Anne Beate Reinertsen

• Reinertsen, Anne Beate (2026). Producing ruptures in the academy; a feminist ‘minor’ approach to pedagogy, teacher education and research. Children's Geographies. ISSN 1473-3285. doi: 10.1080/14733285.2026.2618222. Full text in Research Archive
• Reinertsen, Anne Beate (2025). The Ontology of Wellbeing in Pedagogies and Policies: Immanent Proleptic Environmenting as Perspectivist Weaving of Bodies and Wor(l)ds. In Quinones, Gloria & Delaune, Andrea (Ed.), Wellbeing for Infants and Toddlers in Education and Care. Springer Nature Switzerland. ISSN 9783031893766. p. 195–208. Full text in Research Archive Show summary

  Situating inquiries about wellbeing in immanence, immanence being the territory of existence, is enabling for the many variations of life that encompass existence and becomings. Wellbeing reflecting existential and ontological features of the teacher and toddler presently, that, in turn, are features which are appreciated and acknowledged across a wide range of experiences bringing life, pedagogies and policies, teacher, toddler – and me – together. My main claim however, and with a view to avoid compartmentalised, defined, and defining ontological features, assumes an added value for wellbeing only if the relationship between ontological features is put in complete perspective with one another and seen as profoundly complex. Subsequently, and building on feminist posthuman philosophy, pragmatism, and post qualitative research approaches, that pedagogies and policies are developed with a perspectivist aesthetic ethos in mind to ensure pedagogical precision weaving and relevance. Delivering more enriched and multi-dimensional epistemological and normative accounts of wellbeing possibilized through constantly enhancing the importance of proleptic (anticipation) environmenting and the irreducible plural logics of minor pedagogies and perspectives for the wellbeing of both the educator, the toddler, and the researcher. This implies a change in how we view conditions for wellbeing and is ultimately a defence of the professional authority of the teaching professions expressing an increased appreciation of the professions, and at the same time writing higher ambitions on behalf of teachers, toddlers, and researchers together.

• Reinertsen, Anne Beate (2025). Det enkle er ikke alltid det beste, det presise er ikke alltid det riktige. In Larsen, Ann Sofi; Sandvik, Ninni & Ulla, Bente (Ed.), Variasjoner, vitalitet og virvar. Tilnærminger til språk i barnehagelivet. Fagbokforlaget. ISSN 9788245046755. p. 65–80. Full text in Research Archive Show summary

  Fokus i dette kapitlet er å heie på det upresise i ord og betydningen av intense erfaringer med det sublime. Det sublime i språk, det sublime i autonomi og kontroll, det sublime i kunnskaping. Upresist er bra for det hindrer kunnskapstap og muliggjør mer om hva det vil si å være menneske, hva som gir oss verdi og hva det innebærer å kontrollere egne handlinger og kunnskapsprosesser i fellesskapene vi tar del i. Overordnet spørsmål er hvordan vi gjør barn i og gjennom forskning, i og gjennom språk? Teksten framhever betydningen av erfaring, skjønn, intuisjon og fornuft. De tingene hører til i barnehagen (les også skolen) og forskning med det som foregår der, likevel er vi i ferd med å utradere dem og redusere mennesket til målbare digitale enheter og regnskapstall, i verste fall en barnehage (og skole) der det ikke er plass til barnet. Ønsker vi det egentlig, og var det slik vi ville ha det? Teksten er postkvalitativ og en case som overskrider normative kriterier fordi den i tråd med en postkvalitativ tilnærming selv setter normen. En tekst som er sin egen og en overskridelse som søker å favne det virkelige livets dilemmaer, paradokser, motsigelser og kompleksitet.

• Reinertsen, Anne Beate (2025). Tilsynslaboratorier for kvalitet Utvikling av perspektiverende etos for nye tillitsbaserte endringsfelt. Nordisk barnehageforskning (NBF). 22 nr 3. doi: 10.23865/nbf.v22.536. Full text in Research Archive Show summary

  Artikkelen er en pedagogiskfilosofisk utforskning av tillit som metode. Den er skrevet på bakgrunn av dagens statlige politikk med tillitsreform i offentlig sektor parallelt med en sterk politisk vilje og evne til å styre og overvåke utviklingen av utdanningsfeltet. I denne artikkelen spør jeg hvordan vi i de paradoksene som oppstår kan utvikle perspektiverende etos for nye tillitsbaserte reform- eller endringsfelt i barnehagesektoren? Videre, hvilke former for tilsyn for å undersøke etterlevinger av kravene som stilles som da er ønskelig å etablere, nødvendig og mulige for fremtiden? Av mangel på konkurrerende modeller som ser ut over spenninger, motsetninger eller makt er våre nåværende analyser svake teoretisk fordi komplekse perspektiver for tillitsbasert fri kunnskaping ikke verdsettes eller ikke tas i bruk. Akademia spilles ut over sidelinjen eller spiller seg selv ut over sidelinjen. Samlet sett mangler vi vesentlig og tilstrekkelig komplekse eller sammensatte system-, organisasjon- eller demokratiforståelser, og som en følge av dette tar vi ikke i bruk perspektiver fra de ulike fagene og profesjonene som utdanningsfeltet består av for å kunne ha kvalifiserte meninger om verken makt og maktutøvelse, langt mindre frihet for kunnskaping og kompetanseheving.

• Reinertsen, Anne Beate & Nilsson, Marie-Helene Zimmerman (2025). Reclaiming the Nordic model of education: The child as an affective human-music technology cyborg in an era of ethical and conceptual vacuum. Contemporary Issues in Early Childhood. doi: 10.1177/14639491251360258. Full text in Research Archive
• Reinertsen, Anne Beate & Aslanian, Teresa K. (2025). The real and the ridiculous of early childhood education and care research: A multi-ethnography of knowledge creation. Contemporary Issues in Early Childhood. doi: 10.1177/14639491251352214. Full text in Research Archive
• Reinertsen, Anne Beate & Ryen, Anne (2024). Ethics as a minor form of politics and theory in activist research. Diametros: An Online Journal of Philosophy. 80(21), p. 59–74. doi: 10.33392/diam.1925. Full text in Research Archive Show summary

  To do minor activist research is to make use of prompts and displacements to mark and produce new subjectivities, spatialities, and temporalities. To do minor activist research is to unsettle received discourses, narratives, and material social practices of power to develop means of resistance in new and different registers. Training the imagination for a collaboratively accomplished re/presentation of data through creating points of encounters, engendering affirmative perspectivists ethos. Re/presenting data as a space in which own thinking is challenged providing a perspective of the storying practices across participants and across different disciplinary, ideological, or personal boundaries within the researcher´s and the researched specific positioning. It requires getting everyone to participate in the ‘analysis’ of data and then getting everyone ‘inside’ the text: situating data-inquiries in immanence. It therefore demands a liberation from old scripts, and challenges how everyone is transformed into text. A perspectivist ethos being simultaneously means and objective for avoiding reproduction of both old scripts and ethics.

• Reinertsen, Anne Beate (2024). Makers across computers and heliotropic algorithms and can we talk about what to become? Policy Futures in Education. 23(2). doi: 10.1177/14782103241280568. Full text in Research Archive Show summary

  Digitalization needs to be storied for me to become critical of and creative with its functionings. In today’s algorithmic condition, knowledge production and learning are complex posthuman entanglements: the human as materially affective has become fabricated hybrids of organism and machine. Storying is seen as simultaneous processes of fictionalizing and functionalizing hence enabling celebrations of alterations and of irreducible plural logics possibilizing nonlinear material arrangements of concepts creating alliances between the environment, technology and the social. Storying thus making trajectories and becomings present in the other rendering their mutual presence perceptible, asking if we can talk about what to become – together? Storying on the premises of the child and me, that is, highlighting the subject position instead of that of technology. It implies a view of technology that should serve humanity and being oriented toward life-affirming, human-centric goals. Always asking about what we want, and do we want it? And what is it that we currently do not seem to understand? In the posthuman project, humans as affective are significant and I suggest a view of algorithms as heliotropic designed as life engendering tools only. Ignoring the affective dimension of becoming, digitalized environments give way to an ethical and conceptual vacuum, wherein education risk being sacrificed at the altar of technology and development. The primary task for the digital spacemakers/makerspace is thus being to train the imagination through teaching critical and creative encounters affirming intradisciplinary perspectivists ethos. Makerspace/spacemaking first and foremost being an onto-epistemological endeavour pointing paradoxically towards the importance of the teacher. The child being the knower however, the teacher has sadly been trained not to. I address the need for studies approaching digitalization by way of affects and storying: the child seen as a metaphysical political being, as knowing and knowers of affect. Therefore, I meander through some complex ideas and discuss data as bioinformatical practices of data simultaneously situated and fictional. Instead of speaking about evidence-based teaching, research, analysis, and results, I speak of something imperceptible and inclusive that collectivizes digital freedom as processes of subjective becomings, teaching towards moments of non-governance.

• Reinertsen, Anne Beate (2024). The political child: An essay about life, philosophy, the political and science. Reconceptualizing Educational Research Methodology (RERM). 15(2). doi: 10.7577/rerm.6153. Full text in Research Archive Show summary

  This essay is an attempt to write un unruly force field in sustained expansions about the political child, life, philosophy, policies, and science. Unruly as in messy and stammering but open. Unruly about the political child as a force and carrier of immanence, unencumbered, and as an expression of a future. It implies a view of the child born with inalienable rights as a political subject and force of material and social transformation, and temporalities of writing being transformational techniques. Writing ultimately treated as an ecological practice and method that facilitates the production of collective subjectivities. Thinking the child, life, science, and the world politically means thinking with Chantal Mouffe’s (2015) concept agonism in combination with writing as continual Deleuze and Guattarian (2004a) becomings, active in life itself. There are thin walls between realisms, dreams and fabulations, and this essay is an attempt to strike a blow for freer, humorous, more philosophical, and political mindsets in our pedagogical sciences and imaginations. Therefore, there are also unruly words and sometimes not yet present.

• Reinertsen, Anne Beate; Ulla, Bente; Larsen, Ann Sofi; Moxnes, Anna Rigmor; Aslanian, Teresa Katherine & Andersen, Camilla Eline (2022). Fugitive Futures and Knowledge Brokering: Adding Value, Habits, and Trust in Early Childhood Education and Educational Research. Qualitative Inquiry. ISSN 1077-8004. 28(8-9), p. 1–14. doi: 10.1177/10778004221077709. Full text in Research Archive Show summary

  This article is a collective act of writing preoccupied with the future of education. Our perspectives are different but what we have in common is a wish to explore and contribute to educational innovation. Through knowledge brokering, we try to create openings toward expanded meaning fields nourishing valuable diversities of onto-epistemic cultures ultimately preparing students for fugitive futures. Our project is complex and pluriverse like any brokering process for Other and innovation might be. Both method and means however are simple: Through using the concept of oxymoroning as a rhetorical and epigrammatic device for revealing paradox and through this taking part in polysemantic ambiguity, new concepts, knowledges, and habits are possibilized. Through a montage of thoughts, theories, and stories, hopefully thinking for innovation is given a constant continuation.

• Andersson, Åsa; Korp, Peter & Reinertsen, Anne Beate (2022). Re-thinking official educational organization towards friction-zones between divergent knowledges. Policy Futures in Education. doi: 10.1177/14782103221089466. Full text in Research Archive Show summary

  In this article, I re-think official educational organization toward friction-zones. Thinking with a swimming event in physical education, and Deleuze’s notion of pure difference and its accompanying characteristics, non-linearity, decentralization, pluralistic knowledge, virtual and actual multiplicities, nomadic waiting, and open ends, I outline conditions for official educational organization in the encounter between divergent knowledges. The aim is to bring teachers and students closer to each other and paradoxically let up-coming concepts, meanings, and ideas act instead of silence everything that is not in line with predefined educational goals. It is to create common histories of learning and knowledge productions, and hence to produce common grounds in/by motion. Ultimately, it is about inclusive processes in/by motion. And, it is also a call for us all to pay attention and resist unintentional productions of exclusion, and thus all colonizing processes that includes superior knowledge.

• Reinertsen, Anne Beate (2022). Storying Other Than the Neoliberal Criticism—Cause I Have a Hunch of Something Being Wrong Here. In Blyth, Carmen & Aslanian, Teresa Katherine (Ed.), Children and the Power of Stories. Posthuman and Autoethnographic Perspectives in Early Childhood Education.. Springer. ISSN 9789811692864. p. 91–108. doi: 10.1007/978-981-16-9287-1_7. Full text in Research Archive
• Reinertsen, Anne Beate; Stien, Kirsten Elisabeth; Merzliakova, Elena; Chernik, Valerii; Afonkina, Julia & Zoglowek, Herbert [Show all 7 contributors for this article] (2022). Border Rioting and Crossings Between Disciplines and Professions, Countries and Cultures, Science and Society: An Assemblage of Autoethnographic Stories From the High North. Qualitative Inquiry. ISSN 1077-8004. 29(07), p. 814–824. doi: 10.1177/10778004221142811. Full text in Research Archive Show summary

  We are seven experienced academics and researchers from the high north. All within the field of education. We represent different disciplines, countries, and cultures. What we have in common is a wish to cross borders, collaborate, and learn: make space for storied experiences. Our stories are open ended—we start and end in complexities, and embedded in some sort of post- or trans- perspective be it modernisms, -structuralisms, -humanisms, -colonialisms, -feminisms . . . No conclusions or commonalities are necessary. Rather, we want to draw attention to the metatextualities and freedoms of our storying and the inseparability of opposites. We are learning academics beginning where we are. We are learning academics wanting lives of becoming rather than copying or reinforcing what is already there.

• Reinertsen, Anne Beate (2022). I contain multitudes. Australian Journal of Environmental Education. ISSN 0814-0626. 38(3-4). doi: 10.1017/aee.2021.30. Full text in Research Archive Show summary

  The rhizome is like the poem. The growth power of nature and the possibilities of culture simultaneously and reciprocally. It stretches from biological cell and level of particles to our universal dreams and thoughts about and with life. The rhizome as poem is thus a picture and image of the importance of context and movement, production of constant importance for each/other. The picture breaks all patterns always and always creates new, as points and lines affectively collapsing into each/other for each/other. The rhizome as poem — and the consciousness about the preliminarity of processes across preliminary boundaries, opens up for translations and interpretations beyond known vocabularies and in unfinished channels. It possibilizes the realization of more - than - human concepts such as the dissolution of subjectivity turning my identity into a collective: I contain multitudes and sing myself.1 Knowledge creation and meaning making are thus connected with what situated knowledges makes possible and mobilize, and is about community, not isolated individuals; it is about productive connections and unexpected openings in which every concept is ‘trapped’ in experience. Informatically we are data subjects of an algorithmic nature. I oxymoronically and indirectly therefore ask how we can become materially identifiable subjects and what would it take to move from a mechanistic approach to education to a more machinic one? Further, are the abstractions one attempts to move from imitation to imagination abstract enough? I poem with the speculative process philosophy of Gilles Deleuze (1925–1995) and Félix Guattari (1930–1992) to think the future, theory and practice in Environmental Education other. Taking part in polysemantic ambiguity becomes attractive as condition to side with the child and it might turn into a strong source of energy for learning and change, trans-scientific collaboration and sustainability. The rhizome is my cosmic writing machine, research design and model.

• Reinertsen, Anne Beate; Larsen, Ann Sofi & Ulla, Bente (2022). Hvordan tenke fremtiden - en annen enn det som er nå. In Moxnes, Anna Rigmor; Wilhelmsen, Terese; Øvreås, Steinar; Santana, Marianne Olsen & Aslanian, Teresa K. (Ed.), Barnehagelærerutdanning i endring : å forske på egen undervisningspraksis i høyere utdanning. Universitetsforlaget. ISSN 9788215060705. p. 202–219. Full text in Research Archive
• Reinertsen, Anne Beate (2021). The Art of Not Knowing, The position of Non-Knowledge as Activisms. International review of Qualitative Research. ISSN 1940-8447. 14(3), p. 476–482. doi: 10.1177/1940844720948067. Full text in Research Archive
• Andersson, Åsa; Korp, Peter & Reinertsen, Anne Beate (2021). Becoming interested—the evolvement of research interest in case study research on sports. Qualitative Research. ISSN 1468-7941. p. 1–17. doi: 10.1177/14687941211061053. Full text in Research Archive
• Hatami, Russell & Reinertsen, Anne Beate (2021). «Här får det banala vara viktigt»: Min första forskningscirkel, under tio veckor, i Lyckebyskolan. Norsk pedagogisk tidsskrift. ISSN 0029-2052. 105(5), p. 506–523. doi: 10.18261/issn.1504-2987-2021-05-08. Full text in Research Archive
• Andersson, Åsa; Korp, Peter & Reinertsen, Anne Beate (2021). Is it possible to think physical education forward and dismantle ourselves - in a quantum space? International review of Qualitative Research. ISSN 1940-8447. doi: 10.1177/19408447211002770. Full text in Research Archive Show summary

  This paper invites readers to an encounter of novel learning in the school subject physical education, and specifically swimming training. In collaboration with Deleuze’s immanent philosophy and creative observations in a case-assemblage, I speculate about productive experiences and educational events as movements toward physical activation, higher education, and the dissolution of health inequalities. Troubling situations of a standardized model of swimming training is combined with a quantum space where multiple divergent ideas, forces, and feelings interact and produce unforeseen learnings, values, and qualities. Frictions between segmented spaces and quantum spaces orient/reorient the student’s/swimming instructor’s/my/your? learning, values, and qualities. Finally, I emphasize quantum spaces as the heart of educational movement and the importance of creating open educational systems to perhaps think physical education forward.

• Crisostomo, Anita Tvedt & Reinertsen, Anne Beate (2021). Becoming Child and Sustainability — The Kindergarten Teacher as Agency Mobiliser for Sustainability Through Keeping the Concept of the Child in Play. Sustainability. 13(10), p. 5588–5588. doi: 10.3390/su13105588. Full text in Research Archive Show summary

  In this article, we seek to theorize the role of the kindergarten teacher as an agency mobiliser for sustainability through keeping the concept of the child in play, ultimately envisioning the child as a knowledgeable and connectable collective. This implies a non-dialectical politics of multiplicity ready to support and join a creative pluralism of educational organization and teacher roles for sustainability. Comprising friction zones between actual and virtual multiplicities that replace discursive productions of educational policies with enfoldedness, relations between bodies and becomings. This changes the power, position and function of language in and for agency and change. Not through making the child a constructivist change-agent through language but through opening up the possibilities for teachers to explore relations between language and matter, nature and culture and what might be produced collectively and individually. We go via the concepts of agencement expanding on the concept of agency, and conceptual personae directing the becoming of the kindergarten teacher. Both concepts informed by the transformational pragmatics of Gilles Deleuze (1925–1995) and Félix Guattari (1930–1992). The overarching contribution of this article is therefore political and pragmatic and concerns the constitution of subjectivity and transformative citizenships for sustainability in inter- and intra-generational perspectives

• Reinertsen, Anne B. (2021). Oxymoroning education: A poem about actualizing affect for public good. Education Sciences. 11(11). doi: 10.3390/educsci11110663. Full text in Research Archive Show summary

  An oxymoron is a self-contradicting or incongruous word or group of words as in Lord Byron’s (1788–1824) line from his satirical epic poem Don Juan; “melancholy merriment”, An oxymoron is a rhetorical and epigrammatic device for effect, often revealing paradox. The effect I aim for here is the actualization of affect; affect made relevant and useful for education as a public good. Oxymoroning as an immediate edging of knowledge into experience, hence a way to access a proto subjective level of the affective power of X. The prefix proto indicating the first, original or earliest. I ask how we can become materially identifiable subjects for one another and what would it take to move from a mechanistic approach to education to a more machinic one. It is a view of change that does not steal my powers or affective force away. Furthermore, are the abstractions one attempts to move from imitation to imagination abstract enough? I aim for expansions in our educational rationales for social and natural sustainability. It implies an educational philosophy of multiplicity ready to support and join a creative pluralism of organization and pedagogies and simultaneously counteract predetermined and controlling pluralism of organization and pedagogies. The overarching contribution of this poem is political, pragmatic and ethical and concerns the constitution of subjectivity for education in inter- and intra-generational perspectives through taking part in polysemantic ambiguity, envisioning a modest view to the child as a knowledgeable and connectable collective. Ultimately, a view of the child is our primary measurement indicator for educational quality. The competence most important to develop for educators is impression tenderness in order to meet the expressions of the child.

• Reinertsen, Anne Beate & Blyth, Carmen (2021). Walking an Article Into being Becoming Together. International review of Qualitative Research. ISSN 1940-8447. doi: 10.1177/19408447211002765. Full text in Research Archive
• Reinertsen, Anne Beate & Hafstad, Sigrun Staal (2021). Likeverd i partnerskap: Fra bestiller og tilbyder til prosess. Fra hva er til hva kan bli. Norsk pedagogisk tidsskrift. ISSN 0029-2052. 105(5), p. 428–441. doi: 10.18261/issn.1504-2987-2021-05-02. Full text in Research Archive
• Reinertsen, Anne Beate (2021). Veiledningsaktivisme: Å tenke med funksjon, forskjell og fiksjon. In Larsen, Ann Sofi; Luthen, Geir Sverre & Ulla, Bente (Ed.), Tillit, tenkning og trøbbel i profesjonsveiledning. Gyldendal Akademisk. ISSN 9788205523203. p. 257–276. Full text in Research Archive
• Reinertsen, Anne B. (2020). Digital slow: Brahmanisms, zetetic wild sciences, and pedagogics. Critical Studies in Teaching and Learning. 8, p. 146–167. doi: 10.14426/cristal.v8iSI.264. Full text in Research Archive Show summary

  Our digital society and education systems are produced and simultaneously constrained within powerful political discourses. Brahmanisation (Piketty, 2019) of left-wing parties and policies is an example of this preventing substantial and conflictual but productive transformation, hence leaving the educational field in stasis. This article is a critique of discursive productions of policies and offers a view of digitalisation and/or education collectively produced through zetetic or curious wild science, productive doubts and Slow scholarships, ultimately turning inquiry into our systems’ signature pedagogics and/as change: inquiry as pedagogy as change. The focus is the becoming-child infused with immanent life, our educational institutions and policies turned into spaces for exploring and experimenting with new ways of minded mattered living, and making possible the realisation of post-structural and more-than-human concepts such as the disintegration of subjectivity. All concepts are seen as critical, hence simultaneously performative and methodological, as critical engagements oriented towards inclusion, sensed democracy.

• Reinertsen, Anne Beate (2020). Fuzzytechie languaging and consilience: Dataphilosophy and transdisciplinary digital force for justice. Policy Futures in Education. 18(4), p. 453–466. doi: 10.1177/1478210319900599. Full text in Research Archive Show summary

  Digitalization of our educational systems is moving faster and deeper into our institutions. I applaud it because it has the potential to save time and effort, allowing me to spend more time on the most important part of my work as a scholar. But I am regularly sick to my stomach about what I applaud, because there is no potential and any news or justice in it unless I conquer it. Moreover, unless I do- conquer that is, it works as much against (non)knowledges as the opposite, and this is speeding up. Hence, I speculate with the concepts of speed and force. I ask, how is it possible to add or speed up and strengthen digital diversity for justice to highlight the entangled contours of knowledges, inequality, equality and quality in education? My gut feeling tells me that my subjective professionalism is under siege and that I need to take back the concept of objectivity to survive. It is paradoxically slow but fast, paradoxically objective but subjective, strong but weak. It implies a liberating loss of control to importance. Education becoming eventicized, professionals and teachers becoming transdisciplinary dataphilosophers.

• Andersson, Åsa; Korp, Peter & Reinertsen, Anne B. (2020). Thinking With New Materialism in Qualitative Case Studies. International Journal of Qualitative Methods (IJQM). 19. doi: 10.1177/1609406920976437. Full text in Research Archive
• Reinertsen, Anne Beate (2020). Democratic Ontologies of Knowledge: Importance Should Be a Given and My Ethical Task Is to Intensify It. Knowledge Cultures. ISSN 2327-5731. 8(1), p. 64–76. doi: 10.22381/KC8120205. Full text in Research Archive Show summary

  In this paper, I interrogate ethical and political implications of autoethnography as activism and way of academic life. I indirectly ask, what might democratic ontologies of knowledge produce in Higher Education. I focus on a – more than – refusing to be hemmed – wild – Denzinian performance of autoethnographical writing, the theory of liminality of Victor Turner and the speculative philosophies of Deleuze and Guattari. Liminal moments involve breach, crisis, redress, reintegration, or schism, and is here offered as instances of critical pedagogies in action. And, as I see this, moments of intensities of importance making epistemic authoritarianism in HE visible and painfully affective, keeping me curious, calling me to arms. I write with a teacher trainer mystory on a backcloth of a goal-oriented PISA-infused western liberal mass-educational system and welfare state focussed on participation and autonomy. What do we think education can do?

• Crisostomo, Anita Tvedt & Reinertsen, Anne Beate (2020). Technology and sustainability for/in early childhood education and care. Policy Futures in Education. 18(4), p. 545–555. doi: 10.1177/1478210320921691. Full text in Research Archive Show summary

  Inspired by a posthuman philosophy, this paper explores sustainable natureculture kindergarten praxis as a pragmatic transcorporeal collective engagement with the present and sustainable future events to come. The point of departure is the economic argument for implementing science, technology, ingineering and mathematics education within early childhood education and care as a preparation for the challenges a science- and technology-driven society brings at the forefront. By exploring and experimenting with dataphilosophy as our theory-method and the concept of non-position, we embrace and critique technology and technological solutions in connection with kindergarten praxis and steer them towards new forms of solidarity and socially just pedagogies. Through the article, we ask (in)directly what kind of subject position digitalization as part of a sustainable future requires, and the inevitable questions this subject position regarding professionalism within early childhood education and care brings.

• Reinertsen, Anne B. (2020). How to continue not knowing what is right or wrong even in times of crisis. Knowledge Cultures. ISSN 2327-5731. 8(2), p. 96–99. doi: 10.22381/KC82202013. Full text in Research Archive
• Reinertsen, Anne Beate (2020). Activist ESD Pedagogies and the End of Critique: An Edu/Poetic Attempt to Bring in the Missing Child-becoming Child. Qualitative Inquiry. ISSN 1077-8004. doi: 10.1177/1077800420978744. Full text in Research Archive
• Reinertsen, Anne Beate (2020). Barnehagepedagogikk og politikk som det å vise nomadisk venting. Nordic Studies in Education. ISSN 1891-5914. 40(3), p. 286–304. doi: 10.23865/nse.v40.2441. Full text in Research Archive Show summary

  This article is about immanent knowledge practices, non-linear pedagogies and/as policy. Voice is given to unconscious knowledge processes without removing the same processes from logical reasoning or justification. My hypothesis and claim is that complexity is closeness to the practice field, and that reaching goals of meaning-making, knowledge creation, learning and development lies in being open to the art of not knowing and through nomadic waiting. Provisional processes crossing provisional borders enable translations and interpretations beyond known vocabularies in unfinished channels. Not-knowing, patience and radical doubt become prerequisites for taking the position of the child and may develop into a strong source of energy for learning and change.

• Reinertsen, Anne Beate (2020). Democratic Ontologies of Knowledge: Importance Should Be a Given and My Ethical Task Is to Intensify It. Knowledge Cultures. ISSN 2327-5731. 8(1), p. 64–76. doi: 10.22381/KC8120205. Full text in Research Archive
• Reinertsen, Anne Beate (2020). Activist ESD Pedagogies and the End of Critique: An Edu/Poetic Attempt to Bring in the Missing Child—Becoming Child. Qualitative Inquiry. ISSN 1077-8004. doi: 10.1177/1077800420978744. Full text in Research Archive Show summary

  The idea of this article is to interrogate what I conceive of as an onto-epistemic acceleration and knowledge production spoken by life. Immanent knowledge practices for Education for Sustainable Development (ESD). Love, care, learning, and collective responsibility transmigrating throughout the aeons of time. It is an attempt to write planetary differential Activist Pedagogies and Life Sciences: experimentations and explorations of putting parts of components together, reaching into the future, playing toward an interest. It is a nonlinear, mannerist, and poetic approach to education, learning and play, research, and pedagogical practices of critique. An approach and style possibilizing and opening up for affective becomings in which ongoing processes are vitalist parts of ontological change. I work with thinkable categories as they disappear, collaboratively linked to a natural web of human and more-than-human agents. It implies a de-facto end of critique or a normalizing of judgment and/or our assessment practices: a Deleuzian clinical practice. Counting myself in and staying accountable to my immanent situatedness, to the child. Processes seen as zero points in action only graspable in hindsight, hence always unpredictable. Affective processes bring concepts into play and seek to continue keeping them in play. Concepts are thus always performative and methodological, inherently experimental, and open to yet-unknown territories of thought. I speak of happenings in language. Thinking with, through, and beyond concepts involves developing conceptual foci while also, and at the same time, designing for debate. I ask, how to continue not knowing what is right or wrong even in times of crisis?

• Chernik, Valerii; Afonkina, Julia; Kuzmicheva, Tatiana; Merzliakova, Elena; Stien, Kirsten Elisabeth & Reinertsen, Anne Beate (2019). Explorations across national borders: wor(l)ding differences together. Qualitative Inquiry. ISSN 1077-8004. p. 1–11. doi: 10.1177/1077800419879186. Full text in Research Archive
• Reinertsen, Anne Beate & Thomas, Louise M (2019). Stepping into the Flow… Lif/ve De-comforting Academic Writing: Smooth and Striated Spaces for Being Becoming Performances. In Thomas, Louise M & Reinertsen, Anne Beate (Ed.), Academic writing and identity constructions. Palgrave Macmillan. ISSN 9783030016739. p. 1–11. doi: 10.1007/978-3-030-01674-6_1. Full text in Research Archive
• Reinertsen, Anne Beate (2019). The End of Criticism Producing Unconscious: Non-personal Activist Academic Writing. In Thomas, Louise M & Reinertsen, Anne Beate (Ed.), Academic writing and identity constructions. Palgrave Macmillan. ISSN 9783030016739. p. 31–54. doi: 10.1007/978-3-030-01674-6_3. Full text in Research Archive
• Reinertsen, Anne Beate & Thomas, Louise (2019). A Democratic Ontology of Knowledge, All of Us Slipping Out the Back Door. In Thomas, Louise & Reinertsen, Anne (Ed.), Academic Writing and Identity Constructions: Performativity, Space and Territory in Academic Workplaces. Palgrave Macmillan. ISSN 9783030016739. p. 195–199. doi: 10.1007/978-3-030-01674-6_11. Full text in Research Archive
• Reinertsen, Anne Beate (2019). The thing is that I need to think myself other- ontologies of sustainability. The Journal of Environmental Education. ISSN 0095-8964. 50(4-6), p. 259–269. doi: 10.1080/00958964.2019.1687404. Full text in Research Archive
• Reinertsen, Anne Beate (2019). The thing is that I need to think myself Other- Ontologies of sustainability. The Journal of Environmental Education. ISSN 0095-8964. doi: 10.1080/00958964.2019.1687404. Full text in Research Archive Show summary

  This article seeks to theorize the teacher role—read also scientist and researcher— as an ontologizing practice to meet with the need for constant deauthorized knowledge and nonknowledge production for life, the ontology of sustainability. Teaching becomes eventicized and teachers become data philosophers through writing. The enigmatic and strength of the teacher is equally distance and/as presence. I place myself in the world as if that is the meaning of life itself and drift (fr. dérive) along with data, and every step I take remains in my body as a map in which I am the scale, with consistencies and smells, tastes, colors, and noises, and the patterns that are formed gradually embrace more and more of the globe, almost in intimate ways. It is a constant reassessment or assessment as learning process, self-assessment as system-assessment. I present a pluralistic approach to research and practices of criticism and value assessment based on systems and structures in our economies and thinking—a treating of problems as scientific epistemological thinking possibilities: a research on transcorporeal collectivities and molecular inter-intra factuality, rather than autonomous selves and identity constructions. It is a slow and other science and research engaged in deliberations about and with hybrid natures and inter-intragenerational sensations: body as profession and transindividual vulnerability. Slowly I inhabit the earth through writing fractured stories, slowly becoming all.

• Reinertsen, Anne Beate (2018). My ordinary r/evolutions. Educational Philosophy and Theory. ISSN 0013-1857. doi: 10.1080/00131857.2018.1458776. Full text in Research Archive
• Reinertsen, Anne Beate (2018). Poetry/moments of educational justice and research: pedagogical encounters and the production of new worldly collectivities. Qualitative Inquiry. ISSN 1077-8004. doi: 10.1177/1077800418806615. Full text in Research Archive
• Moe, Merete & Reinertsen, Anne Beate (2018). Poeticalization and Storying; www.mmm.com. Qualitative Inquiry. ISSN 1077-8004. doi: 10.1177/1077800418806613. Full text in Research Archive
• Reinertsen, Anne Beate & Otterstad, Ann Merete (2017). Immanence and Our Live Data Apology. Disrupting Data in Qualitative Inquiry. Entanglements with the Post-Critical and Post-Anthropocentric. Peter Lang Publishing Group. ISSN 9781433133374. p. 161–172. doi: 10.3726/b11070. Full text in Research Archive
• Reinertsen, Anne Beate (2017). Body as Profession or What Is It With Irma? Cultural Studies - Critical Methodologies. ISSN 1532-7086. 17(3), p. 244–250. doi: 10.1177/1532708616673658. Full text in Research Archive
• Reinertsen, Anne Beate (2017). The A/Un/grammatical Child/hood/s and Writing: Nature/Culture Edusemiotic Entangling With Affective Outside Encounters and Sustainability Events to Come. Qualitative Inquiry. ISSN 1077-8004. 23(3), p. 240–248. doi: 10.1177/1077800416643998. Full text in Research Archive
• Reinertsen, Anne Beate (2016). A Phaedrus baroque art of maintenance or constant fabulating qualia becoming quality. Contemporary Issues in Early Childhood. 17(1), p. 112–123. doi: 10.1177/1463949115627909. Full text in Research Archive
• Reinertsen, Anne Beate (2016). SUSTAINABLE ECO-JUSTICE PLACEMAKING. In Reinertsen, Anne Beate (Eds.), Becoming earth: A post human turn in educational discourse collapsing nature/culture divides. Brill | Sense. ISSN 9789463004282. p. 163–175. doi: 10.1007/978-94-6300-429-9_13. Full text in Research Archive
• Thomas, Louise & Reinertsen, Anne Beate (2016). Writing matters in leadership practice. Reconceptualizing Educational Research Methodology (RERM). 7(2), p. 85–100. doi: 10.7577/rerm.1844. Full text in Research Archive Show summary

  This is an attempt to rethink, ultimately forethink, leadership as a collaborative process of writing and what we think leadership might look like in the 21st century. We try to move beyond leadership taking into account complex relations that shape emergent processes of organizing and change. It is a move away from ideas of individual agency and control. Traditional concepts of hierarchy, selective application, linearity and rationality are no longer appropriate. We offer different shades and elaborations. None are complete or finished. The authority of the reader and audience is pivotal. Through multiple engagements with writing we hope to offer glimpses of powerful leadership.

• Reinertsen, Anne Beate & Rossholt, Nina (2016). Po/etisk pedagogisk ledelse for kvalitet gjennom skriving mot immanente vurderingspraksiser og tvilens og kroppens vitenskap og metoder. Reconceptualizing Educational Research Methodology (RERM). 7(2), p. 74–84. doi: 10.7577/rerm.1843. Full text in Research Archive Show summary

  Artikkelen handler om po/etisk pedagogisk ledelse og kvalitet i et posthumant perspektiv. Den handler om kroppslig kunnskap og viten. Ledelse mellom og omvendt. Sentralt står et ønske om å utvide vår forståelse av kritikk, øke dybden i — og styrking av våre analytiske blikk. Det innebærer en bevegelse fra hermeneutikk til immanente teorier for ledelse og kvalitetsvurdering. Det er en vitenskapeliggjøring og diffraksjon av pedagogikken hvor naturvitenskapelige, human, — og samfunnsvitenskapelige aspekter sidestilles i prosess ontologisk samtidighet.

• Reinertsen, Anne Beate (2016). Becoming Earth. A new materialism turn in educational discourses collapsing nature culture divides or greenish post-anthroposcene humanities. In Reinertsen, Anne Beate (Eds.), Becoming earth: A post human turn in educational discourse collapsing nature/culture divides. Brill | Sense. ISSN 9789463004282. p. 1–13. doi: 10.1007/978-94-6300-429-9_1. Full text in Research Archive
• Reinertsen, Anne Beate (2016). The embrained body of a child: On neurodidactics and edusemiotic 21st century becoming machines. Global Studies of Childhood. 6(1), p. 53–66. doi: 10.1177/2043610615619514. Full text in Research Archive
• Reinertsen, Anne Beate (2016). Hva er det med Irma? På veg mot immanente kritikk praksiser og rettferdige utdanningsøyeblikk. Nordisk barnehageforskning (NBF). 12(6). doi: 10.7577/nbf.1630. Full text in Research Archive Show summary

  Artikkelen handler om kvalitetsvurdering i et nymaterielt perspektiv: Kroppslig kunnskap og viten. Teori og metode skrives sammen i immanent samtidighet for å gi et bilde på kompleksitet. Både hensikt og mål med artikkelen er å følge den flyten som Irma som hendelse eller event produserer, for å åpne opp potensialitet for en bekreftende eller affirmativ poetiserende kritikkpraksis og en ny forståelse av- og vurdering for kvalitet. Kvalitet skrives fram som en hendelse, intensitet eller kraft i et øyeblikk. Øyeblikket er derfor tekstens eneste og bærende struktur, som kvalitet i bevegelse. Tekstens indre logikk har slik til hensikt å motvirke forsøk på å skape definerte, faste eller bestemte oppfatninger av hva kvalitet er og hvordan kvalitet kan vurderes. På denne måten håper jeg å vise hva nymaterielle perspektiver kan gjøre for å bygge kulturer for innovasjon hvor kvalitet vurderes og produseres igjen og igjen. De setter forskjellighet i bevegelse og åpner opp for å skape rettferdige utdanningsøyeblikk.

• Reinertsen, Anne Beate (2015). Uten store ord. Autoetnografisk etnometodologisk 3D-skriving. In Otterstad, Ann Merete & Reinertsen, Anne Beate (Ed.), Metodefestival og øyeblikksrealisme: -eksperimenterende kvalitative forskningspassasjer. Fagbokforlaget. ISSN 9788245013955. p. 265–293. Full text in Research Archive

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• Nuttall, Joce; Reinertsen, Anne Beate & Armstrong-Read, Arvay Hinemoa (2023). Learning to Lead in Early Childhood Education: New Methodologies for Research and Practice. Cambridge University Press. ISBN 9781316519288. 164 p. Full text in Research Archive
• Reinertsen, Anne Beate (2023). Inkludering i praksis: barnet som måleindikator for kvalitet. Fagbokforlaget. ISBN 9788245040951. 140 p. Full text in Research Archive
• Reinertsen, Anne Beate & Thomas, Louise M (2023). Poshumanist Research and Writing as Agentic Acts of Inclusion: Knowledge Forced Open. Routledge. ISBN 9781032226798. 182 p. Full text in Research Archive
• Reinertsen, Anne Beate; Thomas, Louise M & Gajic, Bojana (2020). The Imperceptible beingness of M/Otherhood in Academia. Palgrave Macmillan. ISBN 9783030382100. 23 p. Full text in Research Archive
• Thomas, Louise M & Reinertsen, Anne Beate (2019). Academic writing and identity constructions. Palgrave Macmillan. ISBN 9783030016739. 209 p. Full text in Research Archive
• Reinertsen, Anne Beate & Flatås, Berit (2017). Ledelse og Poesi i Barnehagen; Affektive perspektiver i pedagogiske praksiser. Fagbokforlaget. ISBN 9788245021295. 245 p. Full text in Research Archive
• Reinertsen, Anne Beate (2016). Becoming earth: A post human turn in educational discourse collapsing nature/culture divides. Brill | Sense. ISBN 9789463004282. 175 p. Full text in Research Archive

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• Reinertsen, Anne Beate & Crisostomo, Anita Tvedt (2026). Metamodeling for children's sustainable “samvirkning”. Full text in Research Archive
• Reinertsen, Anne Beate & Thomas, Louise M (2024). Thingumbobbing and Perspectivationg ethos. Full text in Research Archive
• Reinertsen, Anne Beate; Andersen, Camilla Eline & Otterstad, Ann Merete (2024). Turning the tides; the child and the political. Methodologies for integraled child politics in education. Reconceptualizing Educational Research Methodology (RERM). doi: 10.7577/rerm.6154. Full text in Research Archive
• Reinertsen, Anne Beate (2022). Writing leaderships. Full text in Research Archive
• Ulla, Bente; Reinertsen, Anne Beate; Larsen, Ann Sofi & Haugland, Janne (2022). Det sammensatte og komplekse eierbegrepet. Om tillitsreform og demokratiske dimensjoner som balanseres i arbeidet for kvalitet. Full text in Research Archive
• Reinertsen, Anne Beate (2022). Trust reform in the public sector. Full text in Research Archive
• Reinertsen, Anne Beate (2021). Philosophy of Education: The Promise of Education and Grief. Education Sciences. 12(1). doi: 10.3390/educsci12010032. Full text in Research Archive
• Reinertsen, Anne Beate & Roos, Merethe (2021). Mellom reformer og tilskuddsordninger. Norsk pedagogisk tidsskrift. ISSN 0029-2052. 105(5), p. 421–427. doi: 10.18261/issn.1504-2987-2021-05-01. Full text in Research Archive
• Reinertsen, Anne Beate (2021). Breaking up with language. Full text in Research Archive
• Reinertsen, Anne Beate; Ulla, Bente; Larsen, Ann Sofi; Moxnes, Anna Rigmor; Aslanian, Teresa Katherine & Andersen, Camilla Eline (2021). Fugitive Futures and Knowledge Brokering. Full text in Research Archive
• Ulla, Bente; Larsen, Ann Sofi & Reinertsen, Anne Beate (2021). Kunnskapsmegling og partnerskap for kvalitet. Full text in Research Archive
• Reinertsen, Anne Beate (2021). “Breaking up with language”. Full text in Research Archive
• Reinertsen, Anne Beate; Crisostomo, Anita Tvedt & Fallingen, Nina Kristin (2020). EcoTechnoDataPhilosophical workshop with wood as/and knowledgeconstructions. Full text in Research Archive
• Reinertsen, Anne Beate (2020). The fuzzy and the techie: The ontology of education and epistemic justice: Dataphilosophy and transcurricular praxis in the digital society and education. Policy Futures in Education. doi: 10.1177/1478210320923107. Full text in Research Archive
• Reinertsen, Anne Beate; Crisostomo, Anita Tvedt & Fallangen, Nina (2020). EcoTechnoDataPhilosophical workshop with wood as/and knowledgeconstructions. Full text in Research Archive
• Reinertsen, Anne Beate (2019). Digital Slow or where does the speed and creative force reside. Full text in Research Archive
• Reinertsen, Anne Beate (2019). Languaging Critical lemon Pedagogies; Liminal Moments of Connectivity and Eco-Justice Place.Making. Full text in Research Archive
• Reinertsen, Anne Beate (2019). Poetry and research. Full text in Research Archive
• Reinertsen, Anne Beate (2019). Unconscious activisms and research as event. Full text in Research Archive
• Reinertsen, Anne Beate (2019). Post-Approaches to Education; Post-human Methodologies. Full text in Research Archive
• Reinertsen, Anne Beate (2019). Digital slow or where does the speed and creative forces reside. Full text in Research Archive
• Reinertsen, Anne Beate (2019). Introduction to Special Issue—Norwegian Voices: Postmethodologies Becoming Imperceptible. Qualitative Inquiry. ISSN 1077-8004. 25(7), p. 601–603. doi: 10.1177/1077800418800758. Full text in Research Archive
• Hovik, Lise & Reinertsen, Anne Beate (2018). Posthumanisme og kunst for barnehagebarn. Full text in Research Archive Show summary

  Seminaret stiller spørsmål omkring små barns møte med kunst: Trenger de å forstå det de opplever? Kan det finnes flere måter å forstå på? Er ubevisste faktorer en del av forståelsene? Hvilken rolle spiller materialitet, visuelle, lydlige og kroppslige opplevelser? Hvor viktig er utøvernes kompetanse på små barn, improvisasjon og lek? Og ikke minst: På hvilke måter spiller teori og filosofi inn i de kunstneriske prosessene? Den pågående debatten om posthumanistiske perspektiver i barnehageforskningen vil danne et utgangspunkt for seminaret. Det vil berøre forholdet mellom kunst og forskning, og spørsmålet om hvordan filosofiske nyorienteringer har påvirket både kunsten og forskningen. Anne Beate Reinertsen, professor i pedagogikk ved Dronning Mauds Minne Høgskole (DMMH), innleder om posthumanisme og barnehageforskning. Lise Hovik, kunstnerisk leder i Teater Fot og førsteamanuensis i drama og teater ved DMMH, innleder om feltet kunst for de minste, og deler erfaringer fra den skapende prosessen med Verken Fugl eller Fisk.

• Hovik, Lise & Reinertsen, Anne Beate (2018). Betydningen av affekt i kunst for barnehagebarn. Full text in Research Archive Show summary

  Som en oppfølger til vårens seminar om posthumanisme og kunst for barnehagebarn, inviterer vi nå til seminar om betydningen av affekt i kunst for de minste. Seminaret er knyttet til forestillingen Baby Becomings, som henvender seg til null- til toåringer, og er åpent for alle interesserte. Vi fortsetter med å stille spørsmål omkring små barns møte med kunst, denne gangen med utgangspunkt i filosofiske tekster av Gilles Deleuze og Felix Guattari. I deres filosofi er kunst en erkjennelsesform på linje med både vitenskap og filosofi, og kunstens språk er affektivt. Affekt kan forstås som det som virker på oss umiddelbart, uavhengig av tanken eller verbaliseringen. Affekt er ikke en psykologisk virkning, men noe mer kroppslig og direkte. Å skape affekter med musikk, lyd, lys, materialer, bevegelser og ulike intensiteter er sentralt i kunst for de minste. Vi åpner også for en dialog omkring det tverrkunstneriske uttrykket i Baby Becomings, som vil bli vist like før seminaret.

• Gajic, Bojana & Reinertsen, Anne Beate (2018). Lek med elektrisitet! Full text in Research Archive
• Reinertsen, Anne Beate (2017). Qualia in qualitative inquiry: Compassionate methods for compassionate research generating new insights and theories of education. Full text in Research Archive
• Reinertsen, Anne Beate (2017). Polycriticality and polyfactual diffractive pedagogies: Polyapproaches to education. Full text in Research Archive
• Reinertsen, Anne Beate (2016). Poeticalization and storying Sis and work and. Full text in Research Archive
• Moe, Merete & Reinertsen, Anne Beate (2016). Poeticalization and storying Sissel. Full text in Research Archive
• Reinertsen, Anne Beate (2016). Progressing human compassion through jolting Piketty animations;becoming the po/etic analytic voice of everyday life through corpovirtual utopian thinking. Full text in Research Archive
• Reinertsen, Anne Beate (2016). New methodologies for learning to lead in early childhood education. Full text in Research Archive
• Reinertsen, Anne Beate (2016). Methodsfestival and moments of realisms; Pedagogies for the 21st.century. Full text in Research Archive
• Moe, Merete & Reinertsen, Anne Beate (2016). Poeticalization and storying Sis and work and. Full text in Research Archive
• Reinertsen, Anne Beate; Stien, Kirsten; Liabø, Rebekka Brox & Juntilla, Kristine (2016). Methodsfestival and moments of realism; Pedagogies for the 21.st. century. Full text in Research Archive
• Reinertsen, Anne Beate (2015). Judith Butler, en av kjønnsforskningens viktigste og mest innflytelsesrike tenkere. Barnehagefolk. ISSN 1500-6905. Full text in Research Archive
• Reinertsen, Anne Beate & Thomas, Louise (2015). Writing organizations; Management, Leadership and Appraisal. Full text in Research Archive
• Reinertsen, Anne Beate (2015). Becoming Earth and Piketty Talk: The Double(d) Logic of the Gift collapsing the nature –culture divide. Full text in Research Archive
• Nordhagen, Inger C.; Skutlaberg, Linn Synnøve; Reinertsen, Anne Beate & Herrebrøden, Marte Karoline (2022). Hvordan jobbe mer inkluderende i barnehager, skoler og SFO?: Sluttrapport - Følgeforskning av piloter for inkluderende praksis. Ideas2evidence. ISSN 9788284410289. Full text in Research Archive Show summary

  Rapport 15:2022

• Reinertsen, Anne Beate; Hognestad, Karin; Bøe, Marit; Kristiansen, Anne Lene & Lundestad, Magritt (2020). Følgeevaluering av Oslo og Viken modellen i Regional ordning for barnehagebasert kompetanseutvikling (REKOMP), 2019-20. Universitetet i Sørøst-Norge/Universitetet i Søraust-Noreg. ISSN 9788278604526. Full text in Research Archive Show summary

  Forskere fra Oslo Met, Universitetet i Sørøst-Norge (USN) og Høgskolen i Østfold (HiØ) har på oppdrag fra Fylkesmannen i Oslo og Viken evaluert det første året i Regional ordning for barnehagebasert kompetanseutvikling (REKOMP), 2019-20. Forskergruppens overordnede mandat har vært å være et justeringsredskap for modellen fremover, og være “navlebeskuende” i sin form, mens overordnet problemstilling for forskergruppen har vært knyttet til hvilke muligheter for kompetanseutvikling som ligger i ordningen. Rapporten er basert på erfaringer og synspunkter fra styrere i barnehagen og universitets- og høgskoleansatte (UH-ansatte) i regionen. Datainnsamlingen er gjennomført gjennom kvalitative fokusgruppe intervjuer med UH-ansatte og styrere, samt en kvantitativ spørreundersøkelse sendt ut til styrere i alle barnehager som inneværende år har deltatt i ordningen. Forskergruppen takker informantene for bidrag til evalueringen. Evalueringens innhold består av tre deler: 1. Hvordan de tre ulike modellene for oppfølgning Oslo og Viken har valgt fungerer. Inn under dette punktet har forskningsgruppa også definert inn de fire tematiske områdene i regional ordning, og deres innholdsmessige relevans for å peke på muligheter for kompetanseutvikling på barnehagefeltet. 2. Hvordan styrere i barnehagene opplever at UH-sektor sitt faglige bidrag fungerer. Dette spørsmålet sees i lys av teorier og målsettinger om å bygge lærende organisasjoner. 3. Hvordan fagansatte på de tre UH-institusjonene i Oslo og Viken modellen opplever rollen som prosessveiledere i møte med barnehagefeltet. Her settes søkelys på hvordan ordningen kan bidra til faglig merverdi for både barnehagefelt og UH-sektor. Evalueringen viser gjennomgående positive holdninger til ordningen og gjensidige ønsker om tettere faglig samarbeid mellom barnehager og UH-sektor. De tre modellene gir ulik nærhet til barnehagene fra UH-sektor sin side. Både styrere og UH-ansatte opplever modellene som delvis uklare og overlappende. Tett oppfølging blir oppfattet som en modell som gir mulighet for at UH-sektor kan bli kjent med barnehagens praksis, og gå inn på barnehagenivå. I Fleksibel delingsmodell kan det bli slik at møtene mellom feltet og UH-sektor skjer på enten ledernivå eller barnehageeiernivå, og avstanden til barnehagene og personalet blir dermed større. Når det gjelder modellen Støtte til lokale ressurser fremstår modellen som særlig uklar, men også at den passer til barnehager som er godt i gang med utviklingsprosjekter og som driver på egenhånd. De fire tematiske områdene oppfattes som vide, men dekkende for barnehagens behov for kompetanseheving. Det synes å kreve dialog mellom barnehagene og UH-sektor i det enkelte prosjekt for å avgrense og konkretisere barnehagenes kompetansebehov nærmere. Forskergruppen konkluderer med at Regional ordning bidrar til at styrere i barnehager får faglig støtte fra UH-sektor i ledelse av kompetanseutvikling i personalgruppen, og bidrar til videreføring av arbeidet med å bygge lærende organisasjoner sett i lys av overordnede føringer i lovverket. Regional ordning sees som en mulighet for kompetansebygging og utvikling av egne organisasjoner til å være lærende i begge sektorer. Forskergruppens anbefalinger for videre justering og utvikling av ordningen er: -Hensikten med den enkelte modell må tydeliggjøres og kommuniseres bedre, samt innhold og ansvarsområder i modellene og hva som kan forventes i den enkelte modell med hensyn til UH-sektors oppfølging. -Kompetanseutvikling og endringsprosesser tar tid, og det anbefales at prosjekter tildeles midler for en lengre periode, for eksempel i en tre-års periode. -UH-ansatte må videreutvikle sin faglige praksisnære kompetanse, og sektoren må utvikle arenaer for opplæring i prosessveiledning. Videre må UH-ansatte videreutvikle forskningsmuligheter sammen med praksisfeltet i regional ordning. I vårt mandat står det ikke noe direkte om forskerrollen. I lys av Kunnskapsdepartementets Strategi for Utdanningsforskning, 2020-2024, kan regional ordning spille en sentral rolle hvis den forskningsmessige delen av ordningen videreutvikles og styrkes. -Det unike med regional ordning må framheves sterkere i forhold til andre tiltak og programmer barnehagesektoren er engasjert i. Et kriterium for deltagelse i ordningen kan være at barnehageeier/barnehagene beskriver hvordan regional ordning er tenkt å bidra til samkjøring og videreutvikling av allerede etablerte programmer eller tiltak i barnehagen. Deltagelse i færre programmer kan gi økt dybde i læringsprosesser og økt kvalitet.

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