| dc.description.abstract | In this thesis, I explore citizenship discourse among teachers at the Norwegian introduction programme. In an attempt to expand the research on citizenship, I outline an amateur political theory of citizenship derived from analysis, bringing nuance to previously established theories on citizenship among political elites and academics. I’ve conducted a semi-structured focus-group interview with two teachers affiliated with the introduction programme, and analysed the transcripts for epistemological, explanatory, and normative claims about immigrants, teachers, national culture, and citizenship. The results are discussed with regards to previous theory and research and finds some divergences. The teachers distinguish between first and second citizenships in terms of function and expression of identity, they also express scepticism towards constructions of national culture and national values and emphasise the paradoxical nature of some citizenship- requirements in the pursuit of successful integration. They favour multicultural as opposed to group-based learning spaces and express a belief in shared values across cultures. I aim to bring new perspectives to modern citizenship theory, in hopes of incentivising more research on discursive constructions of citizenship with emphasis on national minorities and migration, exploring ramifications of said constructions, contributing to the knowledge base on citizenship and integration. | |
