Including alternative stories in the mainstream. How transcultural young people in Norway perform creative cultural resistance in and outside of school

This is an Open Access article licensed under the Creative Commons Attribution International License 4.0 (CC BYC ND) and originally published in International Journal of Inclusive Education. You can access the article by following this link: http://dx.doi.org/10.1080/13603116.2016.1145263 Dette er en vitenskapelig, fagfellevurdert artikkel som opprinnelig ble publisert Open Access i International Journal of Inclusive Education. Artikkelen er publisert under lisensen Creative Commons Attribution International License 4.0 (CC BY NC ND). Du kan også få tilgang til artikkelen ved å følge denne lenken: http://dx.doi.org/10.1080/13603116.2016.1145263The development of an inclusive pedagogy takes on new urgency in Norwegian schools as the student body has become increasingly culturally and linguistically diverse. Traditionally, the Norwegian school has been dominated by homogenising and assimilating discourses, whereas alternative voices have been situated at the margins. In response to this tendency, we present two transcultural students’ autoethnographic stories produced in alternative spaces to the Norwegian mainstream, that is, in a transition class for newly arrived students and on Facebook. Both spaces are perceived as contact zones in the sense that they are culturally and linguistically complex. This article illustrates how the students perform cultural and linguistic resistance towards dominant homogenising discourses as the transition class and Facebook seem to offer opportunities for constructing alternative stories. Moreover, we contend that these alternative stories offer important knowledge for conventional education contexts since they represent stories of competence in contrast to the assumed limitations of these students