Att bemöta högerextremism i klassrummet – disciplin eller fostran?

This essay combines the two theoretical approaches of radicalisation-theory in the form of a narrowing staircase, and the conclusion that an order discourse in swedish upper secondary school keeps the students in an inferior position that hinders the development of critical thinking. These are applied to teachers experiences of right-wing extremism in the classroom. Early radicalisation is a result of feelings of inferiority, a perceived threat to the own culture and the projection of these emotions on an ambiguous enemy. A perception of inferiority in school and an inability to understand the value-system creates similar mechanisms that are active in the first steps of a radicalisation-process. Through qualitative interviews with four civic-teachers and one principal who have had experiences in handling right-wing extremism in their work-context, the purpose of this essay is to study how they experience this encounter and what strategies are predominant. It also aims to investigate school-action plans and how these are indicative to teachers in these situations. The results show that there is a lack of explicit action-plans and collegial support when it comes to combating right-wing extremism in the classroom and that teachers wish to have a fostering and solution-based approach but often apply a toning-down or disciplinary approach because of their perceived lack of support and resources