Når jentene må inn i skapet: Seksuell trakassering og kjønnsfrihet i online dataspill

This article presents findings from a Norwegian research project on sexual harassment in online gaming. Based on an online survey (N=935) and expert interviews (N=8) with players, the authors examine sexual harassment, how it is performed, explained and with what consequences. The survey shows that sexually harassing language and behaviour is prevalent in games, but is also subject to controversy as many players code their activity as part of gameplay and not as a marginalizing process.Denne artikkelen presenterer funn fra et forskningsprosjekt om holdninger til kjønn, seksualitet og online-spill hos norske spillere. Forfatterne diskuterer spilleres forståelser av betydningen av trakasserende språkbruk og oppførsel i spill, og konsekvensene av seksuell trakassering på spillkulturnivå og aktørnivå gjennom en spørreundersøkelse og kvalitative intervju. Undersøkelsen viste at potensielt seksuelt trakasserende språkbruk er utbredt i spill, men også at det er stor uenighet blant spillere om hvorvidt slik språkbruk faktisk virker trakasserende, og hvorvidt det utgjør et problem. I artikkelen presenterer og diskuterer vi de to ulike synspunktene informantene har på seksuell trakassering i spill, og analyserer betydningen av at mange kvinnelige spillere holder skjuler informasjon om kjønn for å unngå seksuell trakassering.This article is downloaded from www.idunn.no. © 2015 Author(s). This is an Open Access article distributed under the terms of the Creative Commons CC-BY-NC 4.0 License (http://creativecommons.org/licenses/by-nc/4.0/), allowing third parties to copy and redistribute the material in any medium or format and to remix, transform, and build upon the material for non-commercial use, provided the original author and source are credited

Education beyond safety: Facilitating educational meetings between refugee and non-refugee youth

Purpose: The article unpacks potentials of and resistance towards facilitating meetings between refugee and non-refugee youth in global citizenship education. Design/methodology/approach: The analyses are based on participant observation in a school-based intervention in three locations, developed on the principles of design-based research [DBR]. Findings: The article exposes both how meetings between students could be deeply educational and how teachers prevent meaningful interaction between students out of concern for refugee students. Research limitations/implications: More research is needed on how students care for themselves and others in transformational learning contexts. Practical implications: Privileged teachers’ concern for retraumatising students can veil unconscious protection of the privileged self against students’ trauma and should therefore be subject to critical reflection.

FANGIRLS, AFFECT AND STRATEGIES OF INCLUSION IN THE NEW GAMING PUBLIC

The masculine gendering of video games has proven persistent. Despite a dramatic increase in the number of female gamers women are still struggling for legitimate participation in gaming culture. This is particularly visible in the many game related communities and arenas that have emerged online -what may be referred to as the new gaming public. Here we can see that attempts to put women’s issues on the agenda has been met with an «extreme and virulent lashing out against those who are perceived as others, most notably women» (Salter & Blodgett, 2012, p. 402). The toxic reactions tofeminist voices in game culture where hypermasculinity and harassment are pervasive (Braithwaite, 2013), prompts questions about where and how women can safely express their interest and appreciation for games. This paper looks at how games and game culture is constructed in one such new gaming public, namely the fan blogs on tumblr

Grønn likestilling: Miljøpartiet de grønne og mulighetene for en grønn likestillingspolitikk :

Denne artikkelen har et dobbelt siktemål: for det første å undersøke Miljøpartiet De Grønnes (MDGs) kjønnsforståelse og likestillingspolitikk. For det andre ønsker vi gjennom studien å bidra til debatten om økologisk feminisme, og til mulighetene for en feministisk grønn politikk. Vi ser på et utvalg partidokumenter fra MGD og leser dem opp mot NOU 2012:15 Politikk for likestilling og nyere teoridanning. Den fornyede interessen for teoritradisjonen «økofeminisme» har medført at vi særlig tar opp kritikken av økofeminismen, men også det kritiske potensialet som ligger i denne tradisjonens møte med annen økologisk tenking

SEXUAL HARASSMENT IN ONLINE GAMES: BUG OR FEATURE?

In 2012 a massive online hate campaign directed at the media critic Anita Sarkeesian brought the sexism of game culture to the forefront. Her kickstarter project about gender tropes in video games was met with extreme harassment, threats and general vitriol.While her case is extreme, her experience is not unique. Despite a dramatic increase in the number of female gamers and games catering to a female audience, women are still struggling for legitimate participation in gaming culture. Websites likewww.fatuglyorslutty.com works as a submission archive for sexual harassment female players have encountered online, yet there are few research projects mapping and analysing the extent and form of harassment found in video games. This paper addresses some of these concerns. The title of the paper plays on the notion the disagreements concerning sexual harassment in games with some communities stating that sexual harassment is simply "part of the [gaming] culture".In this paper we present results of a recent study on how sexual harassment impacts play experience and choices in online games. Based on an online survey* conducted in the spring of 2014 (N > 1000), the paper presents how and to what extent Norwegian online gamers experience sexual harassment in games. The survey measures the the use of what in other contexts is widely understood as homophobic, misogynist and racist language, such as ”whore”, rape threats, ”faggot”, ”gay”, ”nigger”, and to what extent players finds such language offensive. It addresses the extent of sexual harassment as a reason for quitting gameplay, and for anonomous gameplay. The survey is supplemented with group interviews (N=18) for in depth discussions on how they experience harassment and derogatory language

Decolonial Options in Education – Interrupting Coloniality and Inviting Alternative Conversations

With the call for papers to this special issue of the Nordic Journal of Comparative and International Education, the purpose was to initiate a conversation on decolonial options in education. This might not bean expected focus for an education journal based in the Nordics, in light of the strong and tenacious denial of coloniality as at all relevant in the genealogy of the nation-states as well as educational systems in this context (Eidsvik, 2012; Eriksen, 2018a; Fylkesnes, 2019; Gullestad, 2002; Keskinen et al. 2009; Loftsdottir & Jensen, 2012; Mikander, 2014). We wanted to explore what and how a conversation on decolonial options from the Nordics could hear, feel, and look like. We are truly grateful for the contributions included in this special issue. The texts represent different and rich perspectives on decoloniality and illustrate the complexity of this conversation across varied contexts. They provide contributions that address and interrupt the coloniality of educational theory, practice, and research, and explore ways of thinking, doing, and materialising education otherwise. Although the decolonial critique powerfully shows us that location matters, we have also included several contributions from outside the Nordic context, including what is currently known as Canada, Argentina and Australia. These contributions remind us how we can learn from each other and think collectively, and how the conversation on decoloniality must be at once local and global. This is fundamental when starting from the field of Comparative and International Education (CIE), which while aiming at celebrating the diversity of education around the world is still embedded in colonial logics and Eurocentric perspectives (Takayama et al., 2017)

Decolonial Options in Education – Interrupting Coloniality and Inviting Alternative Conversations

With the call for papers to this special issue of the Nordic Journal of Comparative and International Education, the purpose was to initiate a conversation on decolonial options in education. This might not bean expected focus for an education journal based in the Nordics, in light of the strong and tenacious denial of coloniality as at all relevant in the genealogy of the nation-states as well as educational systems in this context (Eidsvik, 2012; Eriksen, 2018a; Fylkesnes, 2019; Gullestad, 2002; Keskinen et al. 2009; Loftsdottir & Jensen, 2012; Mikander, 2014). We wanted to explore what and how a conversation on decolonial options from the Nordics could hear, feel, and look like. We are truly grateful for the contributions included in this special issue. The texts represent different and rich perspectives on decoloniality and illustrate the complexity of this conversation across varied contexts. They provide contributions that address and interrupt the coloniality of educational theory, practice, and research, and explore ways of thinking, doing, and materialising education otherwise. Although the decolonial critique powerfully shows us that location matters, we have also included several contributions from outside the Nordic context, including what is currently known as Canada, Argentina and Australia. These contributions remind us how we can learn from each other and think collectively, and how the conversation on decoloniality must be at once local and global. This is fundamental when starting from the field of Comparative and International Education (CIE), which while aiming at celebrating the diversity of education around the world is still embedded in colonial logics and Eurocentric perspectives (Takayama et al., 2017)

A wager for life: Queer children seeking asylum in Norway

This article explores the experiences of queer children who have sought asylum alone in Norway, focussing on hope, fear and despair. The children who are denied asylum relate an experience of standing at the brink of death, while those who are granted asylum describe how the queer life they have hoped for is postponed by the settlement and integration system, where they live in isolation and in risk of violence and bullying. We analyse these experiences in light of decolonial theory in which the conditions of war and proximity to death are extended into the childrens’ lives under the custodianship of the Norwegian state. Drawing on queer theory, the wager is life as these children have known it. The potential is living beyond the coloniality of Being, in relationships and communities that provide the possibility of a meaningful life

Skeive ungdommers identitetsarbeid: SKAM etter homotoleransen

Denne artikkelen undersøker hvordan skeive ungdommer italesetter identitet innenfor rammen av en homotolerant kulturell kontekst. Artikkelen presenterer analyser av fokusgruppesamtaler med skeive ungdommer og nøkkelscener i sesong tre av NRK-serien SKAM (Andem 2016). Både SKAM og fokusgruppene viser fram et omfattende språk for å beskrive seksuell identitet, og i noen grad også kjønnsidentitet, som ungdom bruker kreativt for å utforske nye måter å gjøre kjønn og seksualitet på. Samtidig viser både sesong tre av SKAM og fokusgruppesamtalene at det å forstå seg selv som homofil gutt oppleves som svært krevende på grunn av stigmaet knyttet til mannlig feminitet. Homotoleransen, som er utbredt i det norske samfunnet, usynliggjør imidlertid slike forbindelser mellom seksuell orientering og kjønnsuttrykk. Dette ser ut til å resultere i at skeive ungdommer møter lite forståelse for sine egne kvaler med å identifisere seg som homofil. Ungdommene vi har snakket med foretrekker begrepet «skeiv», som framstår som mindre belastende. Dette er et av mange eksempler på nye ord og begreper om kjønn og seksualitet som brukes i aktivisme for å synliggjøre ungdommene sin opplevelse av radikal annerledeshet i møte med samfunnets normer, på tross av den erklærte aksepten som homotolerante voksne og jevnaldrende møter dem med

Skeive ungdommers identitetsarbeid: SKAM etter homotoleransen

Denne artikkelen undersøker hvordan skeive ungdommer italesetter identitet innenfor rammen av en homotolerant kulturell kontekst. Artikkelen presenterer analyser av fokusgruppesamtaler med skeive ungdommer og nøkkelscener i sesong tre av NRK-serien SKAM (Andem 2016). Både SKAM og fokusgruppene viser fram et omfattende språk for å beskrive seksuell identitet, og i noen grad også kjønnsidentitet, som ungdom bruker kreativt for å utforske nye måter å gjøre kjønn og seksualitet på. Samtidig viser både sesong tre av SKAM og fokusgruppesamtalene at det å forstå seg selv som homofil gutt oppleves som svært krevende på grunn av stigmaet knyttet til mannlig feminitet. Homotoleransen, som er utbredt i det norske samfunnet, usynliggjør imidlertid slike forbindelser mellom seksuell orientering og kjønnsuttrykk. Dette ser ut til å resultere i at skeive ungdommer møter lite forståelse for sine egne kvaler med å identifisere seg som homofil. Ungdommene vi har snakket med foretrekker begrepet «skeiv», som framstår som mindre belastende. Dette er et av mange eksempler på nye ord og begreper om kjønn og seksualitet som brukes i aktivisme for å synliggjøre ungdommene sin opplevelse av radikal annerledeshet i møte med samfunnets normer, på tross av den erklærte aksepten som homotolerante voksne og jevnaldrende møter dem med