Verdig = vanlig og norsk: Nyankomne ungdommers verdighet i introduksjonsklasser

Abstract

In a society of global mobility and flows of refugees and internally displaced people, the question of dignity is critical. This In this chapter I ask what characterises dignity among newly arrived youth in their everyday lives at school in Norway. Newly arrived youth are in a fragile state in becoming well-integrated citizens and a productive part of society. These young people have a past to cope with, a present to orient themselves in, and they are also are obliged to succeed in the future. Their dignity is due to their possibilities to act in a complex world. This chapter takes a starting point in the data material from participant observation in a so-called “introduction class” in Norway for newly arrived youth. An introduction class is a first phase of schooling offered prior to a transferal to local, public schools. I present an everyday situation as this transfer takes place, and read it through the lens of Deleuze and Guattaris posthuman ethics. More than predefined given rights, dignity is explored as experiences of equality and as possibilities to act in everyday lives. The material shows high motivation and anxieties of pupils and teachers in the transfer process to local schools. The prerequisites for joining their local school classes, however, is not clear for the pupils. The teachers encourage the pupils to work hard and suggest a number of actions in order to join regular schools and becoming so-called “ordinary”. The analyses conclude that equality seems a high, but hidden standard. The results may be that in practice, pupils are not treated as equals, and that the ideals of dignity do not seem relevant. These findings point out a lack of relevant concepts of dignity in school. In spite of high standards of dignity in the curriculum, the newly arrived youth may suffer from inequalities. I argue that there is a need for a debate on the concepts of dignity in school. I promote a dynamic understanding of dignity, embracing diversity and the specific needs of the pupils, as well as strengthening the teacher’s agency.