows that Norwegian media and sports present an anti-racial self- understanding embedded in Nordic exceptionalism and colour-blindness.publishedVersio