Norm critical pedagogy in online higher education: Teachers’ experiences from a behaviour science programme

Norm-critical pedagogy in higher education, stemming from intersectional gender, feminist, queer, and critical pedagogy, is gaining popularity in Sweden. It challenges norms related to power dimensions like ‘whiteness,’ ‘Swedishness,’ and ‘middle-class norms,’ as well as heteronormativity and body functionality. Rather than viewing students as a homogenous group, this approach emphasizes differences and encourages teachers to critically assess their methods, materials, and course literature. Additionally, the classical sociological literature, often referred to as the sociological canon, has faced challenges from feminist, post-colonial, and queer theorists. These developments prompt further exploration of their implications for sociological and behavioural science education, as well as pedagogical practices. This study examines the implementation of norm-critical pedagogy in an online behavioural science program (including sociology and criminology) at Kristianstad University in Sweden. Interviews with teachers highlight the benefits, but also the tension and pitfalls of adopting this perspective, as well as its impact on inclusive online education.