- Student-/learner identity
- Educational policy
- Discourse analysis
- Narrative analysis
Teaching at various courses BA and MA in Education
Tutoring MA-students and PhD-Candidates
- 2018. Narrow identity resources for future students: the 21st century skills movement encounters the Norwegian education policy context. Journal of Curriculum Studies. 19 pages. doi: 10.1080/00220272.2018.1502356
- 2018. Fremtidens idealelev er et overmenneske. Bergens Tidende. Published 2018-08-22.
- 2016. High-skilled newcomers’ identity: learners or experts? Journal of Workplace Learning. 28: 2-16. doi: 10.1108/JWL-12-2014-0088
- 2014. A Norwegian policy perspective on the relation between school leadership and pupils’ learning outcomes. Policy Studies. 35: 576-591. doi: 10.1080/01442872.2014.971729
- 2014. The room of Opportunity: Understanding phases of creative knowledge processes in innovation. Journal of Workplace Learning. 26: 545-560. doi: 10.1108/JWL-10-2013-0077
- 2010. Ethical dilemmas: a resource in public health nurses’ everyday work? Scandinavian Journal of Caring Sciences. 24: 75-83. doi: 10.1111/j.1471-6712.2009.00688.x
- 2008. Teacher Union and Teacher Identity. Nordisk Pedagogik. 28: 193-203.
- 2007. The public face of teacher identity - narrative construction of teacher identity in public policy documents. Journal of Education Policy. 22: 129-146. doi: 10.1080/02680930601158893
- 2006. Narrative construction of teacher identity: positioning and negotiation. Teachers and Teaching: theory and practice. 12: 527-547. doi: 10.1080/13540600600832247
- 2003. "Tell Me Your Story. Using Narratives from Interviews to Understand Indigenous Knowledge". Indilinga: African Journal of Indigenous Knowledge Systems. 2: 89-97.
- 2003. Tell Me Your Story. Using Narratives to Understand Indigenous Knowledge. Indilinga: African Journal of Indigenous Knowledge Systems. 2: 89-97.
- 2003. Tell Me Your Story. Using narratives from interviews to understand indigenous knowledge. Indilinga: African Journal of Indigenous Knowledge Systems. II.
- 2001. Perspektiver på evaluering. Pedagogisk praksis. 200: 13-20.
- 2007. Narrative construction of teacher identity.
- 2003. Felleskap og læring.Erfaringer det første året med Hovedfag i Pedagogikk. Pedagogisk praksis. 200: 1. MANGLER.
- 2001. Fellesskap og læring. Erfaringer det første året med Hovedfag i pedagogikk. Pedagogisk praksis. 1. Universitetet i Bergen og Høgskolen i Bergen, Bergen. 47 pages.
Norwegian educational policy (NOREDPOL) - Politicians and policymakers in countries across the globe tend to describe the challenges for the educational sector and the policy initiatives confronting these challenges in similar terms. Although policy rhetoric appears to be globalized, the question whether the policies themselves also are globalized in the sense that they are understood and implemented in the same way nationally and locally remains to be investigated more closely. This project consequently take Norwegian educational policy initiatives, values, arguments and discourses as a point of departure and explore the connection between these and a) what could be described as global policy and b) various local educational policy practices. The project is addressing the way educational policy is shaped and enacted in relation to knowledge and competence development, diversity, inclusion, democratic education and educational identities.
”Knowledge working” - This project investigates how various formal and informal practices facilitate learning, knowledge development and knowledge transfer in knowledge intensive organisations. The project focus on characteristics of practices that are conducive for knowledge development and learning and how these practices are perceived by leaders and employees.
PhD-project: Narrative construction of Teacher Identity. This project investigates how teacher identity is narratively constructed by several actors, such as teachers, policy documents and The Union of Education Norway. Conceptual framework and methodological approach is informed by poststructuralist, narrative and discursive perspectives.
Participant in Productive Learning Cultures I and II – a NUFU financed capacity building research network with members from Norway, Namibia, Botswana, Zimbabwe, Zambia, Malawi, Mozambique and South Africa.