Hannah Arendt and Norwegian Muslim children’s schooling: In pursuit of democratic practices

Katrine GIÆVER, Elizabeth Mary JONES

Research output: Contribution to journalArticle

Abstract

The aim of this paper is to consider whether Hannah Arendt’s (1996) [Arendt, H. (1958/1998 Arendt, H. (1958/1998). Vita Activa. The Human Condition. Chicago: University of Chicago. ). Vita Activa. The Human Condition. Chicago: University of Chicago] concept of ‘public space’ is a potentially useful and creative way of thinking about aspects of Muslim children’s experiences within the context of education. Following a terror attack in 2011, when 77 people were killed, the then Norwegian prime minister stated that ‘our answer to this violence is more openness and more democracy but not naivety’. Accordingly, this paper draws on data so as to put concepts drawn from Arendt to work. In so doing, we indicate possibilities for ‘more openness and more democracy’ where Norwegian children can have Islam as an important element within their lives in ways that avoid the charge of naivety. Copyright © 2016 Informa UK Limited, trading as Taylor & Francis Group.
Original languageEnglish
Pages (from-to)637-649
JournalInternational Journal of Inclusive Education
Volume21
Issue number6
Early online dateOct 2016
DOIs
Publication statusPublished - 2017

Fingerprint

Arendt, H.
Muslim
democracy
public space
minister
Islam
terrorism
violence
education
experience
Group
Muslims
Hannah Arendt
Schooling
Openness
Democracy
Human Condition
Pursuit

Citation

Glæver, K., & Jones, L. (2017). Hannah Arendt and Norwegian Muslim children’s schooling: In pursuit of democratic practices. International Journal of Inclusive Education, 21(6), 637-649.

Keywords

  • Muslim
  • Public space
  • Democracy
  • Education