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Denne intervjustudien drøfter hvordan internasjonal praksismobilitet i lærerutdanning kan bidra til utvikling av lærerstudenters emosjonelle og interkulturelle kompetanse. Problemstillingen tar utgangspunkt i hvordan lærerstudenter fra Norge beskriver sine emosjonelle og interkulturelle erfaringer fra et gjennomført praksisopphold i Tanzania. Funnene viser at lærerstudentene opplever en utvikling i retning av økt interkulturell kompetanse på bakgrunn av praksismobilitet. Analysen indikerer at emosjoner medierer interkulturelle erfaringer og at regulering av emosjoner er sentralt i styrkingen av lærerstudentenes interkulturelle kompetanse. I studien avdekkes det at studentene bruker ulike emosjonsregulerende strategier. Et gjennomgående funn er at støtte fra sosiale omgivelser er blant de viktigste emosjonsregulerende strategiene på vei mot økt interkulturell kompetanse. ENGLISH ABSTRACT The emotional intercultural meetingThis interview study discusses how international practicums in teacher education can contribute to the development of teacher-training students’ emotional and intercultural competence. The research is based on how teacher-training students from Norway describe emotional and intercultural experiences from a completed international practicum in Tanzania. A key finding is that international practicums may help students in the development of their intercultural competence. Furthermore, the analysis indicates that emotions mediate intercultural encounters and, thus, regulating emotions is central for teachertraining students’ intercultural competence. The study shows that the students use different emotion regulating strategies. Support from social environments appears to be among the most important emotion regulation strategies towards increased intercultural competence.

Over the past decades, emerging focus has been on how teachers in Norway can foster citizenship in their classrooms to strengthen democracy. Yet, in conjunction with rising concerns of homegrown terrorism, a new curriculum in Norway draws on democratic education as a bulwark against terrorism. This paper explores the securitisation of the Norwegian educational domain. We analysed three counterterrorism policy documents to explicate the governance of security in school. Analyses of terrorism discourses show a depoliticised and individualised representation in the Norwegian security policy field. These discourses are accompanied by growing urgency where educators are expected to be vigilant towards presumed vulnerable students and report concerns to relevant authorities. This article provides new insight into what security expectations are placed on educators in Norway and their potential consequences for pedagogical practice. publishedVersion

Education for citizenship has been the subject of growing policy and research attention since the beginning of the twenty-first century. Yet, alongside conventional assumptions that school can help young learners develop socio-political attitudes that support democratic attitudes and behaviours, there are growing political expectations that educators will actively prevent terrorism. In Norway, these expectations have had implications for educational policy, as the objective of preventing terrorism was securitised into the curriculum in 2020. In this article, we scrutinise security governance in the Norwegian educational domain and examine how precautionary counterterrorism logic can cause harmful and exclusionary pedagogical practices. Through a detailed qualitative research, we demonstrate that pedagogical practices emphasising democratic resilience could be a promising approach to counter conflict, extremism and violence. Additionally, it is our contention that democratic resilience may also have a de-securitising effect by allowing for peacebuilding to be carried out within the normal rules and regulations of democratic education. In this regard, de-securitisation can allow for mobilising students for peaceful and democratic ends in and beyond education. publishedVersion

The counter-radicalisation efforts that have swept through much of the world seem to have placed schools and universities at the forefront of global counterterrorism. In this article, we review res...

This study explores how cross-cultural practicums can facilitate intercultural learning in Norwegian teacher education. The qualitative research reported here studies teacher-training students carrying out a teaching practicum in Tanzania. The findings indicate that there are several positive intercultural outcomes for these students. However, by analysing their narratives discursively, the study also finds that many students overestimate their progress towards intercultural competence. This is particularly the case when the students experience significant “cultural clashes”, which tend to result in them expressing stronger stereotypes about the cultural “other”. It is argued that this is due to how the students have received largely monocultural socialisation. Consequently, this study calls for greater scrutiny of the ideologies that underpin globalisation. Thus, in an attempt to shift the focus away from globalisation's drive towards cultural competition, this study argues for the need to infuse critical and comprehensive approaches to internationalisation into teacher education.