Background and activities

Carla C. Ramirez is associate professor in Intercultural Education and Pedagogical Counselling at the Department of Pedagogy and Lifelong Learning, NTNU. Her primary research interest is the creation of 'The Other', inspired by decolonial theory, critical posthuman/new material perspectives and feminist theory. Ramirez is concerned with the reproduction of 'Otherness and Othering' through critical perspectives on ethnicity, gender, race, materiality and the body.

Ramirez explores how discursive, social and material assemblages characterized by 'good intentions of inclusion and tolerance',  reproduce exclusion, racism and discrimination. Ramirez examines conditions of social belonging (Who belongs?), valuing recognition of diversity in all its forms, colors and materiality. 

Ramirez explores how othering and difference influence learning, well-being, and belonging. Ramirez analyses how inequality is created and reproduced through life conditions and Western ideals of humanity, objectivity, neutrality, individuality, development and progress. 

In addition, Ramirez is interested in pedagogical counseling, holistic pedagogy and embodied knowledge. Her research explores how contemplative pedagogy can enhance professional's ability to be present, enhancing relational empathy, good learning environments and inclusion.

Ramirez uses feminist, posthuman, decolonial, and post-qualitative theoretical and methodological approaches to understand diversity and Othering processes in both education, school and society.

PhD:

The school don't see me! A Narrative and postcolonial study of social inequality in the Norwegian Upper Secondary, through minority students’ experiences of being different (2015). 

This PhD thesis is a study of minority students' experiences of attending Upper secondary school in Norway. I question the Norwegian school's principle of equality, which is framed in a silent understanding of normality that hides its positioning in a Western, individualistic and middle-class mentality, often understood as 'pedagogical neutrality'.

 

Research group participation: 

QEd (Qualities in Education)

Worldviews

CritTed - Critical perspectives on Teacher Education and Education 

 

Teaching:

Ramirez is programme leader of MA Counselling for Youth and Children at IPL, NTNU. In this Master program, Ramirez is Course Coordinator of: Counselling in a complex society (PED6031) and Social pedagogy in a multicultural school (PED6036). 

In addition, Ramirez is programme leader of MA Diversity Competence. Here, Ramirez is coordinator of: Professional development in diversity school (PED6040) and Intercultural education and inclusive practices (PED6041). 

 

Research projects 2022:

Rasisme og norskhet, antologiprosjekt i forskergruppen Worldviews (2022), redaktører Carla C. Ramirez, Ida Lyså, Kris Kalkman.

Hvordan kan vi tenke rundt rasialisering og rasisme i Norge i dag? Hvilke teoretiske perspektiver kan anvendes for å forstå rasisme i en norsk kontekst, og hvordan påvirker disse perspektivene hva vi avdekker? Hvordan manifesteres rasisme på ulike nivåer (individuell, relasjonell, systemisk og diskursiv) i norske sosiale settinger? Hvordan kan rasisme i Norge forstås ved å se på oss selv gjennom andre kunnskapstradisjoner og forståelsesrammer? Med denne antologien kaster vi oss inn i disse diskusjonene med ønske om å bidra til å holde den kritiske debatten levende i dagens Norge, med nye faglige refleksjoner og oppdatert kunnskap.

Ethnography in a 1. elementary school class, led by Carla C. Ramirez

Dette prosjektet har blitt utformet gjennom forskergruppen WorldViews. Formålet er å forstå hvordan barn i en mangfoldig 1.klasse bygger relasjoner med medelever, hvordan sosial tilhørighet skapes og gjøres av barna, og hvordan praksiser av inkludering/ekskludering foregår på en interkulturell og mangfoldig barneskole. Vi er interessert i barnas sosiale hverdagsliv, samt gruppedynamikken som foregår i klasserommet og i skolegården. Målet er å avdekke inkludering/ekskluderingsmekanismer skjer, hvordan inkludering- og ekskludering i vennegrupper skapes, endres og gjenskapes blant barn, og hvordan sosial tilhørighet erfares av barna selv. Prosjektet er en etnografisk studie som blir gjennomført i en 1.klasse fra august 2021 til juni 2022. Etnografien blir gjennomført gjennom deltakende observasjoner. Observasjonsperioden strekker seg fra august til juni, to ganger i uken, hele dager, både når elevene har undervisning i klasserommet og i skolegården når elevene har friminutt.

Exploring narratives of ethnic minority women in Norwegian academia, by Carla C. Ramirez. 

Based on narrative inquiries of female foreign academics working in a Norwegian university, this study applies posthuman, decolonial, and feminist perspectives to address how assumptions of normality, objectivity, progress, neutrality, gender, and race, creates fixed notions of how to be ‘a proper academic’ in Norwegian Higher Education. 

Transformative learning in adult education – developing critical capacities and intercultural competence for school professionals in Norway, led by Carla C. Ramirez.

This pilot study seeks to implement a transformative teaching program for school professionals in adult education. The transformative program deals with contemplative education (Oren Ergas, 2018) and transformative learning processes (Mezirow, 1978). This pilot aims to develop professional’s critical social engagement, interconnectedness, intercultural competence, and social justice. The research design consists of 30 students in adult education undergoing a transformative teaching program using art based and contemplative methods, changing their worldview about self, others, and their interconnectedness. Transformative learning is facilitated through processes of critically analyzing underlying premises of their privileges, social positioning, and society. Contemplative methods and ‘disorienting dilemmas’ (Mezirow, 1978) will trigger changes in their frames of reference by critically reflecting on their assumptions and beliefs, consciously creating new ways of defining their worlds, and reformulating the meaning of their experience. 

The reproduction of Western supremacy through teaching methods – a blind zone in Norwegian Teacher Education? Ramirez, C. & Kalkman, K. (2022).

This study draws on narrative interviews with 16 ethnic minority students, both girls and boys with non-Western background in four Upper secondary schools in a region in Norway: two rural and two urban schools. The narratives focus on how students depict the encounter with Norwegian Upper secondary school, how they experience teachers, subjects, teaching methods and classroom organization. This study reveals Norwegian school professionals are embedded in unconscious and unintentional deficit thinking and Western subjectivation of ethnic minority students, reproducing White supremacy and Othering processes through Westernized teaching methods and cultural values. 

 

 

Scientific, academic and artistic work

Displaying a selection of activities. See all publications in the database

Journal publications

Part of book/report

  • Chinga-Ramirez, Carla. (2021) Hvordan skapes utenforskap i skolen? ikke-vestlig minoritetsungdom forteller sine historier. Barndomsstudier i norsk kontekst : Tverrfaglige tilnærminger.
  • Chinga-Ramirez, Carla. (2020) Kvalitet for transnasjonale elever. Et mangfold av kvaliteter i videregående utdanning.
  • Chinga-Ramirez, Carla. (2018) Om å være farget - Betydning av hudfarge for ungdom med ikke-vestlig minoritetsbakgrunn. Ungdom, danning og fellesskap. Samfunns- og kulturpedagogiske perspektiv.
  • Chinga-Ramirez, Carla; Oldervik, Heidun; Saur, Ellen. (2018) Hvordan kan kunnskap om postkolonial teori gi PP-rådgivere en bedre forståelse av barn og unge med minoritetsbakgrunn?. Å falle mellom to stoler. Samarbeid til barnets beste i barnehage og skole..
  • Chinga-Ramirez, Carla; Solhaug, Trond. (2014) Jeg er annerledes. En diskusjon av erfaringer med å være annerledes i den norske skolen. Kompetanse for mangfold: Om utdanningens rolle og skolens utfordringer i det flerkulturelle Norge.

Report/dissertation

  • Chinga-Ramirez, Carla. (2015) Skolen ser ikke hele meg! En postkolonial og narrativ studie av sosial ulikhet i den videregående skolen gjennom minoritetselevers erfaringer av å være annerledes. 2015. ISBN 978-82-326-0989-5.

Others

  • Chinga-Ramirez, Carla. (2022) Nav Trøndelag Unge i arbeid. Adressavisen [Avis]. 2022-02-01.
  • Chinga-Ramirez, Carla. (2020) Lower Expectations, Fragmentation and Misinterpretations. Ethnic Minority Women in the Norwegian Academia. ECER 2020: Educational Research (Re)connecting Communities . EERA – European Educational Research Association; Glasgow, Scotland. 2020-08-24 - 2020-08-28.
  • Chinga-Ramirez, Carla. (2019) Ethnic minority women in the Norwegian academia. Academic seminar, Center for Educational Justice . Pontificia Universidad Catolica de Chile; Santiago. 2019-04-08 - 2019-04-12.
  • Chinga-Ramirez, Carla. (2019) Transnationalism as social belonging. Another Brick in the Wall: Transforming Education . AIAE - International Assosiation for Intercultural Education; Amsterdam. 2019-11-11 - 2019-11-15.
  • Chinga-Ramirez, Carla. (2018) Fra fokus på kulturforskjeller til blikk for mangfold og kompleksitet. Fagtorg for PP-rådgivere Midt-Norge, 2018 . Statped Midt norge; Trondhim. 2018-08-28 - 2019-08-29.
  • Ursin, Marit; Chinga-Ramirez, Carla. (2018) Skoleliv og ungdomsliv: En presentasjon av elevenes tanker og opplevelser, skole 1. Erfaringskonferanse på vgs skole 1 . IPL, NTNU; Trøndelag. 2018-04-21 - 2018-04-21.
  • Chinga-Ramirez, Carla. (2017) SEVU-PPT Nett. Nettbasert læringsressurs for PP-tjenesten. Modul/film: Etnisk mangfold i skolen. https://www.sevuppt.no/modul-1-radgivning-og-veiledning/modu [Internett]. 2017-10-12.
  • Chinga-Ramirez, Carla. (2017) SEVU-PPT Nett. Nettbasert læringsressurs for PP-tjenesten. Modul/film: Interkulturell kommunikasjon. https://www.sevuppt.no/modul-1-radgivning-og-veiledning/modu [Internett]. 2017-10-12.