Main findings

At this stage it can be pointed out that the study revealed findings in relation to the research questions. In the case of the analysis and interpretations of the results, it was found that images portraying social actors in the chosen NSL textbooks to a certain degree are bearers of ideology and render reality and social aspects located outside the educational context. Simultaneously, it is recognised in the study, that not all images in the NSL textbooks are ideologically influenced. It was taken into consideration that the content and form of certain images are dictated by the needs of language instruction. However, as a result of the applications of social actor analysis by van Leeuwen, the existence of clear and systematic strategies of visual representation of social actors, producing the effect of otherizing one type of social actors and attributing lower social position to the other were quantitatively found. Present within the three NSL textbooks under analysis, these factors show persistency and can potentially be transferred to the learners as a part of a hidden curriculum. By employing Honneth’s recognition theory in interpreting the results of the social actor analysis, modes of recognition were detected in the visual representations of

social actors. In the case of the study, the research questions were answered, and the initial hypothesis was tested.

The study tried to find out how Norwegian language learners are visually represented in NSL textbooks and whether there are any forms of social injustice in these visual

representations? Are Norwegian language learners represented as recognised and respected?

Finally, do these representations promote or contradict the primary aims of the Norwegian language study program stipulated in the Introduction Law? Initially in the study, it was hypothesized that Norwegian language learners would be represented without recognition of their potential for the Norwegian society, often in disempowering positions, and as “exotic” and

“other”.

The latest editions of the NSL textbooks in the series Stein på stein (2014), Norsk Nå (2016) and På vei (2018) were selected as the empirical material for the research. Since the study aimed to connect visual content in the selected NSL textbooks with existing socio-political factors, the principle of the newest edition was applied to see if this could be of significance for the form and content of images. The NSL textbooks were chosen regardless of the number of images in each edition with the core aim of analysing the leading trends and patterns in representation across the textbooks. Three corpora of social actors were defined to enable the best interpretations of the findings. The study follows Dyer’s notion that identity is constructed through representations of other identities. Images of Norwegian language learners (NLLs) were analysed in relation to the images of representatives of Norwegian society (RNS). The third corpus was composed by images showing NLLs and RNS together in one context. With regard to the positioning of the viewer, the analysis showed that NLLs are portrayed as “one of us”, while RNS are shown as “other” to the viewer. Both types of social actors are mostly shown as

detached, signified by the oblique angle of the shots and objectivated through indirect address.

The signs of separation between NLLs and RNS already have been shown on the first level of analysis. The analysis of the strategies of representations in the second part of analysis display a system and application of certain patterns of representations. NLLs, as well as RNS, are

portrayed mostly as specified individuals in solo images with the focus on their personal traits and showing recognition of every social actor as individual. The bias is revealed in group images. While NLLs are differentiated in groups, RNS are shown as homogenized culturally, socially, and often biologically, focusing on whiteness. The attitude that “they are all the same”

is obvious in group images if RNS. The stereotype such presentation produces depicts RNS as

“other” to the viewer, which coincides with the findings from the first part of analysis. The analysis showed a tendency in the separation of both groups culturally, biologically and socially.

Notably, it is RNS (representatives of Norwegian society) who are shown as “other” to the learner. NLLs, on the other hand, are portrayed as “one of us”. This leads the study to conclude that the hypothesis formulated at the beginning of this thesis is falsified. Images showing Norwegian language learners do not present them as “exotic” and “other”. Further analysis, however, reveals that patterns of exclusion of NLLs and unfair representations of NLLs in terms of their agency persist. NLLs are shown as excluded from the wide range of contexts and

activities where RNS are portrayed as active agents. They are relegated to lower social positions.

This is revealed by the trends of representing the NLLs as “a simplified phenomenon”, whereas in comparison, images with RNS show more complexity in their representations. The analysis of findings in light of recognition theory showed that NLLs are depicted as recognised on the private level in Norsk Nå, but not in Stein på stein and På vei. The recognition of NLLs on the legal and solidarity levels is not communicated visually in any of the three textbooks. NLLs are not portrayed as showing potential and agency, but rather as simplified, subordinate subjects. It is assumed by the study that such representations are unfair. Moreover, the question was raised in the study whether images portraying NLLs promote or contradict the purpose of the

Norwegian language study program for adults stipulated in the Introduction Law to “increase the possibility of newly arrived immigrants participating in working and social life and to increase financial independence” (2003). Findings show that NLLs are portrayed as separated from the Norwegian mainstream, that their agency and capacity as autonomous and respected members of the society is not recognised visually. If these representations, as argued in the thesis, provide social construct, this would reveal obstacles in real life for achieving the governmental aims, preventing immigrants from participating successfully in social and working life and adequately providing for themselves.

Having observed the obvious patterns in the representation of social actors, in particular NLLs, the question arises why such types of representations find place? What is the reason for representing NLLs as excluded and lacking agency and RNS as powerful and “in charge”? Here critical discourse analysis provides the possibilities to search for reasons outside the context of the textbooks. It seems important to consider the socio-political situation in present Norway,

influenced by immigration and its consequences in the form of additional demands on the social and financial spheres, seriously threatening the construction of welfare in Norway. Original skepticism and a growing tension in the society, caused by the unsettlements connected with immigrants, project certain negative attitudes in the society. Although the Norwegian

Government and legislation system fully work on restraining such social problems, this skepticism and the fears towards immigrants find their way into verbal and visual discourse.

Ordinary images in NSL textbooks would not be an exception. Visually portraying the imposition of power, exclusion and relegating representatives of immigrants to lower social status then make sense. As argued earlier, these strategies signify skepticism and even fear towards immigrants. In particular, prejudices towards the “other” through separation and

“otherizing” of oneself would reveal a defense mechanism at work. For this very reason, diversity is also not adequately represented within the chosen NSL textbooks. Portrayed at the safe level of exoticism, in the form of focusing on culturally different clothes and biological facial traits, signifies the attempt to present diversity as a superficial phenomenon of the extra and exciting “other”.

Thus, the research was able to quantify and reveal particular leading patterns of

representation of social actors in the NSL textbooks and analyse them critically. It also became clear that images, in particular images representing social actors, project social attitudes and power relations. Simultaneously, it is recognised by the study that the forms and content of images in the educational context of NSL textbooks are often the result of instructional demands and are there to illustrate a text or other educational content. However, in the framework of the study and with regard to its purpose, it is found that the visual representations portraying social actors within textbooks have been influenced by ideological aspects from outside educational context.