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Date of Award

Spring 2020

Degree Name

Bachelor of Arts

Department

Historical & Political Studies; College of Arts & Sciences

First Advisor

Hilary Parsons-Dick

Abstract

This paper seeks to analyze assimilation programs and their methods as they are conducted by local municipalities in accordance with the Introduction Act of Norway. This paper investigates how and to what extent assimilation programs and associated immigration policies in Norway are contributing to the nation’s rise in far-right nationalism -- as it presents itself in anti-immigration sentiments that have resulted in hate crimes and the emergence of the Progress Party at the forefront of current Norwegian governance -- and program activities targeting Muslim immigrants. The research conducted for this paper on classroom practices for the introduction program takes place in the context of several cities in Norway with the policy that makes these classes compulsory for immigrants being the common element enacting their existence. Reviewing the aforementioned components is essential in identifying any relative connections between the rise of the far-right in Norway and discrimination or marginalizing practices that present themselves in these programs that immigrants are required to participate in.

Comments

The full-length thesis will not be available until after May 5, 2020.

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Title and Abstract - The Political Consequences of “Rape Prevention”...-LaTae_Johnson.pdf (201 kB)

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The Political Consequences of “Rape Prevention” and Other Principally Assimilative Components of the Introduction Programs for Norwegian Immigrants

This paper seeks to analyze assimilation programs and their methods as they are conducted by local municipalities in accordance with the Introduction Act of Norway. This paper investigates how and to what extent assimilation programs and associated immigration policies in Norway are contributing to the nation’s rise in far-right nationalism -- as it presents itself in anti-immigration sentiments that have resulted in hate crimes and the emergence of the Progress Party at the forefront of current Norwegian governance -- and program activities targeting Muslim immigrants. The research conducted for this paper on classroom practices for the introduction program takes place in the context of several cities in Norway with the policy that makes these classes compulsory for immigrants being the common element enacting their existence. Reviewing the aforementioned components is essential in identifying any relative connections between the rise of the far-right in Norway and discrimination or marginalizing practices that present themselves in these programs that immigrants are required to participate in.