ATT SE SIG SJÄLV GENOM DEN ANDRE PEDAGOGISKA OCH POLISIÄRA GREPP I SAMVERKAN MELLAN POLISUTBILDNING OCH GYMNASIESKOLA: EN ET(N)ISK FRÅGA?

Abstract

This article examines encounters between police students and a multiethnical upper-secondary school and analyzes how these interactions can be understood through the concept of othering. Public and political narratives often frame relations between police and minority youth as conflictual, while research shows that young people with migrant backgrounds tend to report lower trust in the police and more frequent experiences of unfair treatment. Based on observations of eight teaching sessions within the course Police Work with Children and Youth at the Malmö Police Education Programme, the study explores authentic dialogues, joint exercises, and reflective practices. The analysis shows that both groups initially carry expectations and stereotypes, yet structured encounters can reduce social distance, challenge othering processes, and foster mutual understanding. Drawing on Levinas’s notion of the face of the Other, the article discusses how ethical responsibility emerges in direct encounters and how such pedagogical practices can strengthen police professionalism and trust-building efforts in diverse communities.