Critical perspectives on Teacher Education (and Education) - CritTEd

Our members are:

Sandra Fylkesnes (coordinator - Østfold University College), Fredrik Olsson (co-coordinator - Østfold University College), Abdulghani Muthanna (Østfold University College), Andrey Paradis (University of Oulu), Andrew John Thomas (Østfold University College), An-Dao Katrín Tran (University of Iceland), Anna-Leena Riitaoja (Helsinki University), Bieke Gils (University of South-Eastern Norway), Charlotte Silander (Linnaeus University),  Danelle du Plessis (University of Innland Norway), Ditte Holch Jensen (Aarhus University), Elizabeth Bik Yee Lay (University of Iceland), Ellen Englund (Østfold University College), Emmanuel Acquah (Åbo Akademi University), Erik Bergman (University of Zagreb), Flora Tietgen (University of Iceland), Gunhild Brænne Bjørnstad (Østfold University College), Håkon Naasen Tandberg (Østfold University College), Heidi Layne (University of Jyväskylä), Heidi Stensbock-Haakestad (Østfold University College), Helen Eriksen (Oslo Metropolitan University), Ida Hummelstedt (Helsinki University), Ingvild Bjordal (Norwegian University of Science and Technology), Íris Ellenberger (University of Iceland), Jenni Helakorpi (Helsinki University), Johanna Ennser-Kananen (University of Jyväskylä), Kara Roan (University of Jyväskylä), (Koko Hubara (Univeristy of Turku), Kristin Gregers Eriksen (USN), Maija Jones (Hnki of University), Mai Nguyen (University of Helsinki), Mandira Halder (University of Helsinki), Marcela Montserrat Fonseca Bustos (Oslo Metropolitan University), Mari Kristine Jore (University of Agder), Martta Brännström (HiØ), Nadia Norling Tshili Klarsgaard (Professionshøjskolen UCN/OsloMet), Osa Lundberg (Malmö University), Pia Mikander (Helsinki University), Prisca Bruno Massao (University of Innland Norway), Ronald Mayora Synnes (University of Agder), Saara Loukola (Helsinki University), Samina Tasnim (Tampere University), Sara Johansson Lopez (Linneaus University), Sólveig Ásta Sigurðardóttir (University of Iceland ), Sophie Onuh (Åbo Akademi University), Tanja Kohvakka (Åbo Akademi University), Tuuli Kurki (Helsinki University), Vibeke Kieding Banik (University of South-Eastern Norway), Zahra Bayati (University of Gothenburg).

The research network is affiliated to the Østfold University College and takes its overall theoretical stance in critical theories and alternative theoretical perspectives that may both seek to inform and transform traditional ways that teacher education (and education) generally is both constructed and understood. The research network’s overall aim is to contribute to the development of innovative, empirically-based methodologies and theories that potentially trigger both relevant questions and answers for social transformations that move towards more social justice for all.

The group brings a diversity of issues of social and racial injustice to the center of its work studying interaction and tensions between different ways of knowing, teaching and learning in the field of education, with particular focus on the domains of (1) the body of knowledge that underpins teacher education (and education), (2) teacher education (and education) policy, practices and management, and (3) teacher education (and education) in relation to the digital society (digiEd), and herein, multimodal and multilingual forms of communication shaping various constellations of (post)human interpellations. 

In line with most forms of critical inquiry, members of the CritTEd research group aim to gain greater understandings of how knowledge construction, naming and power intersect in teacher education (and education) curriculum- and pedagogical practices and how these processes create boundaries for who we, as students (whether as adults, as youth or as children) and as humans, can both imagine ourselves to be, and actually be. These issues we study form various fields of inquiry, such as:

• Critical Race Theory (CRT) inquiries, centralising intersectionality and focusing how race is a social construct and how racism is the result of complex, changing, and often subtle social and institutional dynamics, rather than explicit and intentional prejudices of individuals.
• Critical Whiteness Studies centralising the research focus on the CRT concept of Whiteness and attempts to research white people anthropologically (as a group) and on how white supremacy ideologies have permeated various teacher education discourses.
• Critical raciolinguistic inquiries, focusing on how language and race are jointly constructed and on how decoloniality can counter raciolinguistic ideologies rooted in colonial epistemologies.
• Critical pedagogical inquiries, centralising the concept of critical consciousness and focusing on how pedagogical choices are inherently linked with social justice and democracy.
• Decolonising perspectives as active resistance to oppressive epistemic logics, focusing on the construal of the deficiency of particular populations and thereby their need for correction, education and development.
• Feminist theory inquiry focusing on understanding the structures of gender constructions and gender inequality.
• Queer theory inquiry, focusing on exploring and challenging gender- and sex-based binaries perpetrated in society and on ways to undo binary hierarchies and fight against social inequalities.
• Posthuman theoretical inquiries, drawing on perspectives from science fiction, futurology, contemporary art, and philosophy and focusing on questions related to ethics and justice, language and trans-species communication, social systems, and intellectual aspirations of interdisciplinarity.
• New materialism, focusing on the materiality of the human body and the natural world into the forefront of inquiry, decentralized agency as more than human. 

Conference 2024

CritTEd 2024: Critical issues in education, 14-15 November 2024, Østfold University College, Halden. You find the final program here.

ARTE network - Nordplus Higher Education

An offspring of the CriTEd research group is Anti-racism and racialization in Teacher Education: a dissemination network concerning implications for higher education practices (ARTE), an innovative network dedicated to addressing racism and antiracism pedagogy within Nordic teacher education. The network, led by HiØ, has received funding by Nordplus Higher Education for May 2025 – September 2026. Read more about the network here.

Publications 2024-2025 (by 1 March 2025)

Beiler, I. R., Tavares, V. (2025). Engagements with Internationalization in Norwegian TESOL Education: Reproducing or Confronting Ideologies?. Tavares, V. (Ed.). Internationalization of TESOL Teacher Education: Global and Critical Perspectives. p. 17-32. Multilingual Matters.

Beiler, I. R., & Villacañas de Castro, L. S. (2025). Translanguaging and culturally sustaining pedagogies: A mutually dependent relationship? Foreign Language Annals. https://doi.org/10.1111/flan.12791

Beiler, I. R., & Dewilde, J. (2024). “When we use that kind of language… someone is going to jail”: Relationality and aesthetic interpretation in initial research encounters. Applied Linguistics Review. https://doi.org/10.1515/applirev-2024-0085

Ragnarsdóttir, B. H., Bjarnadóttir, V. S., Hjálmsdóttir, A., & Víkingsdóttir, A. S. (Accepted/In press). Work–family conflict: A classed phenomenon? Acta Sociologica (United Kingdom). https://doi.org/10.1177/00016993241311150

Bjarnadóttir, V. S., Geirsdóttir, G., & Ólafsdóttir, A. (Accepted/In press). Academics’ dilemmas in addressing challenging societal issues in today’s higher education landscape. Globalisation, Societies and Education. https://doi.org/10.1080/14767724.2024.2405534

Jóhannesson, I. Á., Bjarnadóttir, V. S., & Maríudóttir, M. J. (2024). Jafnvægi starfs og einkalífs ungra kvenkyns kennara í íslenskum grunnskólum. Netla, 1-17. https://doi.org/10.24270/serritnetla.2024.7

Ragnarsdóttir, B. H., Bjarnadóttir, V. S., Hjalmsdottir, A., & Þrastardóttir, B. (2024). Konur af erlendum uppruna í íslensku velferðarsamfélagi: Staða á vinnumarkaði, félagsleg tengsl og líðan. Íslenska þjóðfélagið., 15(1), 3-22. https://ojs.hi.is/index.php/tf/article/view/3998/2576

Erlingsdóttir, A. A., Jóhannesson, I. Á., & Bjarnadóttir, V. S. (2024). Kynjað starfsumhverfi kvenkyns nýliða í grunnskólakennslu. Netla. https://doi.org/10.24270/netla.2024/18

Ragnarsdóttir, G., Bjarnadóttir, V. S., & Jónasdóttir, M. (2024). Skilvirkara stúdentspróf eftir styttingu? Reynsla háskólanema og háskólakennara af stefnubreytingum á framhaldsskólastiginu. Stjórnmál og stjórnsýsla, 20(1), 87. https://doi.org/10.13177/irpa.a.2024.20.1.5

Jónasson, J. T., & Bjarnadóttir, V. S. (2024). The Nordic interactive and comparative spaces within the arena of education. In Scrutinising the Nordic Dimension in Education: Myths, Realities, and Integration Efforts in Europe's Nordic Region (pp. 44-62). Taylor and Francis/ Balkema. https://doi.org/10.4324/9781032694252-5

Nygård, M., & Bjordal, I. (2024). Skolevegring og «flukt» fra den offentlige skolen. Norsk sosiologisk tidsskrift, 8(2–3), 23–37. https://doi.org/10.18261/nost.8.2-3.3

Brænne, G. B., & Karlsen, K. H. Vi hadde litt ulik forståelse av tid – Forhandling og samarbeid om utviklingen av en kunsthendelse i dans for elever i skolen. Nordic Journal of Dance. https://doi.org/10.2478/njd-2024-0002

Averin, R. & du Plessis, D. (2025). Bitter dilutions: Antiracism, intersectionality, and the pall of White feminisms over Norwegian higher education. In: Tavares, V. (Eds.), Intersectional Perspectives on Equality and Social Justice in Norwegian Higher Education. Routledge. ISSN 9781032853710.

Ennser-Kananen, J. (2024). “I Almost Died”: Knowledges of Pain in a Finnish School for Refugee-Background Adults. Nordisk Tidsskrift for Pedagogikk og Kritikk, 10(3), 191-205. https://doi.org/10.23865/ntpk.v10.5890

Perkins, M. C., Ennser-Kananen, J., Laihonen, P., & Saarinen, T. (2024). “Mitä tummempi sininen, sitä stressaantuneempi olen” : taidepohjainen tapaustutkimus työhyvinvoinnista yliopistossa. Tiedepolitiikka, 49(2), 52-66. https://doi.org/10.58957/tp.142677

Rantanen, V., Nguyễn, H., Suomela, A., & Ennser-Kananen, J. (2024). Kestävä kehitys osana aikuisten perusopetusta: hyviä maahanmuuttajia vai maailman muuttajia?. Kieli, koulutus ja yhteiskunta, 15(7). https://www.kieliverkosto.fi/fi/journals/kieli-koulutus-ja-yhteiskunta-joulukuu-2024/kestava-kehitys-osana-aikuisten-perusopetusta-hyvia-maahanmuuttajia-vai-maailman-muuttajia

Ennser-Kananen, J., Halonen, M., & Saarinen, T. (2024). Kieli, tieto ja episteemisen nationalismin ikiliikkuja Suomessa. In M. Autere, & R. Länsisalmi (Eds.), Nationalismi ja kieli : näkökulmia kieleen, kielikoulutukseen ja kielipolitiikkaan (pp. 107-131). Suomalaisen kirjallisuuden seura. Tietolipas, 289. https://oa.finlit.fi/site/books/e/10.21435/tl.289/

Ennser-Kananen, J., Riuttanen, S., & Ortega, Y. (2024). Towards transknowledging : epistemic justice matters for language scholars. Apples : Journal of Applied Language Studies, 18(3), 66-87. https://doi.org/10.47862/apples.138546

Roberts, B. A., & Eriksen, K. G. (2024). Norwegian Youths’ Reflections on Education for Just Sustainable Futures. Nordisk tidsskrift for pedagogikk og kritikk,10(3) s. 113-128. DOI: https://doi.org/10.23865/ntpk.v10.5838

Eriksen, K. G., Lund, Å., Bjerknes, A.-L., Von Hof, J., & Wilhelmsen, T. (2024). Å gi rom for nye begynnelser: Demokratisering og dekolonisering gjennom arbeid med estetiske læringsprosesser og samiske perspektiver i høyere utdanning. Forskning og Forandring 7(1) s. 6-25.

Eriksen, K. G., Jore, M., Loftsdottir, K., Mikander, P., & Sund, L. (2024). Coloniality and Education in the Nordics: Editorial. Nordisk tidsskrift for pedagogikk & kritikk, 10(3), 1-13. https://doi.org/10.23865/ntpk.v10.6338

Fylkesnes, S., Gils, B., & Synnes, R. M. (2025). Teacher educators matter: a call for countering the workings of Whiteness in so-called post-racial societies through a pedagogy of remembrance and accountability. Whiteness and Education, 1–18. https://doi.org/10.1080/23793406.2024.2448268

Fylkesnes, S., du Plessis, D., & Massao, P. B. (2024). What can critical perspectives on whiteness do for post-racial teacher education? A review of studies from the “nice” Norwegian context. Teaching and Teacher Education, 140, 104487. https://doi.org/10.1016/j.tate.2024.104487

Rasmussen, A., Dovemark, M., Holm, G., & Helakorpi, J. (2024). Newly arrived students in Nordic education policies and practices. In J. B. Krejsler (Ed.), Scrutinising the Nordic Dimension in Education: Myths, Realities, and Integration Efforts in Europe’s Nordic Region Taylor and Francis (Routledge). https://doi.org/10.4324/9781032694252-13

Jones, M. S., Mikander, P., Helakorpi, J., & Löfström, E. (2025). Challenges and prospects for antiracism pedagogy in Finnish upper secondary schools: an examination of teacher guides. Human Rights Education Review.

Jore, M. K. (2024). Postcolonial and Decolonial Perspectives on Democratic Citizenship Education. Nordisk tidsskrift for pedagogikk og kritikk, 10(3). https://doi.org/10.23865/ntpk.v10.5361

Klarsgaard, N. N. T. (2024). Young white children’s (not so) innocent wonderings about skin color. Contemporary Issues in Early Childhood, 0(0). https://doi.org/10.1177/14639491241297282

Lay, E. B., & Magnúsdóttir, B. R. (Accepted/In press). Competing identities in diverse classrooms: mapping social and academic hierarchies in perceived inclusive utopias. International Studies in Sociology of Education. https://doi.org/10.1080/09620214.2024.2433974

Matikainen-Soreau, M., Loukola, S., & Hummelstedt, I. (2025). Brown researcher, white schools: Racialized positionality in ethnographic research on (anti)racism. Reconceptualizing Educational Research Methodology.

Loukola, S., Matikainen-Soreau, M., Holm, G., & Hummelstedt, I. (2025). Racial humour in Finnish schools: reinforcing and resisting racism, and the difficulty of intervening. International Journal of Qualitative Studies in Education.

Loukola, S., Matikainen-Soreau, M., Holm, G., Helakorpi, J., & Hummelstedt, I. (2024). Responsibilities of individuals and institutions in promoting antiracism in Finnish lower secondary schools. Multicultural Education Review.

Bergersen, A., & Massao, P. B. (2025). Studentmobilitet for kvalitet i høyere utdanning: Hva kan vi lære av stemmer fra Zambia og Tanzania?. Nordic Journal of Comparative and International Education (NJCIE), 9(1). https://doi.org/10.7577/njcie.5997

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

Skogvang, B., & Massao, P.B. (2024). The Potential of Sámi/Indigenous Festivals to Inform and Bridge Formal Education Systems. Nordisk tidsskrift for pedagogikk & kritikk, 10(3). https://doi.org/10.23865/ntpk.v10.5886

Massao, P. B., & Bergersen, A. (2024). (De)Coloniality in Teacher Education: Reflections on Student Teachers’ Mobility from the Global North to the Global South. Nordisk tidsskrift for pedagogikk & kritikk. https://doi.org/10.23865/ntpk.v10.5888

Massao, P. B., Engh, M. H., Hill, J., Lawrence, S., & Mowatt, R. (2024). Intersectional scholarship on sport and leisure: Trends, tensions, and promising directions. In Routledge Handbook of Sport, Leisure, and Social Justice (1st ed., Vol. 1, pp. 556–569). Routledge. https://doi.org/10.4324/9781003389682-48

Massao, P. B., Sheshe, B. A., & Mkenda, T. B. (2024). Gender and Active Citizenship in Tanzanian Teacher Education: Curriculum Analysis and Student Teachers’ Reflections. European Journal of Education, 59(4), n/a-n/a. https://doi.org/10.1111/ejed.12762

Mikander, P., & Satokangas, H. (2025). From influencing school food to handling hate speech: Methods, areas, and limitations of active citizenship in Finnish social studies textbooks. Education, Citizenship and Social Justice, 20(1). https://doi.org/10.1177/17461979231197409

Zilliacus, H., Wolff, L.-A., Mikander, P., & Kallioniemi, A. (2025). Reframing the Human–Nature Relationship in Worldview Education: The Case of Finnish Lutheran and Orthodox Textbooks. I S. Windsor, & O. Franck (Red.), Intersections of Religion, Education, and a Sustainable World. Springer.

Mikander, P., & Satokangas, H. (2024). Addressing democracy and its threats in education: Exploring a pluralist perspective in light of Finnish social studies textbooks. Studies in Philosophy and Education. https://doi.org/10.1007/s11217-024-09934-7

Satokangas, H., & Mikander, P. (2024). Constructing Agency in the Climate Crisis: Rhetoric of Addressing the Crisis in Social Studies Textbooks. Social sciences, 13(7). https://doi.org/10.3390/socsci13070344

Mikander, P., Rejman, K., Högström, J., & Slotte, A. (In print). Democratic education online: Remote education as participation, power relations, sabotage, and dystopia. Utbildning och demokrati : tidskrift för didaktik och utbildningspolitik.

Mikander, P., Zilliacus, H., Wolff, L.-A., & Kallioniemi, A. (2024). Non-human animals in Finnish worldview education textbooks. Nordidactica : Journal of Humanities and Social Science Education , 14(1), 139-160. https://journals.lub.lu.se/nordidactica/article/view/25254

Ghundol, B., & Muthanna, A. (2025). Perceptions and experiences of female academics on barriers in obtaining and continuing leadership roles at higher education. International Journal of Educational Research, 130, 102534. https://doi.org/10.1016/j.ijer.2025.102534

Muthanna, A. (2024). Science of Learning: Journeys of Hope, Challenges and Resilience in Realizing Academic Ambitions. Journal of Science of Learning and Innovations, 1(2), 109–123. https://doi.org/10.1163/29497736-bja00007

Muthanna, A., Chaaban, Y., & Qadhi, S. (2024). A model of the interrelationship between research ethics and research integrity. International Journal of Qualitative Studies on Health and Well-Being, 19(1), 2295151–2295151. https://doi.org/10.1080/17482631.2023.2295151

Muthanna, A., & Khine, M. S. (2024). Academic professionalism: Meanings and self-reflections on how to continue to advance academic professionalism in higher education. In The Development of Professional Identity in Higher Education (1st ed., Vol. 1, pp. 208–225). Routledge. https://doi.org/10.4324/9781003407133-17

Olsson, F., Fylkesnes, S., & Sørlie Yri, J. (2024). Decolonizing Higher Education in Norway: Critical Collaborative Autoethnographic Reflections on a University Pedagogy Course. Nordisk tidsskrift for pedagogikk og kritikk, 10(3). https://doi.org/10.23865/ntpk.v10.5918

Olsson, F., Bradley, L., & Abughalioun, M. (2023). Refugees’ aspirations, attitudes, and experiences of higher education and professional life in Sweden. Social Sciences & Humanities Open, 7(1), 100386. https://doi.org/10.1016/j.ssaho.2022.100386

Synnes, R. M., & Iversen, L. Å. L. (2024). Fronteras étnicas en la Iglesia Noruega en el Extranjero. Sociedad y Religión. ISSN 0326-9795. 64(34), s. 1–19.

Bimenyimana, P. C., Rutembesa, E., Synnes, R. M., Josiane, U. K. N., Gerard, B., & Bukuluki, P. (2024). Social Innovations in an Emergency Setting: Opportunities and Challenges for Youth Volunteers in Curbing the Spread of COVID-19 in Huye District, Rwanda . Revista De Gestão Social E Ambiental, 18(4), e06666. https://doi.org/10.24857/rgsa.v18n4-155

Bimenyimana, P.; Bukuluki, P.; Rutembesa, E.; Synnes, R. M., & Byungura, J. (2024). Social work community practice from a government discourse perspective: Motives for youth volunteers in controlling COVID-19 in Rwanda. Journal of Social Work in Developing Societies (JSWDS). ISSN 1115-3946. 6 (2), p. 30–47. doi: 10.4314/jswds.v6i2.3.

Publications 2023 (by December 31)

Aamaas, Å., Bjerknes, A. L. & Eriksen, K. G. (2023). Working with twenty-first-century skills through engaging with indigenous perspectives in teacher education. In K. C. Alvestad, H. Roll-Hansen & K. H. Nordberg (Eds.). New perspectives on educational resources: Learning materials beyond the traditional classroom (pp. 121-136). Routledge.

Andersen, C. E., Aronsson, L., & Lenz, H. T. (Eds.). (2023). Höj hörstyrkan! Lyssnande pedagogik i dag och i framtiden. Gleerups.

Andersen, C. E. (2023). Autoetnografiske ut-viklinger: Å skrive uheroiske beretninger om det som skjer. [Autoethnographic developments: Writing unheroic narratives about what happen]. In C. O. Myhre & A. H. L. Waterhouse, (Eds.), Metodologiske ut-viklinger: Om kvalitativ og postkvalitativ forskning i barnehagefeltet (pp. 141–156). Fagbokforlaget. ISSN 9788245035445.

Beiler, I. R. & Dewilde, J. (2023). Pedagogisk transspråking i voksenopplæring. [Pedagogical translanguaging in adult education]. In E. Bugge, C. H. Carlsen (Eds.). Norsk som andrespråk - voksne innvandrere som utvikler skriftkyndighet på et andrespråk (pp. 169-185). Cappelen Damm Akademisk.

Bjordal, I. (2023). Markedsretting av utdanning og strukturell rasisme. [Marketization of education and structural racism.] Norsk sosiologisk tidsskrift, 7(1). 8-22. https://doi.org/10.18261/nost.7.1.2

Bjørnstad, G. B., & Ellinggard, S. N. (Eds.) (2023). Performative innganger til undervisning - perspektiver på skapende læring med tverrfaglige tema. Universitetsforlaget.

Bjørnstad, G. B. & Ellinggard, S. N. (2023). Performativ vurderingspraksis. In G. B. Bjørnstad & S. N. Ellinggard (Eds.), Performative innganger til undervisning - perspektiver på skapende læring med tverrfaglige tema (pp. 80-96). Universitetsforlaget.

Bjørnstad, G. B., & Ismail, M. J. (2023). Dunia yetu – our world – vår verden – Bærekraftig utvikling. In G. B. Bjørnstad & S. N. Ellinggard (Eds.), Performative innganger til undervisning - perspektiver på skapende læring med tverrfaglige tema (pp. 235-249). Universitetsforlaget.

Bjørnstad, G. B., & Karlsen, K. H. (2023). An artful encounter with dance - empowering future teachers in cross-sectoral collaborations with the Cultural Schoolbag as the example. Dance Articulated.

Dýrfjörð, K., Magnúsdóttir, B. R., & Bjarnadóttir, V. S. (2023). Principals’ financial and pedagogical challenges when choosing programs and educational materials: The scope of the private education industry for preschools. Education Inquiry. https://doi.org/10.1080/20004508.2023.2291887

Ellinggard, S. N., & Bjørnstad, G. B. (2023). Innledning. In G. B. Bjørnstad & S. N. Ellinggard (Eds.), Performative innganger til undervisning - perspektiver på skapende læring med tverrfaglige tema (pp. 27-37). Universitetsforlaget.

Ellinggard, S. N., & Bjørnstad, G. B. (2023). Avsluttende ord. In G. B. Bjørnstad & S. N. Ellinggard (Eds.), Performative innganger til undervisning - perspektiver på skapende læring med tverrfaglige tema (pp. 260-262). Universitetsforlaget.

Ennser-Kananen, J. & Saarinen, T. (Eds., 2023, online 2022). New materialist explorations into language education. Springer. Open access: https://link.springer.com/book/10.1007/978-3-031-13847-8

Ennser-Kananen, J. & Ruohotie-Lyhty, M. (2023, online 2022). "I'm a foreign teacher": Legitimate positionings of a migrant teacher. Journal of Education for Teaching. Open access.

Eriksen, K. G., Aamaas, Å. & Bjerknes, A. L. (2023). Engaging with indigenous perspectives in mainstream Norwegian teacher education: Collaborative autoethnography as a path toward decolonial indigenization. Diaspora, Indigenous and Minority Education. https://doi.org/10.1080/15595692.2023.2173168

Eriksen, K. G., & Jore, M. K. (2023). (Tapte) muligheter for kritisk tenkning: Post- og dekoloniale perspektiver i samfunnsfag. [(Lost) opportunities for critical thinking: Post- and decolonial perspectives in social science]. Nordidactica, 13(2). 135-158.

Harðardóttir, E., Lay, E. B. Y., & Magnúsdóttir, B. R. (2023) Performing the norm in the Global North: migrant parents’ positions and participation within Icelandic schools. British Journal of Sociology of Education, 44(6), 1051-1066. DOI: 10.1080/01425692.2023.2237198

Jónasson, J. T., & Bjarnadóttir, V. S. (2023). The Nordic interactive and comparative spaces within the arena of education. Nordic Studies in Education, 43(1), 25-42. https://doi.org/10.23865/nse.v43.3987

Karlsen, K. H.; Bjørnstad, G. B., & Omand, C. (2023). En leken tilnærming til læring. In R. L. Næsje, S. A. Berggren, G. C. Motzfeldt, M. Häggström & K. H. Karlsen (Eds.), Storyline i begynneropplæringen: En estetisk og lekende tilnærming til læring (pp. 23-57). Universitetsforlaget.

Lippe, G. V. D., & Gils, B. (2023). Women in Norwegian Athletics in the 1960s & 1970s. In J. Krieger, (Ed.) Athletics in the Nordic Countries: History and developments (pp. 121-140). Common Ground Research Networks.

Massao, P. B., & Skogvang, B. O. (2023). Rasialisering, hvithet og norskhet: Nasjonal identitetsdannelse i og gjennom idrett. [Racialisation, whiteness and Norwegianness; National identity formation in and through sport.]. Norsk sosiologisk tidsskrift, 3(7), 41–57.https://doi.org/10.18261/nost.7.1.4

Massao, P. B., & Thorjussen, I.M. (2023). Barn, unge og rasisme: Kritisk raseteori som utgangspunkt for utvikling av antirasistisk kompetanse i utdanning og idrett. [Children, youth and racism: Critical race theory as a starting point for the development of anti-racist competence in education and sports.]. In T. Wilhelmsen, E. Berg, K. V. Evensen, G.M. Solstad & I. M. Thorjussen (Eds.). Bevegelsesfellesskap i oppveksten: Kritiske perspektiver på inkludering og mangfold. (pp. 244–262). https://doi.org/10.55669/oa230113

Mikander, P., & Mansikka, J. E. (2023). Social class as a challenge in educating for diversity: The case of a Finnish preschool. Children & Society, 37(5), 1432-1445. https://doi.org/10.1111/chso.12770

Mikander, P., & Satokangas, H. (2023). From influencing school food to handling hate speech: Methods, areas, and limitations of active citizenship in Finnish social studies textbooks. Education, Citizenship and Social Justice. Advance online publication. https://doi.org/10.1177/17461979231197409

Mikander, P. (2023). Racism in Finnish school textbooks: Developments and discussions. I M. Thrupp, P. Seppänen, J. Kauko, & S. Kosunen (red.), Finland’s famous education system: Unvarnished insights into Finnish schooling (s. 289-302). Springer.

Satokangas, H., & Mikander, P. (2023). From a welcoming rhetoric to a narrowing one: Constructing citizen agency in Finnish social studies textbooks. Nordidactica: Journal of Humanities and Social Science Education, 13(3), 85-108. https://journals.lub.lu.se/nordidactica/article/view/24862

Vik, M. K., & Bjørnstad, G. B. (2023). Deltakerens mulighetsrom for dybdelæring gjennom lærer-i-rolle. In G. B. Bjørnstad & S. N. Ellinggard (Eds.), Performative innganger til undervisning - perspektiver på skapende læring med tverrfaglige tema (pp. 117-131). Universitetsforlaget.

Zilliacus, H., Wolff, L-A., Mikander, P., & Kallioniemi, A. (2023). Reframing the human–nature relationship in worldview education: A discourse analysis of textbooks in Finland. In Handbook on religious education for sustainable development reframing. Springer.

Publications 2022 (by December 24th)

Andersen, C.E., Aronsson, L.& Lenz Taguchi, .H.(2022).Lyssnandets pedagogik i Sverige och Norge i dag. Kartbilder över olika sätt att förstå och praktisera fenomenet.Nordisk Barnehageforskning. ISSN 1890-9167. 19(4), s. 1–9. doi: 10.23865/nbf.v19.399.

Andersen, C.E. & Nordström, S.N. (2022).Nick-storying and the Body’s Immersion and Participation in the World: Forming Aggregates for Early Childhood Education.I Blyth, Carmen & Aslanian, Teresa Katherine (Red.),Children and the Power of Stories. Posthuman and Autoethnographic Perspectives in Early Childhood Education.. Springer. ISSN 978-981-16-9286-4. s. 109–124. doi: DOI%3A%2010.1007/978-981-16-9287-1_8.

Beiler, I M.R. (2022). Anglonormativity in Norwegian language education policy and in the educational trajectories of immigrant adolescents. Language policy.https://doi.org/10.1007/s10993-022-09632-5

Bayati, Z., Eriksen, H. & Ulrichsen, G.O. (2022). Dressing and Undressing Whiteness. PARSE, 15(3). https://parsejournal.com/article/dressing-and-undressing-whiteness/

Bergensen, A. & Massao, P. B. (2022). En analyse av makt og kultursensitivitet blant utvekslingstsudenter til og fra det globale sør gjennom faget Global Knowledge. I. J. Klein, A. Bergensen og A. S. Larsen (Red.). Utenlandske praksis for lærerstudenter: Global Interkulturell kompetanse (s. 107-120). Universitetsforlag.

Bjordal, I. (2022). Soft privatization in the Norwegian school: cooperation between public government and private consultancies in developing ‘failing’ schools- Nordic Journal of Studies in Educational Policy, 8(1). 42-51, https://doi.org/10.1080/20020317.2021.2022079

Dyrnes, E.M. & Brännström, M. (2022). "Du må være trygg for å kunne fokusere på læring". Ungdomsskolens praksiser og rutiner i sammensetting av 8. klasser.  I Maugesten, Marianne & Spernes, Kari Iren (Red.), Overganger i skolen. Fra barnetrinnet til ungdomstrinnet. Universitetsforlaget. s. 38–50.

Enser-Kananen, J, Saario, J. & Sulkunen, S. (2022). Language education for social justice. Special issue in Apples - Journal of Applied Language Studies. Open access: https://apples.journal.fi/issue/view/8465

Ennser-Kananen, J. (2022). Walking the cliff: Foreign language classes as entry points for social justice education. In L. J. Randolph (Ed.). How We Take Action: Social Justice in K-16 Language Classrooms. Open access.

Eriksen, K. G. (2022). Decolonial methodology and reflexive wrestles of whiteness. Reconceptualizing Educational Research Methodology, 13(2). https://doi.org/10.7577/rerm.4666

Eriksen, K. G. & Sibeko, G. J. (2022). Innganger til en anti-rasistisk undervisning. I: Kontroversielle, emosjonelle og sensitive tema i skolen. Oslo: Universitetsforlaget

Gils, B. (2022). “Charmion and the business of physical culture at the turn of the twentieth century,” Iron Game History: The Journal of Physical Culture 16(2): 25-27. 

Goldschmidt-Gjerløw, B., Eriksen, K. G. & Jore, M. K. (2022). Kontroversielle, emosjonelle og sensitive tema i skolen.Oslo:Universitetsforlaget

Goldschmidt-Gjerløw, B., Eriksen, K. G. & Jore, M. K. (2022). Undervisning som balansekunst. I: Kontroversielle, emosjonelle og sensitive tema i skolen. Oslo: Universitetsforlaget

Hognestad, H.K., Giulianotti, R., Thorpe, H., Langseth, T. & Gils, B. (2022). Editorial: Environmental Sustainability in Sports, Physical Activity and Education, and Outdoor LifeFront. Sports Act. Living, 21 February 2022. https://doi.org/10.3389/fspor.2022.853599

Lay, E. B. Y. & Yannis, T. (2022). Tensions between diverse schools and inclusive educational practices: Pedagogues’ perspectives in Iceland, Finland and the Netherlands. Compare: A Journal of Comparative and International Education

Lee, EY., de Lannoy, L., Li, L., de Barros, M. I. A., Bentsen, P., Brussoni, M., Fiskum, T. A., Guerrero, M., Hallås, B. O., Ho, S., Jordan, C., Leather, M., Mannion, G., Moore, S. A., Hansen Sandseter, E. B., Spencer, N. L. I., Waite, S., Wang, PY., Tremblay, M. S., Winje, Ø. (2022). Play, learn, and teach outdoors—network (PLaTO-Net): terminology, taxonomy, and ontology. International Journal of Behavioral Nutrition and Physical Activity, 19(66).   https://doi.org/10.1186/s12966-022-01294-0

Massao, P. B. (2022). Rasialisering: Et begrep for norsk samfunns- og utdaningsforskning? . I C. A. Døving (Red.).  Rasisme: Fenomenet, forskningen, erfaringene (s. 41 -63). Oslo: Universitetsforlag. 

Osgood, J., Andersen, C.E. & Otterstad, A.M.(2022).Portal-time and wanderlines: What does virusing-with make possible in childhood research?  Reconceptualizing Educational Research Methodology (RERM). ISSN 1892-042X.13(3), s. 208–231.

Ramirez, C. (2022). Fargeblindhet i norsk skole. I C. A. Døving (red.) Rasisme: Fenomenet, forskningen, erfaringene.Oslo: Universitetsforlaget. s. 378-392.

Reinertsen, A.B., Ulla, B., Larsen, A.S., Moxnes, A.R., Aslanian, T.K. & Andersen, C.E. (2022).Fugitive Futures and Knowledge Brokering: Adding Value, Habits, and Trust in Early Childhood Education and Educational Research.Qualitative Inquiry. ISSN 1077-8004. s. 1–14. doi: 10.1177/10778004221077709.Fulltekst i vitenarkiv

Synnes, R.M. (2022). Dimensions of Ethnic Boundary-Making: Experiences of Young Muslims and Christians in Religious Transnational Fields in Oslo. Nordic Journal of Migration Research, 12(4). 379-395. doi:10.33134/njmr.353. 

Synnes, R.M. & Trysnes, I. (2022). Unge muslimers og kristnes selvpresentasjon på sosiale medier. Kirke og kultur. ISSN: 0023-186X. 127 (3). s 228 - 244. doi:10.18261/kok.127.3.4. 

Verduijn, K. & Andersen, C.E. (2022). Cautiously Creating a Future-Oriented Manifesto for Thinking Entrepreneurship as Practice. In Thompson, Neil Aaron; Byrne, Orla; Jenkins, Anna & Teague, Bruce T. (Red.), Research Handbook on Entrepreneurship as Practice. Edward Elgar Publishing. ISSN 9781788976824. s. 92–107.