Challenging False Generosity Through Disruptive Pedagogy in Western Countries’ Education Systems – The Case of Norway

Abstract

Language training programmes are an integral part of refugee integration and education policies in many Western destination countries. This article aims to explore the author’s experiences in Norwegian language training programmes (LTPs) using an autoethnographic approach, addressing the research question: How can oppressive education policies and practices be challenged to empower refugees in destination countries? I employ a combination of Nordic colonialism, false generosity and disruptive pedagogy as a theoretical framework. The article challenges the benevolent self-image of Norwegian exceptionalism by unearthing the oppressive sides of Norwegian LTPs. In this article, I argue that the LTPs designed for refugees in Norway are characterised by false generosity and may further marginalise refugees by sustaining the status quo and rejecting disruptive pedagogy. In the absence of alternative, non-reductionist and disruptive LTPs that can facilitate the self-realisation of aspiring refugees through (higher) education, the problematisation of refugees for failing to integrate may be taken for granted.