CV
Education:
2019: Doctoral Thesis: Sensing, Thinking and Doing Reflection in Early Childhood Teacher Education. University of South-Eastern Norway, 01 March 2019.
2014 – 2017 Research program NAFOL (The Norwegian National Research School in Teacher Education)
2013 – 2018 Research program of Pedagogical learning processes in ECEC organisations and school, USN
2006 – 2010 Master in Early Childhood pedagogy, from Oslo University College.
2002 – 2003 Interdisciplinary Guidance, level 2, 30 credit-points. Telemark University College.
2000 – 2001 Pedagogical Guidance, level 1, 30 credit-points. Telemark University College
1998 – 1999 Storytelling, 30 credit-points. Oslo University College.
1988 – 1991 Early Childhood teacher Education, Telemark University College.
Work experience:
2010- d.d: Barnehagelærerutdanningen USN (2010-2013 – HiT, 2013-2016 – HiV/HiBV, 2016-2019 – USN)
2005-2010: Pedagogisk leder(Kindergarten Teacher), Gamlegrendåsen barnehage, Kongsberg
1995-2005: Pedagogisk leder (Kindergarten Teacher), Skavanger barnehage, Kongsberg
1995-1994: Norges vel/4H Norge: 4H-volunteer, The Gambia
1992-1994: Pedagogisk leder (Kindergarten teacher) Kragsgt. Barnehage, Kongsberg
1991-1992: Pedagogisk leder/styrer (Kindergarten teacher and leader) Hovin barnehage, Oslo
1987-1988: Praktikant i Skavanger barnehage (Practitioner-year), Kongsberg
Publications
Lindquist, H. & Moxnes, A. R. (2021). Abduksjon og improvisasjon i forskning. I Ø. Elle & M. Nyhus (Red.), Kunstmøter og estetiske prosesser med de yngste barna (0-3 år). Bergen: Fagbokforlaget.
Moxnes, A. R., Bjelkerud, A. W., Gulpinar, T., Lafton, T., Myrvold, H. B. & Odegard, N. (2021). Lydkomposisjoner fra en småbarnsavdeling. I Ø. Elle & M. Nyhus (Red.), Kunstmøter og estetiske prosesser med de yngste barna (0-3 år). Bergen: Fagbokforlaget.
Eik, L.T., Moxnes, A.R. & Vala. H.Ø. (2021). Spenning mellom ulike stemmer – læringsmuligheter i veiledning. Nordisk tidsskrift i veiledningspedagogikk. 6(1), 1-14. https://doi.org/10.15845/ntvp.v6i1.3131
Aslanian, T.K. & Moxnes, A.R. (2021). Slaughtering a cow in early childhood education: Pedagogic meetings with destruction as change. Reconceptualizing Educational Research Methodology, 12(1), 14-29. Hentet fra https://doi.org/10.7577/rerm.4216
Aslanian, T.K. & Moxnes, A.R (2020). Making 'cuts' with the Holstein cow in the nursery: the joys of representation. Journal of Childhood Studies.
Osgood, J., Taylor, C., Andersen, C. E., Benozzo, A., Carey, N., Elmenhorst, C., … Otterstad, A. M. (2020). Conferencing Otherwise: A Feminist New Materialist Writing Experiment. Cultural Studies-Critical Methodologies.
Moxnes, A. R. (2019). Sensing, Thinking and Doing Reflection in Early Childhood Teacher Education University of South-Eastern Norway, Drammen. Hentet fra: https://brage.bibsys.no/xmlui/handle/11250/2585243
Moxnes, A. R. (2019). Working Across/Within/Through Academic Conventions of Writing a Ph. D.: Stories About Writing a Feminist Thesis. I Strategies for Resisting Sexism in the Academy (s. 247-265). Springer.
Moxnes, A. R. & Osgood, J. (2019). Storying Diffractive Pedagogy. Reconceptualizing Educational Research Methodology, 10(1), 1-13. Hentet fra https://journals.hioa.no/index.php/rerm/article/view/3240
Zarabadi, S., Taylor, C., Fairchild, N. & Moxnes, A. R. (2019). Feeling Medusa: Tentacular troubling of academic positionality, recognition and respectability. Reconceptualizing Educational Research Methodology. 10(2-3), 87-111. https://journals.oslomet.no/index.php/rerm/issue/view/397
Moxnes, A. R. & Osgood, J. (2018). Sticky stories from the classroom: From reflection to diffraction in Early Childhood Teacher Education. Contemporary Issues in Early Childhood, 19(3), 297-309. https://doi.org/10.1177/1463949118766662
Moxnes, A. R. (2017). "Det er alltid ulike perspektiver": En studie av hvordan undervisere i pedagogikk arbeider med refleksjon i høgskoleklasserommet. I L. Frers, K. Hognestad & M. Bøe (Red.), Metode mellom forskning og læring: Refleksjon i praksis. Oslo: Cappelen Damm akademiske.
Moxnes, A. R. (2016). Refleksjon i barnehagelærerutdanningen. Tidsskrift for Nordisk Barnehageforskning, 12, 1-13. doi:10.7577/nbf.1563
Olsen, K. & Moxnes, A. R. (2016). Den inkluderende barnehagens tilbud til barn med diagnoser. Tidsskrift for psykisk helsearbeid, 13(1-2), 163-166.
Rhedding-Jones, J., Bjelkerud, A. W., Giæver, K., Røkholt, E. G., Holten, I. S., Lafton, T., … Pope, L. A. (2014). Critical methodologies: early childhood research studies in Norway. Reconceptualizing Educational Research Methodology, 5(2).
Blogg contribution: Taylor, Fairchild, Zarabadi, Moxnes (2021). The Promise of Donna Haraway’s Philosophy: Knotting Together Better Educational Futures. Emerging Researchers' Group, NW 13 Philosophy of Education, NW 33 Gender and Education https://blog.eera-ecer.de/?p=1457&preview=1&_ppp=c8ad9c125b
Other publications:
Moxnes, A. R. (2012). Pedagogisk ledelse = Å gjøre demokrati? Barnehagefolk, 1(28), 30-35.
Moxnes, A. R. (2012). Bevegelser i mellomrommene mellom fest og hverdag. I A. Aicher (Red.), Høytider, rammer og muligheter - samarbeid barnehage-kirke. IKO-Forlaget AS.
Hognestad, K., Moxnes, A. R., Frogh, C., Bøe, M., Jørgensen, Å. & Kimrud, A. T. (2012). Barnehagen som læringsarena - for ettåringen. Barnehagefolk, 3(28), 66-71.
Book: Furu, A., Granholt, M., Moxnes, A., & Thoresen, M. (2014). Å arbeide i barnehagen. Oslo: Universitetsforlaget