Fostering ‘digital citizens’ in Norway: experiences of migrant mothers
I argue that the fostering of ‘digital citizens’ in Norway is a societal project involving many actors, including parents, kindergartens and schools. The present article explores how migrant mothers in Norway experience handling their children’s use of digital media. Through institutional ethnographic exploration, I discover the ideals and conceptual terrains of what I have identified as the ‘digital Bildung’ discourse, consisting of dominant understandings of education, parenting, digitalisation and citizenship in Norwegian society. When performed in educational institutions, digital Bildung is formalised and organised by ruling texts, like government policies and curricula, but a main part of children’s digital Bildung is confined to the private sphere and entrusted to the judgement of parents. The findings indicate that migrant mothers may find it especially difficult to live up to, or challenge, the dominant understandings and practices of digital Bildung.
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