What is 'norm-critical pedagogy' and why is it important for migration narratives?

Norm-critical pedagogy, as proposed by Dr. Kenan, involves questioning and transforming dominant norms (like ethnocentrism or sexism) that create exclusion. It aims to represent migrants as subjects and foster a framework for living together inclusively, rather than relying on 'tolerance' or 'difference' approaches.

How does the 'Other Stories' exhibition explore the concept of borders?

The exhibition, discussed by Dr. Gulai, uses art to showcase borders as spaces of differentiation, performance, encounter, and simultaneity. Artists challenge hegemonic interpretations by depicting borders as potential bridges, places of origination, or zones of surveillance, moving beyond simplistic dualistic views.

What are the dominant negative discourses surrounding borders?

Dr. Gulai highlighted that dominant political discourses often moralize or rationalize borders, framing them as protectors of culture, honor, and security against 'strangers.' These discourses can be gendered and lead to dualistic interpretations of borders as purely separating entities.

Why do students in secondary school respond differently to migration narratives than primary school students?

A participant shared that while primary students easily adopt 'normalization,' secondary students tend towards 'integration' or 'rights-based' narratives, which can conflict with dominant public discourse. This suggests that societal messaging might counteract educational efforts, leading to a perception of being 'lied to' if school teachings don't align with public perception.

How can borders be viewed positively, beyond just separation?

The discussion referenced philosopher Heidegger, suggesting boundaries can be seen as connectors and bridges. Artists and academics use metaphors like 'adventure,' 'new life,' and 'connectivity' to challenge negative depictions of borders, seeing them as potential starting points or spaces for encounter rather than solely dividing lines.

What are the differences between integration and inclusion in the context of migration?

While integration can sometimes imply assimilation in Turkish educational literature, inclusion, as discussed, aims for broader social cohesion. Dr. Kenan suggests social cohesion is a more useful concept, involving accepting diversity and creating social networks between citizens and non-citizens.

What are the challenges with applying 'culture' in educational contexts regarding migrants?

Dr. Kenan noted that 'culture' can be a dangerous concept if treated as static or homogeneous. He argued that assuming a monolithic 'Syrian culture,' for example, overlooks internal diversity and can lead to essentialist educational approaches. Critical engagement with dynamic, individualized 'identification' is more fruitful.

Are there initiatives aimed at parents regarding changing migration narratives?

Dr. Kenan mentioned various civil society and state initiatives exist, but often lack a strong conceptual framework. While intentions might be good, successful engagement requires more than just bringing families together; it needs scientifically-grounded pedagogical approaches for social contact and narrative transformation.

How can the concept of 'limbo' relate to borders and refugee identity?

The term 'limbo' was used metaphorically to describe the state of constant movement and temporariness associated with refugeehood. Like a suitcase always packed, it signifies a state of being 'on the move' and 'in between,' often relating to the challenges of integration and identity.

Key Moments

Reframing narratives on Migration 2023 - Migration Summit 2023

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Education3 min read89 min video

Apr 17, 2023|156 views|3

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Key Moments

TL;DR

Academics discuss reframing migration narratives through education, art, and challenging stereotypes.

Key Insights

The need to reframe migration narratives towards more positive, empathetic, and inclusive understandings.

Analysis of Turkish school textbooks and children's literature reveals problematic "difference pedagogies" and "deficit pedagogies."

A "norm-critical pedagogy" is proposed, focusing on challenging dominant norms rather than solely on migrants' perceived deficiencies.

Art serves as a powerful tool to reimagine and challenge conventional, dualistic interpretations of borders, as seen in the "Other Stories" exhibition.

Academic research can transform hegemonic border discourses by using critical strategies and offering alternative metaphors like "adventure" and "bridge."

The discussion highlighted the critical role of educators and academic research in fostering social cohesion and challenging stereotypes around migration.

THE IMPERATIVE FOR REFRAMING MIGRATION NARRATIVES

The panel discussion, hosted by Migration Jam as part of Migration Summit 2023, emphasizes a growing recognition of the need to shift narratives surrounding migration. The goal is to foster a more positive, empathetic, and inclusive understanding of this complex issue. This reframing effort requires a concerted push from various societal sectors, including education, policymaking, civil society, and the media, to challenge negative stereotypes and center the experiences of migrants themselves.

CHALLENGING PEDAGOGIES IN EDUCATIONAL MATERIALS

Professor Kenan's research critically examines Turkish school textbooks and children's literature a new phenomenon since 2017. He identified two dominant problematic pedagogical frameworks: 'difference pedagogy,' which presents migrants' cultures as exotic and distinct, promoting tolerance rather than genuine inclusion, and 'deficit pedagogy,' which frames migrants as lacking essential skills and qualities for adaptation. These approaches, Kenan argues, perpetuate ethnocentric and essentialist views, failing to foster true social cohesion.

INTRODUCING NORM-CRITICAL PEDAGOGY

In response to the identified pedagogical issues, Professor Kenan proposes "norm-critical pedagogy." This approach advocates for questioning and transforming dominant norms—be they ethnocentric, sexist, or ageist—as these norms are seen as the root cause of exclusion. The aim is to develop narratives that portray migrants as active subjects with agency, contributing to a vision of shared living and social inclusion, rather than as passive recipients of aid or integration efforts.

ARTISTIC INTERPRETATIONS OF BORDERS

Professor Gulai's presentation on the "Other Stories" exhibition explores how artists and migration scholars interpret borders. Artists, through various mediums, challenge hegemonic and dualistic understandings of borders. They are reimagined not just as lines of division but as spaces of encounter, performance, and simultaneous occurrence, reflecting the complex realities of human mobility. This artistic lens reframes borders as potentially facilitating connection rather than solely separation.

ACADEMIC DISCOURSE AND BORDER TRANSFORMATION

Gulai further discusses how migration scholars, contributing to the "Other Stories" exhibition book, use critical discourse analysis to deconstruct dominant border narratives. These narratives often moralize or rationalize borders through security or nationalistic lenses. Scholars, however, employ strategies that highlight borders as spaces of encounter, origination, and even possibility, using metaphors like "adventure," "bridge," and "new life" to counter perceptions of borders as sites of fear, otherness, and loss.

FOSTERING SOCIAL COHESION AND OVERCOMING DISCURSIVE GAPS

The panel discussion highlighted discrepancies between pedagogical intentions and public discourse, as noted by Borja. The challenge lies in aligning educational narratives with lived realities and societal attitudes. The distinction between 'integration' and 'inclusion' was debated, with "social cohesion" emerging as a potentially more robust concept, emphasizing mutual understanding and network building between diverse groups. The conversation underscored the importance of critical engagement with concepts of culture and identity to achieve genuine inclusion.

Mentioned in This Episode

●Organizations

●Concepts

●People Referenced

Common Questions

Dr. Kenan's research indicates that while there's an effort to include migrant figures, the narratives often fall into problematic frameworks like 'difference pedagogy' (highlighting superficial differences) or 'deficit pedagogy' (portraying migrants as lacking). The goal is to move towards 'norm-critical pedagogy' that questions dominant norms.

Topics

Migration Narratives Borders Textbook Analysis Cultural Representation Norm-critical Pedagogy Borderscape

Mentioned in this video

Organizations

Migration Gem

Organization hosting the panel discussion as part of the Migration Summit.

Bilge University

University in Turkey where Dr. Gulai and Dr. Kenan teach.

Ministry of National Education (Turkey)

Ministry responsible for approving and distributing school textbooks in Turkey, which began including migrant figures in 2017.

People

Dr. Gulai

A professor presenting on the representation of borders in art and academic reflections, drawing from the 'Other Stories' exhibition.

Dr. Kenan

A sociology professor presenting on questioning pedagogies for social inclusion of refugees/migrants, focusing on Turkish textbooks and children's literature.

Yashem Hanji Kaya

The moderator of the panel discussion.

Matthew Longo

A professor who suggests asking how borders see us, positing they see us as 'data doubles'.

Concepts

Norm critical pedagogy

A pedagogical framework suggested by Dr. Kenan that involves questioning and transforming dominant norms (ethnocentric, sexist, etc.) to foster social cohesion and inclusion.

Difference pedagogy

A pedagogical approach identified by Dr. Kenan in textbooks, characterized by highlighting differences in cultures, clothes, and languages, which can be ethnocentric and essentialist.

Tolerance pedagogy

A pedagogical approach criticized by Dr. Kenan, which offers no basis for living together on equal grounds for social cohesion and inclusion.

Deficit pedagogy

A pedagogical framework where migrants are portrayed as lacking necessary skills or qualities to adapt to the host society, identified by Dr. Kenan in children's literature and textbooks.

Borderscape

A framework used to interpret artistic work as a tool for symbolic opposition, viewing borders as realities in imagination and as practices of escaping.