This article explores how teacher education institutions can better prepare teachers to help to create inclusive and sustainable self-determined Arctic communities. Building on the theoretical concepts of just sustainabilities, transgressive learning, the capabilities approach, and relational thinking within inclusive pedagogy, we propose that education for sustainable development (ESD) and inclusive ...

Although political relations between Russia and Norway have softened over the years, the symbolic boundaries persist. In this article, we illustrate how Russian female migrants in Northern Norway relate to these symbolic boundaries. Thus, perspectives from the phenomenology of the body and critical phenomenology are used to analyze qualitative data on how Russian female migrants experience the ...

De siste 30 årene har pedagogiske kvalifikasjoner fått stadig større betydning for ansettelser ved norske universitet og vitenskapelige høyskoler. I forbindelse med Kvalitetsreformen i 2003 ble dette koblet til forbedring av studiekvaliteten. Internasjonalt har kravet om at undervisning skal få større status blitt stadig sterkere de siste ti-årene, og med det også anerkjennelsen av Scholarship of ...

Both research and public and scholarly debate on religious education (RE) in Norway have mostly revolved around the subject in primary and secondary school called Christianity, Religion and Ethics (KRL) (later renamed Religion, Philosophies of Life and Ethics, RLE), not least due to the criticisms raised by the UN’s Human Rights Committee in 2004 and the European Court of Human Rights (ECHR) in ...

The aim of this study was to investigate how the use of Sámi local culture and history can promote pupils’ democratic education. Teachers in the local community were interviewed because they provided information about how place and region create good opportunities for the use of local history as well as history of the Sámi’s with the aim of producing democratic citizens. Analyses of the teachers’ ...

Vaisenhuset and Blaagaard teacher education institute: The connection between two learning institutions in Copenhagen about 1795 Vaisenhuset (The Orphan House) in Copenhagen was established after the Nordic War (1700–1720) to take care of and educate orphans. The institution soon became a centre for the Pietists in Denmark. Blaagaard Institute was initiated by The Great School Commission and ...

We analyse and self-reflect on an action research project conducted in a financial organisation twelve years ago. The research question was: What are the challenges of initiating an action research project in a financial organisation with top-down control that uses the Balanced Scorecard? The data came from action learning seminars with line managers, observations, interviews, and meetings in a ...

I vår globaliserte verden, hvor internasjonaliseringen av stadig flere samfunnsområder krever høy språkkompetanse av innbyggerne, er språkundervisningen i skolen stadig i søkelyset. At man både som barn, som elev på skolen, som student og som voksen arbeidstaker og samfunnsborger lærer fremmede språk og er åpen for fremmede kulturer er nærmest blitt en forutsetning for å kunne ta del i samfunnslivets ...

In this chapter, we present the research method we used to investigate multimodal literacy in an English-language classroom in a Norwegian lower secondary school. The analytic approach we present combines multimodal analysis with a design-oriented view on learning as a social meaning-making process. The analysis is applied in a smallscale qualitative study of multimodality and literacy in an English ...

This paper is the first in a series of three studies that explore the pedagogy used in the Norwegian and Russian early childhood settings by examining texts that are part of the syllabus in two early childhood teacher education programs that participated in our project with student international exchanges. The study explores how Mikhail Bakhtin’s notion of dialogue relates to the concept of ‘learning’ ...