• Human Rights Education (HRE)

Education in multicultural schools – several local projects: a lower secondary school, an upper secondary school, and adult education in Drammen municipality.

Early childhood education in Palestine (coordination) (NORPART funding 5 mill NOK) (2019-2024)

• Collaboration with similar research group at HVL (2021-t.d.)

Open Education for Young Europeans through History, Art and Cultural Learning (OpenEYE), w/partners in Greece, Italy and Slovenia, funded by ERASMUS+, 2,2 mill NOK (2019-2022)

Developing democracy in Ukraine, Palestine and Norway (UPN Democracy) Eurasia funding, 3 mill NOK (2018-2021)

International Civic and Citizenship Education Study 2016 (ICCS Norway) - Project owner NOVA/Oslo Metropolitan University

• Stevens, K. M., Fife, E., & Martell, C. C. (in press). “It has a chilling effect”: How teachers across the country are navigating discriminatory censorship laws. Journal of Curriculum and Pedagogy. https://doi.org/10.1080/15505170.2025.2549839
• Stevens, K. M., Fife, E., & Martell, C. C. (2026). Navigating and resisting: A multi-state study of teachers and discriminatory censorship. Equity & Excellence in Education, 59(2), 213-225. https://doi.org/10.1080/10665684.2026.2614961
• Sønsthagen, A. G., Eggum, E., Pedersen, L., & Skoglund, R. I. (2026). Moving beyond collaboration to co-creation with families in early childcare institutions – a study of workshops with parents and staff. European Early Childhood Education Research Journal, 1–15. https://doi.org/10.1080/1350293x.2026.2642205
• Bergersen, A., & Sønsthagen, A. G. . (2025). Power and majority discourses in education - critical perspectives. Nordic Journal of Comparative and International Education (NJCIE), 9(1). https://doi.org/10.7577/njcie.6271 
• Sønsthagen, A. G. ., & Massao, P. B. (2025). Racialized narratives about multicultural parental collaboration in early childhood education and care: Normality understood as whiteness. Nordic Journal of Comparative and International Education (NJCIE), 9(1). https://doi.org/10.7577/njcie.5996
• Osler, A.  & Goldschmidt-Gjerløw, B. (2025) Framing human rights education in the Nordic region, in: A. Osler & B.  Goldschmidt-Gjerløw (eds). Nordic perspectives on human rights education: Research and practice for social justice. Routledge. Download here.
• Osler, A.  & Skarra, J.A. (2025) The rhetoric and reality of human rights education: policy frameworks and teacher perspectives, in: A. Osler & B. Goldschmidt-Gjerløw (eds). Nordic perspectives on human rights education: Research and practice for social justice. Routledge. Download here. 
• Draugedalen, K. & Osler, A. (2025) Teachers as human rights defenders: Strengthening HRE and safeguarding theory to prevent child sexual abuse, in: A. Osler & B. Goldschmidt-Gjerløw (eds). Nordic perspectives on human rights education: Research and practice for social justice. Routledge. Download here.
• Svendsen B. & Burner, T. (2023). Gifted students and gradeless formative assessment: A case study from Norway. Journal for the Education of the Gifted, 46(3), 259-275. 
• Solberg, J. (2023). Privacy in early childhood education and care: The management of family information in parent-teacher conferences. Human Studies. https://doi.org/10.1007/s10746-023-09683-5.
• Burner, T. & Carlsen, C. (2023). Teachers’ multilingual beliefs and practices in English classrooms: A scoping review. Review of Education. https://doi.org/10.1002/rev3.3407
• Sønsthagen, A. G. (2023). The learning early childhood education and care institution as an inclusion arena. European Early Childhood Education Research Journal. https://doi.org/10.1080/1350293X.2023.2254533
• 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) (ed.). 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

• Linnéa Jermstad (PhD)
• Sofie Haug Changezi (PhD)
• Samah Migda (PhD)
• Linn Olafsen (MA)
• Nora Ødegård (MA)
• Anne Grete Sønsthagen (PhD)
• Jocelyne M. Von Hof (MA)
• Shahin Bayat (MA)
• Hana Abdi (MA)
• Lisbeth Lindquist (PhD)
• Maud Lahn (MA)
• Linh Dao (PhD)

• Anne Grete Sønsthagen, Western Norway University of Applied Sciences
• Yuka Kitayama, Osaka University
• Christopher Martell, University of Massachusetts Boston