Education Policy & Social Justice – Research – Department of Teacher Education
Education Policy and Social Justice
The research group Education Policy and Social Justice consists of staff for the section for pedagogy in the Department of Teacher Education. We work on issues concerning social justice in education from different perspectives, and share an interest in exploring theoretical and methodological approaches for promoting equality in and through education. We are concerned with education policy and understand the school as an institution that comprises political, economic and cultural structures and practices. Our objects of study are curriculum processes and documents, education policy, education institutions’ policies and practices, and pedagogical practice and didactics.
Ongoing projects
The project started in spring 2021 and in 2022 has received strategic research funds from ILU.
In later Norwegian education policy, investment in early intervention has been central. In the context of early intervention, the provision on intensive training came into force in the autumn of 2018. The research project aims to bring knowledge about how early intervention, and specifically the provision on intensive training, is practiced and functions in various municipalities and schools. The provision on intensive training is considered to be extended beyond the 4th stage in the new Storting message on early intervention (St. Meld 6, 2019-2020). However, the government points out at the same time that there is little knowledge about how the provision on intensive training for 1.-4. step works.
Intensive training is intended to be part of the ordinary adapted training and must be a short-term and targeted effort by the school in reading, writing or arithmetic for the pupils who need it. The goal is that students who need it will quickly receive suitable support and follow-up so that the problems do not have the opportunity to develop and intensify further in the course of their education. As part of uncovering pupils' difficulties, there are both compulsory and voluntary mapping tests in reading, arithmetic and English which have been designed for pupils from 1st-3rd grade. The mapping tests will help the schools and teachers to find the pupils who need extra help during the first school years.
The municipalities have an obligation to offer intensive training to pupils who are lagging behind in reading, writing or arithmetic in grades 1–4. step, but it does not give the student a corresponding right. It thus differs from, but borders on, the right to special education. What distinguishes § 1.4 on intensive training from § 5.1 on the right to special education is that pupils who receive intensive training must not deviate from the competence targets in the curriculum. Pupils who need deviations from the competence targets, or who do not get satisfactory results from the intensive training, have the right to special education. However, the distinctions can be unclear and involve room for discretion. There are no guidelines for how intensive training should be carried out.
The school is a central arena for ideological struggle. It is therefore interesting to look further into how power and control between different actors play out in the recontextualisations of the policies on early intervention and intensive training.
Relevant publications
- Bjordal, Ingvil. (2016) Markedsretting i en urban norsk skolekontekst - Et sosialt rettferdighetsperspektiv. 2016. ISBN 978-82-326-1992-4.
- Haslund, Irene. (2018) Nye begynnelser i pedagogikken. Hannah Arendt, utdanning og kunnskapssyn i vår tid. 2018. ISBN 978-82-326-3286-2.
- Haugen, C. R. (2020). Teachers´ experiences of school choice from ´marginalised´ and ´privileged´ public schools in Oslo. Journal of Education Policy, 35, 68-94.
- Haugen, C. R. (2019). A fragile autonomy in a performativity culture? Exploring positions in the recontextualising field in a Norwegian rural municipality. Journal of Education Policy, 34, 133-152.
- Haugen, C. R. N. (2018). New middle-class values and context: exploring an ideological conflict between a Norwegian school and parents over an American evidence-based programme. British Journal of Sociology of Education, 39, 1160-1174.
- Kalkman (2019) "Barnehagelivet er ikke en selvfølge". I K. Kalkman og S. Kibsgaard [red.] Vente, håpe, leve - Familier på flukt møter norsk
- Kalkman, Kris. (2019) "Barnehagelivet er ikke en selvfølge". En kvalitativ studie innføringstilbudets formål og nyankomne barns tilvenning i barnehagen. Vente, håpe, leve. Familier på flukt møter norsk hverdagsliv.
- Kalkman, Kris. (2018) Inkludering av nyankomne barn i barnehagen - spenningsfeltet mellom tilhørighet, likeverd, solidaritet og makt. I Glaser, V. Barnehagens Grunnsteiner : Formålet Med Barnehagen. 2. Utg. ed. Oslo: Universitetsforlaget.
- Kalkmann, Kris; Clark, Alison. (2018) Here we like playing princesses - newcomer migrant children`s transitions within day care: exploring role play as an indication of suitability and home and belonging. Perspectives from young children on the margins.
- Kalkman, K., Haugen, G. M. D., & Valenta, M. (2017). ‘They need to…’: Exploring practitioners’ attitudes in relation to newcomer migrant children’s needs in Norwegian day care. Childhood
- Kalkman, K., Hopperstad, M. H., & Valenta, M. (2017). ‘Do you want this?’ Exploring newcomer migrant girls’ peer reception in Norwegian day care: Experiences with social exclusion through the exchange of self-made artefacts. Contemporary Issues in Early Childhood, 18(1), 23-38.
- Kalkman, K., & Clark, A. (2017). Here we like playing princesses–newcomer migrant children’s transitions within day care: exploring role play as an indication of suitability and home and belonging. European Early Childhood Education Research Journal, 25(2), 292-304.
- Muthanna, A. & Sang, G. (2019). State of University Library: Challenges and Solutions for Yemen. The Journal of Academic Librarianship, 45, 119-125.
- Muthanna, A. & Sang, G. (2018). Conflict at higher education institutions: factors and solutions for Yemen. Compare: A Journal of Comparative and International Education, 48, 206-223.
- Nygård, M. (2017). The Norwegian Early Childhood Education and Care institution as a learning arena: autonomy and positioning of the pedagogic recontextualising field with the increase in state control of ECEC content. Nordic Journal of Studies in Educational Policy, 3, 230-240.
- Rapp, Anna. "Organisering Av Föräldrasamverkan I Ett Ojämlikhetsperspektiv." Barn (Trondheim, Norway) 38.1 (2020): 39-54. Web.
- Rapp, Anna and Leiulfsrud, Håkon. Organisering Av Social Ojämlikhet I Skolan - En Studie Av Barnskolors Institutionella Utformning Och Praktik I Två Nordiska Kommuner (2018). Web.
- Rapp, Anna Cecilia. (2018) Organisering av social ojämlikhet i skolan. En studie av barnskolors institutionella utformning och praktik i två nordiska kommuner. 2018. ISBN 978-82-326-3144-5.
- Svendsen S.H.B. (2021) Saami Women at the Threshold of Disappearance: Elsa Laula Renberg (1877–1931) and Karin Stenberg’s (1884–1969) Challenges to Nordic Feminism. In: Keskinen S., Stoltz P., Mulinari D. (eds) Feminisms in the Nordic Region. Gender and Politics. Palgrave Macmillan, Cham.
- Svendsen, S. H. B., Stubberud, E. & Djupedal, E. F. (2018). Skeive ungdommers identitetsarbeid: SKAM etter homotoleransen. Tidsskrift for kjønnsforskning, 42, 162-183.
- Svendsen S.H.B. (2017) The Cultural Politics of Sex Education in the Nordics. In: Allen L., Rasmussen M. (eds) The Palgrave Handbook of Sexuality Education. Palgrave Macmillan, London.
- Svendsen, S. H. B. (2013). Learning racism in the absence of ‘race’. European Journal of Women's Studies, 21, 9-24.
- Tahirsylaj, A. (2021). What kind of citizens? Constructing ‘Young Europeans’ through loud borrowing in curriculum policy-making in Kosovo. Comparative Education, 57, 115-129.
- Tahirsylaj, A. & Wahlström, N. (2019). Role of transnational and national education policies in realisation of critical thinking: the cases of Sweden and Kosovo. The Curriculum Journal, 30, 484-503.
Members of research group
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Ingvil Bjordal Associate Professor
+47-73412388 +4794379405 ingvil.bjordal@ntnu.no Department of Teacher Education -
Marilyn Cochran-Smith Visiting Professor of Teacher Education, Cawthorne Professor of Teacher Education, Boston College, USA
marilyn.cochran-smith@ntnu.no -
Anabel Corral Granados
anabelcg@stud.ntnu.no -
Elise Farstad Djupedal PhD Candidate in Pedagogy
+4741696987 elise.djupedal@ntnu.no Department of Teacher Education -
Brit Kari Drejer Assistant Professor
+47-73559435 +4790270290 brit.k.drejer@ntnu.no Department of Teacher Education -
Kristin Eide Associate Professor
+47-73591992 eide.kristin@ntnu.no Department of Teacher Education -
Irene Haslund Associate Professor
+47-73559842 +4799237383 irene.haslund@ntnu.no Department of Teacher Education -
Cecilie Rønning Haugen Professor
+47-73590459 cecilie.haugen@ntnu.no Department of Teacher Education -
Anneke M. A. Kneppers PhD Candidate
+4796680328 anneke.kneppers@ntnu.no Department of Teacher Education -
Simon Mikael Malkenes PhD Candidate
+4793026166 simon.malkenes@ntnu.no Department of Teacher Education -
Anna Cecilia Rapp Associate Professor
+47-73412966 +4741363994 anna.cecilia.rapp@ntnu.no Department of Teacher Education -
Keld Skovmand Associate Professor
+4551549220 keld.skovmand@ntnu.no Department of Teacher Education