| 1. |
- Aamaas, Åsmund, et al.
(författare)
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Outcomes from international teaching placements – what’s in it for the receiving side? A case of Norwegian preservice teachers in Indian schools.
- 2019
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Ingår i: Asia-Pacific Journal of Teacher Education. - : Taylor & Francis. - 1359-866X .- 1469-2945. ; 48:5, s. 463-476
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Tidskriftsartikel (refereegranskat)abstract
- International teaching placements are offered to students in many Initial Teacher Education institutions. The outcomes for preservice teachers in these international settings are widely researched and debated, but few studies focus on the experience of the receiving side. This article investigates outcomes for Indian cooperating teachers in eight schools after receiving cohorts of Norwegian preservice teachers on placement over a period of twenty years. Through an analysis of qualitative research interviews with twenty-one Indian teachers, the article explores how a host community perceives and assesses its outcomes from the placements. The article finds that the teachers view their outcomes mainly in terms of exposure to new and different pedagogical methods, and as personal enrichment through encountering a foreign culture. The impact on pedagogical practices or school culture however, seems to be minimal due to systemic differences and barriers.
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| 2. |
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| 3. |
- Eriksen, Kristin Gregers, et al.
(författare)
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Arena 5 - Samfunnsfag for barnetrinnet.
- 2020
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Bok (populärvet., debatt m.m.)abstract
- Arena 5-7 er et nytt læremiddel i samfunnsfag som skaper lærelyst blant elevene gjennom nysgjerrighet, undring og varierte klasseromsaktiviteter.
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| 4. |
- Eriksen, Kristin Gregers, et al.
(författare)
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Arena 6 - Samfunnsfag for barnetrinnet
- 2021
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Bok (populärvet., debatt m.m.)abstract
- Arena 5-7 tar for seg hele læreplanen, for å sikre verdigrunnlag og kvalitet i samfunnsfagundervisningen. I Arena 6 får du varierte, spennende og kreative klasseromaktiviteter. Elevene får erfaringer med demokratiske prosesser i klasserommet ved høy elevmedvirkning og deltakelse. Læremiddelet bygger videre på grunnlaget fra Arena 1-4 og har en solid faglig forankring og en progresjon tilpasset dagens elever.
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| 5. |
- Nodeland, Tuva Skjelbred, 1987-
(författare)
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A Battle over Children : Nonformal Education in Norwegian Uniformed Children's Organisations, 1910-1960
- 2023
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- A Battle over Children investigates how children became targets of political education in different uniformed children’s organisations in Norway between 1910 and 1960. Following the introduction of the Scout movement to Norway in 1910, a range of competing uniformed children’s organisations developed. Soon, Christians, communists, social democrats and national socialists were all competing for influence over Norwegian children through uniforms, rituals and loyalty oaths, adventure and outdoor life.The thesis explores what this nonformal education phenomenon can tell us about the incorporation of children into the political mass culture of the twentieth century. The emergence of uniformed children’s organisations helped reinforce and spread the idea of children as a group that could be mobilised for various social, religious and political aims. The aim of the thesis is to explain how this process of politicisation developed in Norway between 1910 and 1960. The thesis analyses how the process changed over time and was conditioned by larger political and social shifts.Inspired by Antonio Gramsci’s concept of hegemony, the thesis places the organisations as participants in a civil-society battle to shape children’s political identities. Drawing on archival material, newspapers, parliamentary debates and membership magazines, the analysis charts the development of the organisations’ battle through four chronological phases. The analysis shows how the politicisation of children between 1910 and 1960 was driven by important conflict lines in Norwegian society such as tension between the labour movement and organised Christianity. It shows how the consolidation of compulsory schooling made it all the more important for groups to secure the reproduction of values they could not be sure their children would gain in school.The findings question ideas of early-twentieth-century childhood as an innocent and protected state isolated from political life. In this research tradition, youth movements tend to be understood as disciplinary tools to make children socially useful, but not as an expression of youth’s political involvement. Instead, I argue for the need to consider how children practically engaged with politics in spaces constructed for them by adults. Taking Norway as a case of a liberal, democratising state, my study suggests that such societies in many ways behaved in similar ways to societies that developed state organisations to shape children’s political identities, only that the process took place as a battle for consent on the civil society arena rather than as a state-driven process.
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| 6. |
- Nodeland, Tuva Skjelbred, 1987-
(författare)
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Children of the revolution: socialist upbringing in the Norwegian labour movement, 1910-1940
- 2021
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The first half of the 20th century has been called a unique era in the social history of youth,characterised by ideas of vulnerable adolescents in need of adult moral guidance and charactertraining. From the turn of the nineteenth century, a range of new organisations emerged, employingnew and innovative methods of adult-led character-building. In the case of Norway, the Boy Scouts were imported from Britain in 1910. By the mid-1930s, scoutlike activities were offered by a range of different movements in Norway; social democrats,communists, national socialists, and Christian organisations such as the KFUK (YWCA). Despite their very different political and ideological anchoring, these organisations had many traits incommon: they all propagated some sort of code of conduct, encouraged youth participation inleading and organising activities, had a system of awards and badges to reward the building of skills,and provided members with a specific identity in the form of a uniform. This paper draws on my PhD research about the wider battle between different uniformed youthorganisations to shape future citizens between 1910 and 1960. It specifically explores educationalideals and practices in youth organisations that can be categorised as left-wing alternatives tomainstream citizenship, and the ways in which these mobilised to claim or reclaim ‘their’ childrenfrom the influence of what they broadly termed ‘bourgeois society’. These efforts were characterised by varying degrees of radicalism. The mainstream labour movementshifted from revolutionary in the 1920s, to reformist in the mid-1930s, culminating in the election ofthe first labour government in 1935. However, many major cities such as Oslo, Bergen and Drammenmaintained a strong radical tradition, and a solid communist children’s movement after thefractioning of the labour movement in 1923 and the establishment of a Norwegian Communist Party. The paper considers both social democratic and revolutionary ambitions for children, represented bythe early communist ‘red scout’ movement, the communist 'Norges Pionerforbund' and the socialdemocratic 'Framfylkingen'. Against the theoretical background of hegemonic struggle and contrarycitizenship, the paper will look at ways in which these organisations battled bourgeois society, and tried to shape youth to fill the ranks of the labour movement in the future.
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| 8. |
- Nodeland, Tuva Skjelbred, 1987-
(författare)
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Nation, Nature and Industry. Civic Ideals and National Consciousness in Nordahl Rolfsen’s Lesebok for folkeskolen
- 2021
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Ingår i: Exploring Textbooks and Cultural Change in Nordic Education 1536–2020. - Leiden : Brill Academic Publishers. - 9789004449541 ; , s. 190-206
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Bokkapitel (refereegranskat)abstract
- The turn of the twentieth century was a time of cultural, political and social upheaval in the newly independent Norwegian nation. This chapter considers the popular textbook Lesebok for folkeskolen (1892–1895) as a medium of cultural transmission, exploring how civic ideals and national consciousness were presented to children as part of their elementary education. Though the author Nordahl Rolfsen had nation-building and unifying ambitions for his publication, the distribution of imagery and civic values across rural and urban patterns shows that geographical and political divides grew increasingly visible in later editions of the book. Furthermore, the national content of the readers was shaped equally by Rolfsen’s pedagogical ideas as by nationalist concerns.
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| 9. |
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