Diversity and Citizenship in Education (DiCE)

• Human Rights Education (HRE)

Vi gjennomfører fleire aktuelle prosjekt lokalt i Drammen: på en ungdomsskole, en vidaregåandeskole og i vaksenopplæringa i Drammen kommune.

• Samarbeid med forskergruppa Mangold og Integrering ved HVL (2021-d.d.)

Prosjektet Open Education for Young Europeans through History, Art and Cultural Learning (OpenEYE) (erasmusopeneye.eu) er finansiert av ERMASUS+ (2,2 millionar NOK) og varer frå 2019 til 2022. 

Her samarbeider vi med partnarar i Hellas, Italia og Slovenia om å skipe ein open læringsmetodikk basert på historie, kunst og kulturell læring, samt dei naudsynte verktøy for å implementere dette i europeiske grunnskolar.

Målet er å legge til rette for betre språklæring samt styrke integrering av elevar i deira skolar og lokalsamfunn.

Prosjektet Developing democracy education in Ukraine, Palestine and Norway (UPN Democracy) er finansiert gjennom Eurasiaprogrammet til Diku (3 millionar NOK) og varar frå 2018 til 2021. 

Her samarbeider vi med partnarar i Noreg, Palestina og Ukraina om å etablere ei brei og dynamisk forståing av demokratiutvikling i skolen.

Prosjektet fokuserer på verktøya til lærarane samt modellar for korleis ein kan undervise om demokrati i skolen.

Global doing of democracy project (globaldemocracyproject.com)

Overordna mål: å bidra til forståinga av utfordringane og kompleksiteten i global styring. Prosjektet er forplikta til idealet om demokratisk legitimitet samstundes som det utforskar måtar å demokratisere den globale institusjonelle orden på.

• Burner, T. & Carlsen, C. (2022). Integrating migrant children in primary education: An educator survey in four European countries. In Dypedahl, M. (ed.), Moving English Language Teaching Forward (pp. 69-90). Cappelen Damm Akademisk.

• Burner, T. & Svendsen, B. (2022). Social change through education: A Scandinavian approach. In Baikady R., Sajid S., Nadesan V., Przeperski J., Rezaul I., & Gao J. (eds.), The Palgrave Handbook of Global Social Change. Palgrave Macmillan. 

• Draugedalen, K., & Osler, A. (2022). Teachers as human rights defenders: strengthening HRE and safeguarding theory to prevent child sexual abuse. Human Rights Education Review, 5(2), 32–55. https://doi.org/10.7577/hrer.4776

• Isaksen, B. & Eriksen, A. (2022) (red.). Kunsten å være urolig. Universitetsforlaget.

• Osler, A., & Kato, A. (2022). Power, Politics and Children’s Citizenship: The Silencing of Civil Society, The International Journal of Children's Rights, 30(2), 440-472. https://doi.org/10.1163/15718182-30020007

• Schipor, D. (2022). Jeg Gotta Like Spille Fortnite, Men I Never Win the Game: Implementing Multilingual Pedagogies in a Norwegian Primary School. Volume 7(2). Languages. https://doi.org/10.3390/languages7020147
• Schipor, D. & Hammershaug, V. S. (2022). Language Learning Strategies in the 2020 National Curriculum for English. In Dypedahl, Magne (ed.) Moving English language teaching forward : Festschrift in honor of Ragnhild Elisabeth Lund. Cappelen Damm Akademisk.

• Solberg, J. (2022). The role of the multilingual assistant in the parent-teacher conference in early childhood education and care: Opaque agencies. Diaspora, Indigenous, and Minority Education. http://dx.doi.org/10.1080/15595692.2022.2028137'

• Biseth, H., Hoskins, B., & Huang, L. (Eds.) (2021). Northern Lights on Civic and Citizenship Education: A Cross-national Comparison of Nordic Data from ICCS. Springer.
• Biseth, H., Seland, I., & Huang, L. (2021). Strengthening Connections Between Research, Policy, and Practice in Norwegian Civic and Citizenship Education. In B. Malak-Minkiewicz and J. Torney-Purta (Eds.), Influences of the IEA Civic and Citizenship Education Studies: Practice, Policy, and Research Across Countries and Regions (pp. 147-159). Springer. 
• Burner, T., & Osler, A. (2021). Language, citizenship and schooling: A minority teacher’s perspective. London Review of Education, 19(1), 7, 1-14.
• Christensen, I. R., Biseth, H., & Huang, L. (2021). Developing Digital Citizenship and Civic Engagement Through Social Media Use in Nordic Schools. In H. Biseth, B. Hoskins, & L. Huang (Eds.), Northern Lights on Civic and Citizenship Education: A Cross-national Comparison of Nordic Data from ICCS (pp. 65-92).
• Osler, A. & Skarra, J. A. (2021) The rhetoric and reality of human rights education: policy frameworks and teacher perspectives, Multicultural Education Review, 13:3, 191-210. DOI: 10.1080/2005615X.2021.1964265
• Sønsthagen, A. G., & Bøyum, S. (2021). Interkulturell kompetanseutvikling - ein studie om leiing av barnehagepersonalet som lærer å lære om foreldresamarbeid. I: S. Bøyum og H. C. Hofslundsengen (red.), Barnehagelærerrollen: Mangfold, mestring og likeverd (s. 168-186). Universitetsforlaget.
• Osler, A. (2020). Education, migration and citizenship in Europe: untangling policy initiatives for human rights and racial justice, Intercultural Education, 31:5, 562-577. DOI: 10.1080/14675986.2020.1794231
• Solberg, J. (2020). "Men hun er ikke sånn typisk leder" - Barnehagelæreres fortolkninger av lav lekestatus i foreldresamtaler.
  Praktiske Grunde, (3-4), 31-48.
• Sønsthagen, A. G. (2020). Early childcare as arenas of inclusion: the contribution of staff to recognising parents with refugee backgrounds as significant stakeholders. European Early Childhood Education Research Journal, 28(3), 304-318.
• Burner, T. & Carlsen, C. (2019). Teacher qualifications, perceptions and practices concerning multilingualism at a school for newly arrived students in Norway.
  International Journal of Multilingualism. Published online June 23, 2019.
• Lindquist, H. (2019). Språkpedagogisk arbeid og de yngste flerspråklige barnehagebarna.
  Norsk pedagogisk tidsskrift, 02 - 03(103), 159-171.
• Osler, A. & Pandur, I. H. (2019). The right to intercultural education: students’ perspectives on schooling and opportunities for reconciliation through multicultural engagement in Bosnia and Herzegovina, Intercultural Education, 30:6, 658-679. DOI: 10.1080/14675986.2019.1626576
• Valen-Sendstad, Å., & Christensen, I. R (red.) (2019). Menneskerettigheter og verdighet i skolen. Oslo: Cappelen Damm. A common anthology of the former MMM (now DiCE) research group. 
• Biseth, H., Madsen, J., & Christensen, I. R. (2018). Student Teachers Promoting Democracy Using Social Media in Teaching. Nordic Journal of Comparative and International Education, 2(4), 37-52. DOI: http://doi.org/10.7577/njcie.2796
• Burner, T., Nodeland, T. S. & Aamaas, Å. (2018). Critical perspectives on perceptions and practices of diversity in education. Nordic Journal of Comparative and International Education, 2(1), 3-15.
• Osler, A. (2018). Reflections on structural inequality, struggle and the meanings of citizenship: a zainichi Korean teacher narrative, Multicultural Education Review, 10:1, 52-70. DOI: 10.1080/2005615X.2018.1423541
• Osler, A. & Lindquist, H. (2018). Rase og etnisitet, to begreper vi må snakke mer om. Norsk Pedagogisk Tidsskrift, 102(1), 26-37. 

• Osler, A. & Solhaug, T. (2018). Children’s human rights and diversity in schools: Framing and measuring. Research in Comparative and International Education. 13(2). https://doi.org/10.1177/1745499918777289

• Osler, A. & Starkey, H. (2018). Extending the theory and practice of education for cosmopolitan citizenship, Educational Review, 70:1, 31-40. DOI: 10.1080/00131911.2018.1388616

• Solhaug, T. & Osler, A. (2018). Intercultural empathy among Norwegian students: an inclusive citizenship perspective, International Journal of Inclusive Education, 22:1, 89-110. DOI: 10.1080/13603116.2017.1357768

• Sønsthagen, A. G. (2018). "Jeg savner barnet mitt": Møter mellom somaliske mødre og barnehagen. Nordic Journal of Comparative and International Education, 2(1), 55-71. 
• Burner, T., & Biseth, H. (2016). A critical analysis of an innovative approach: A case of diversity in Norwegian education. SAGE Open. Special issue on student diversity, 1-11.
• Lindquist, H. & Osler, A. H. (2015). Navigating race and ethnicity in research: reflections on working with Norwegian schools.
  Race Equality Teaching, 33(3), 12-18