Open this publication in new window or tab >>2024 (English)In: Journal of Rural Studies, ISSN 0743-0167, E-ISSN 1873-1392, Vol. 105, article id 103184Article in journal (Refereed) Published
Abstract [en]
The aim of this study was to analyse how young people living in geographical areas with a tradition of high neo-Nazi activism talk about racism and sexism, in particular, and the “school climate”, in general. Two schools situated in traditional rural mill towns were selected, and students (of ages 14–16) were interviewed. Influenced by Essed's theory on everyday racism, the study addresses how micro and macro dimensions of racism intersect through the voices of the students, when they talk about their community, their school, and the visible traces or signs of the neo-Nazi movement. The results show a recurrence of everyday racism in the schools, and indicate that the expression of racism was largely taken for granted. Initially in the narratives the students talked about their school and community in terms of inclusion and social connectedness. As the discussions proceeded, quite a few examples of racist practices and verbal racist and sexist harassment were mentioned. Such expressions were often downplayed, such that everyday racism and sexism appeared to have been normalised. This apologetic stance also seemingly contributed to a “return of the repressed”, in the form of overt expressions of neo-Nazi symbols and acts in the school environment.
Place, publisher, year, edition, pages
Elsevier, 2024
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-125900 (URN)10.1016/j.jrurstud.2023.103184 (DOI)001134079500001 ()2-s2.0-85179389562 (Scopus ID)
Funder
Swedish Research Council
2023-12-072023-12-072024-01-16Bibliographically approved