Frédérique Brossard Børhaug

Professor pedagogikk

NLA Høgskolen Bergen

55 54 07 00
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Kontor: Sandviken 457

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<h2>Pedagogiske grunnlagsproblemer innenfor antirasistisk&nbsp;og interkulturell/flerkulturell/migrasjonspedagogikk - Pedagogikk og etikk knyttet til det flerkulturelle samfunnet&nbsp;og den flerkulturelle skolen </h2>
<h2>Arbeidsomr&aring;der:</h2>
<h2>Rasisme/Antirasisme i skolen, Antirasistiske verdier i norske og franske l&aelig;replaner, </h2>
<h2>Interkulturell og antirasistisk danning,&nbsp;</h2>
<h2>Inkludering som allmenpedagogisk prinsipp,&nbsp;</h2>
<h2>The Human development og capability Approach (HDCA), </h2>
<h2>VaKE-metode (Values and Knowledge Education), </h2>
<h2>Populisme,</h2>
<h2>Transhumanisme</h2>
<h2>Kulturelt og biologisk mangfold,&nbsp; Andre&nbsp;temaer av interesse:&nbsp;L&aelig;replanforskning om den flerkulturelle skolen, Interkulturelt medborgskap&nbsp; og skolens rolle, Tospr&aring;klig oppl&aelig;ring i barnehage og skole, Skolens utjevnende funksjon og Marginalisering av minoritetsungdommer, Debatter om sl&oslash;r, Den offentlige diskursen om samfunnets mangfold, Manglende integrering og inkludering for minoritetsmedlemmer, klimakrisen.</h2>
<h2>Basic questions in Anti-racist and Intercultural/multicultural education - Education and ethics in the multicultural society and school&nbsp;</h2>
<h2>Working fields:&nbsp; </h2>
<h2>Racism/antiracism i school, </h2>
<h2>Anti-racist values in Norwegian and French curricula,&nbsp;&nbsp;&nbsp;</h2>
<h2>Inclusion and Education,&nbsp; </h2>
<h2>The Human Development and Capability Approach (HDCA), </h2>
<h2>The VaKE-method (Values and Knowledge Education), </h2>
<h2>Populism, </h2>
<h2>Transhumanism</h2>
<h2>Biocultural diversity Other field of interest: &nbsp;Curriculum research about the multicultural school, Intercultural citizenship and the school's mission, Bilingual learning in kindergarten and schools, Social justice,&nbsp;school and Marginalisation of minority youth, Debates about hijab, Public discourses about&nbsp;diversity in&nbsp;society, Deficient integration and inclusion for minority people, anthropogenic climate change.</h2>
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FoU og publikasjoner: Oppdater publikasjoner  Publications in Norwegian  <h2 style="margin: 0cm 0cm 10pt 35.25pt; line-height: normal; text-indent: -35.25pt; mso-margin-top-alt: auto; mso-margin-bottom-alt: auto;"> 1998    Både kjent og fremmed. Hvilke etiske prinsipper bør integrering av innvandrere bygge på? En teoretisk drøfting med utgangspunkt i Emmanuel Lévinas' forståelse av fremmedhet, ansvar og menneskerettighetene (Hovedfagsoppgave). Norsk Lærerakademi, Bergen.</h2> <h2 style="margin: 0cm 0cm 10pt 35.25pt; line-height: normal; text-indent: -35.25pt; mso-margin-top-alt: auto; mso-margin-bottom-alt: auto;"> 1999    Hvilke etiske prinsipper bør integrering av innvandrerne bygge på? En teoretisk drøfting med utgangspunkt i Emmanuel Lévinas' tenkning. Utbildning og demokrati (Tidsskrift för didaktik och utbildningspolitik), 8(3), 85–111.</h2> <h2 style="margin: 0cm 0cm 10pt 35.25pt; line-height: normal; text-indent: -35.25pt; mso-margin-top-alt: auto; mso-margin-bottom-alt: auto;"> 2001    Rasisme som etisk utfordring. [Kronikk]. Bergens Tidende, 04.02.2001.</h2> <h2 style="margin: 0cm 0cm 10pt 35.25pt; line-height: normal; text-indent: -35.25pt; mso-margin-top-alt: auto; mso-margin-bottom-alt: auto;"> 2005    Hvilket ansvar har vi som medmennesker og pedagoger? En drøfting av dannelsesprosessen sett i lys av Emmanuel Lévinas' etikk. I: T. Bergem, & T. Roland Vetvik (red.), Ikke alt som teller kan telles (s. 51–63). Oslo: Høyskoleforlaget.</h2> <h2 style="margin: 0cm 0cm 10pt 35.25pt; line-height: normal; text-indent: -35.25pt; mso-margin-top-alt: auto; mso-margin-bottom-alt: auto;"> 2007    Kunnskapsløftets antirasistiske verdidiskurs: En drøfting av sentrale verdier i skolens antirasistiske verdigrunnlag i Kunnskapsløftets læreplandiskurs. I: O. H. Kaldestad, R. Reigstad, J. Sæther, & J. Sæthre (red.), Grunnverdier og pedagogikk (s. 71–88). Bergen: Fagbokforlaget.</h2> <h2 style="margin: 0cm 0cm 10pt 35.25pt; line-height: normal; text-indent: -35.25pt; mso-margin-top-alt: auto; mso-margin-bottom-alt: auto;"> 2008    Skolen mot rasisme. En sammenligning av antirasistiske verdier i fransk og norsk læreplandiskurs (Doktoravhandling). Det utdanningsvitenskapelige fakultet, Universitet i Oslo.</h2> <h2 style="margin: 0cm 0cm 10pt 35.25pt; line-height: normal; text-indent: -35.25pt; mso-margin-top-alt: auto; mso-margin-bottom-alt: auto;"> 2009    Bokanmeldelse av Rolf Undset Aakervik (2008). Rasisme på norsk: En debattbok om rasisme i Norge. Norsk tidsskrift for migrasjonsforskning, 10(1), 97–101.</h2> <h2 style="margin: 0cm 0cm 10pt 35.25pt; line-height: normal; text-indent: -35.25pt; mso-margin-top-alt: auto; mso-margin-bottom-alt: auto;"> 2009 Hva er antirasistisk pedagogikk? Noen sentrale dilemmaer og kjennetegn i norsk og fransk skolekontekst. Prismet, 60(3), 237–253.</h2> <h2 style="margin: 0cm 0cm 10pt 35.25pt; line-height: normal; text-indent: -35.25pt; mso-margin-top-alt: auto; mso-margin-bottom-alt: auto;"> 2010    Hvorfor er antirasisme vanskelig å gjennomføre i skolen? [Kronikk] Bergens Tidende, 28.12.2010.</h2> <h2 style="margin: 0cm 0cm 10pt 35.25pt; line-height: normal; text-indent: -35.25pt; mso-margin-top-alt: auto; mso-margin-bottom-alt: auto;"> 2011    Antirasisme i skolen: Et umulig prosjekt? [Kronikk] Pedagogisk Profil, 1. Oppmerksomt nærvær i pedagogisk praksis, UiO. Hentet fra <a href="http://www.uv.uio.no/livet-rundt-studiene/pedagogisk-profil/">http://www.uv.uio.no/livet-rundt-studiene/pedagogisk-profil/</a></h2> <h2 style="margin: 0cm 0cm 10pt 35.25pt; line-height: normal; text-indent: -35.25pt; mso-margin-top-alt: auto; mso-margin-bottom-alt: auto;"> 2015    Når periferien utfordrer sentrum: Interkulturell oppbygging som inkluderer minoritetsungdom i skolen. I: P. O. Brunstad, S. M. Reindal, & H. Sæverot (Red.), Eksistens og pedagogikk: En samtale om pedagogikkens oppgave (s. 58–72). Oslo: Universitetsforlaget.</h2> <h2 style="margin: 0cm 0cm 10pt 35.25pt; line-height: normal; text-indent: -35.25pt; mso-margin-top-alt: auto; mso-margin-bottom-alt: auto;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-ansi-language: NO-BOK; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: ZH-CN; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi;">2016  Antirasisme som etisk motstand. I: Frédérique Brossard Børhaug og Ingrid Helleve (Red.), Interkulturell pedagogikk som motkraft i en monokulturell praksis (s. 169–186). Bergen: Fagbokforlaget. </h2> <h2 style="margin: 0cm 0cm 10pt 35.25pt; line-height: normal; text-indent: -35.25pt; mso-margin-top-alt: auto; mso-margin-bottom-alt: auto;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; mso-ansi-language: NO-BOK; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: ZH-CN; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi;">2016  Brossard Børhaug, F. og Reindal, M. S. (2016). En drøfting av inkludering som allmennpedagogisk  begrep i lys av interkulturell pedagogikk og spesialpedagogikk. I: Frédérique Brossard Børhaug og Ingrid Helleve (Red.), Interkulturell pedagogikk som motkraft i en monokulturell praksis (s. 131–148). Bergen: Fagbokforlaget. </h2> <h2 style="margin: 0cm 0cm 10pt 35.25pt; line-height: normal; text-indent: -35.25pt; mso-margin-top-alt: auto; mso-margin-bottom-alt: auto;"> 2016   Brossard Børhaug, F. og Ingrid Helleve (2016, Red.). Interkulturell pedagogikk som motkraft i en monokulturell praksis. Bergen: Fagbokforlaget. </h2> <h2 style="margin: 0cm 0cm 10pt 35.25pt; line-height: normal; text-indent: -35.25pt; mso-margin-top-alt: auto; mso-margin-bottom-alt: auto;"> 2018   Brossard Børhaug, F. & Harnes, B. H. (2018). Verdirefleksjon i pedagogisk arbeid mot frykt i et samfunn preget av kulturelt og religiøst mangfold. I: E. Schjetne & T.-A. Skrefsrud (eds.), Å være lærer i en mangfoldig skole: Kulturelt og religiøst mangfold, profesjonsverdier og verdigrunnlag (s. 158–173). Oslo: Gyldendal. </h2> <h2 style="margin: 0cm 0cm 10pt 35.25pt; line-height: normal; text-indent: -35.25pt; mso-margin-top-alt: auto; mso-margin-bottom-alt: auto;">2018    Brossard Børhaug, F. & Reindal, S. M. (2018). Hvordan forstå inkludering som allmenpedagogisk prinsipp i en transhumanistisk (fram)tid? Utbildning & Demokrati, 27(1), 81–97.   </h2>   <h5> Publications in English  </h5> <h2 style="margin: 0px 0px 10.66px 47.26px; line-height: normal; text-indent: -35.45pt;">2011    How can the capability approach contribute to anti-racist educational research? [EWC Statement Series] The European Wergeland Centre on education for intercultural understanding, human rights and democratic citizenship. Accessed from <a href="http://www.theewc.org/content/download/1300/9189/file/EWC%20Statement%20Series%202012.pdf">http://www.theewc.org/content/download/1300/9189/file/EWC%20Statement%20Series%202012.pdf </a></h2> <h2 style="margin: 0cm 0cm 10pt 35.25pt; text-indent: -35.25pt;">2012    How to better combine equality and difference in French and Norwegian anti-racist Education: Some reflections from a capability point of view. Journal of Human Development and  Capabilities: A Multi-Disiplinary Journal for People-Centered Development, 13(3), 397–413. (Special Issue: Education and Capabilities). Accessed from: <a href="https://doi.org/10.1080/19452829.2012.679646">https://doi.org/10.1080/19452829.2012.679646</a></h2> <h2 style="margin: 0cm 0cm 10pt 35.25pt; text-indent: -35.25pt;">2013    Conflicting anti-racist values in Norwegian and French civic education: To what extent can the curriculum discourses empower minority youth? In G. Gudmundsson; D. Jr. Beach, & V. Vestel (eds.), Youth and Marginalisation: Young People from Immigrant Families in Scandinavia (pp. 105–131). London: Tufnell Press. </h2> <h2 style="margin: 0cm 0cm 10pt 35.25pt; text-indent: -35.25pt;">2016    How to challenge a culturalization of human existence? Promoting interculturalism and ethical thinking in education. FLEKS - Scandinavian Journal of Intercultural Theory and Practice, 3. Accessed from: <a href="https://journals.hioa.no/index.php/fleks/issue/view/158">https://journals.hioa.no/index.php/fleks/issue/view/158</a> </h2> <h2 style="margin: 0cm 0cm 10pt 35.25pt; text-indent: -35.25pt;">2018    Brossard Børhaug, F. & Weyringer, S. (2018). Developing critical and empathic capabilities in intercultural education through the VaKE-approach. Journal of Intercultural education. <a href="https://doi.org/10.1080/14675986.2018.1534042">https://doi.org/10.1080/14675986.2018.1534042</a>  </h2> <h2 style="margin: 0px 0px 10.66px 47.26px; line-height: normal; text-indent: -35.45pt;">2018   Brossard Børhaug, F. o& Harnes, B. H. (accepted). Facilitating intercultural education in majority student groups in Norwegian higher education. Intercultural education.</h2>   <span style="display: inline !important; float: none; background-color: transparent; color: #4f81bd; font-family: 'Times New Roman',serif; font-size: 16px; font-style: italic; font-variant: normal; font-weight: bold; letter-spacing: normal; orphans: 2; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; -webkit-text-stroke-width: 0px; white-space: normal; word-spacing: 0px;">Publications in other languages  <h2 style="margin: 0px 0px 0px 47.26px; line-height: normal; text-indent: -35.45pt;">2016    Riflessioni internazionali sull'Higher Education. Intervista alla professoressa Frédérique Brossard   Børhaug (Norvegia) [International Reflection on Higher Education. Interview with the professor Frédérique Brossard Børhaug (Norway)]. In Laura Selmo (eds), Higher Education. Tra sviluppo di competenze e realizzazione della persona [Higher Education. Between skills' development and person’s realization] (pp.88-103). Lecce - Brescia: Pensa Multimedia. ISBN 978-88-6760-373-2. </h2> <h2 style="margin: 0px 0px 0px 47.26px; line-height: normal; text-indent: -35.45pt;">2018    Brighenti, M. & Brossard Børhaug, F. (2018). Explorer l’enseignement des valeurs our des élèves allophones: Une recherche action en UPE2A, Essonne. [Exploring value education for Non-French speaking students: An action research in UPE2A, Essonne]. CIRHILLA (Cahiers du Centre interdisciplinaire de recherches en histoire, lettres et langues et Arts,  44, 51–66.</h2>

Utdanning: Oppdater utdanning <h3 style="text-align: center;">UTDANNINGSBAKGRUNN Fransk Artium ved Lycée Jean Moulin, Montmorillon, Frankrike, 1985. Utvekslingsstudent i Sverige, 1985-86. Universitet i Paris, Sorbonne Maitrise LEA 4-årig universitetsutdannelse i anvendt fremmedspråk. Studieopphold i USA, 6 måneder, 1989-90. Oppland Distriktshøyskole -Generell pedagogikk, grunnfag, våren 1993. -Pedagogikk og det moderne samfunn, mellomfag i pedagogikk, våren 1994. NLA Høgskolen Pedagogikk hovedfag, våren 1998. PFI, Universitet i Oslo Doctor rerum politicarum, våren 2008</h3>

Undervisning: Oppdater undervisning <h2>Akademilektor i pedagogikk ved NLA Høgskolen fra høsten 1998/ Assistant Professor in Education at NLA Universiry College since 1998.</h2> <h2>Førsteamanuensis i pedagogikk ved NLA Høgskolen fra 2008 / Associate Professor in education at NLA University College since 2008. </h2> <h2>Professor i pedagogikk ved NLA høgskolen fra 2019/ Professor in education at NLA University College since 2019</h2> <h3>Pedagogikk:</h3> <h3>Interkulturell pedagogikk/Intercultural education</h3> <h3>Antirasistisk pedagogikk/ Anti-racist education</h3> <h3>Human development & Education</h3> <h3>Interkulturell undervisning og didaktikk/intercultural teaching and didactics</h3> <h3>Kulturelt og biologisk mangfold/ Biocultural diversity</h3> <h3>Other pedagogical practice:</h3> <h3>French teaching</h3> <h3>Friundervisningen i Bergen, Vår 1992.</h3> <h3>Friundervisningen i Lillehammer, Høst 1992 -Vår 1994.</h3> <h3>Hammartun ungdomsskole, Lillehammer, skoleåret 1993-94.</h3> <h3>Friundervisningen i Bergen, Høst 1996 - Vår 1999.</h3>

Formidling: Oppdater formidling <h3> The presentations are cited only from 2009: </h3> <h3 style="margin: 0cm 0cm 0pt;"> </h3> <h3 style="margin: 0cm 0cm 0pt 35.45pt; text-indent: -35.45pt; mso-layout-grid-align: none; mso-margin-top-alt: auto; mso-margin-bottom-alt: auto;">2009    Paper presentation Different and conflicting anti-racist values in Norwegian and French curricula (Some main conclusions from a doctoral dissertation defended at the University of Oslo in June 2008), NERA 37th Congress, Trondheim, Norway, March 5–7. </h3> <h3 style="margin: 0cm 0cm 0pt 35.45pt; text-indent: -35.45pt; mso-margin-top-alt: auto; mso-margin-bottom-alt: auto;">2010    Paper presentation Can Scandinavian countries learn something from the riots in France in 2005? A short analysis of the citizenship stated in French national curriculum and its discrepancy with the integration of minority youth in suburbs, NERA 38th Congress, Malmö, Sweden, March 10-12. </h3> <h3 style="margin: 0cm 0cm 0pt 35.45pt; text-indent: -35.45pt; mso-margin-top-alt: auto; mso-margin-bottom-alt: auto;">2010    Paper presentation Rethinking antiracist education in the light of the capability approach, NORUNG network, October 27. </h3> <h3 style="margin: 0cm 0cm 0pt 35.45pt; text-align: justify; text-indent: -35.45pt; -ms-text-justify: inter-ideograph; mso-margin-top-alt: auto; mso-margin-bottom-alt: auto;">2011    Response to Peter Roberts, University of Canterbury, New Zealand (From the Underground to the Ridiculous: Dostoevsky, Existentialism and Education). The 3rd Annual Bergen Educational Conversation “Existentialism and Education”, Bergen, Norway, September 21-22. </h3> <h3 style="background: white; margin: 0cm 0cm 0pt 35.25pt; text-indent: -35.25pt;">2012    Paper presentation Conflicting anti-racist values in Norwegian and French civic education: To what extent can curriculum discourse empower minority youth? EARLI SIG 13, “Moral and democratic education - Building ethical schools and teaching practices”, Bergen, Norway, June 18-21.  </h3> <h3 style="margin: 0cm 0cm 0pt 70.6pt; text-indent: -70.5pt;">2012     Paper presentation To what extent can the anti-racist discourse in Norwegian and  </h3> <h3 style="margin: 0cm 0cm 0pt 70.6pt; text-indent: -35.1pt;">French civic education empower minority youth? HDCA Annual conference  </h3> <h3 style="margin: 0cm 0cm 0pt 70.6pt; text-indent: -35.1pt;">“Revisiting development: Do we assess it correctly?” Jakarta, Indonesia, September 5-7. </h3> <h3 style="margin: 0cm 0cm 0pt 70.6pt; text-indent: -70.5pt;">2012    Academic presentation, Can anti-racist education and tolerance promote individual  </h3> <h3 style="margin: 0cm 0cm 0pt 70.6pt; text-indent: -35.1pt;">freedom? NOFIK conference “Tolerance: Theory and praxis in intercultural  </h3> <h3 style="margin: 0cm 0cm 0pt 70.6pt; text-indent: -35.1pt;">interaction”. Bergen, Norway, November 15-16.  </h3> <h3 style="margin: 0cm 0cm 0pt;">2013    Paper presentation Learning anti-racist values through the VaKE project: How to promote minority             pupils’ sustainable cultural capabilities? NERA 41st Congress, Reykjavik, Island, Mars 7-9.  </h3> <h3 style="margin: 0cm 0cm 0pt 35.25pt; text-indent: -35.25pt; mso-margin-top-alt: auto; mso-margin-bottom-alt: auto;">2013   Academic presentation: Conflicting anti-racist values in Norwegian education: To what extent can the curriculum discourse empower minority youth? IDIN network, Inklusjon, Integration og Uddannelse i Norden, Århus, Denmark, August 29-30.  </h3> <h3 style="margin: 0cm 0cm 0pt;">2013    Paper presentation Learning anti-racist values through the VaKE project: How to  </h3> <h3 style="margin: 0cm 0cm 0pt 35.4pt;">promote students’ sustainable anti-racist capabilities? HDCA annual conference “Human Development: Vulnerability, Inclusion and Well-being”, Managua, Nicaragua, September 9-12. </h3> <h3 style="margin: 0cm 0cm 0pt;">2014   VaKE as an innovative program in teaching intercultural value dilemmas, NERA 42nd  </h3> <h3 style="margin: 0cm 0cm 0pt; text-indent: 35.4pt;">Congress, Lillehammer, Norway, March 5-7. </h3> <h3 style="margin: 0cm 0cm 0pt 35.45pt; text-indent: -35.45pt; mso-margin-top-alt: auto; mso-margin-bottom-alt: auto;">2014    Paper presentation The VaKE-project as an innovative method in teaching intercultural issues, (in collaboration with Assoc. Prof. Helga Bjørke Harnes), SIG 13/EARLI “Moral education for a Democratic Citizenship”, University of Verona, June 25-28. </h3> <h3 style="margin: 0cm 0cm 0pt; mso-layout-grid-align: none;">2014   Academic presentation The ethical subject in the multicultural society: Possibilities  </h3> <h3 style="margin: 0cm 0cm 0pt; text-indent: 35.4pt; mso-layout-grid-align: none;">and limits in the educational project. IDIN final conference “Interculturalism and  </h3> <h3 style="margin: 0cm 0cm 0pt 35.4pt; text-indent: 0.05pt; mso-layout-grid-align: none;">Diversities: Developing intercultural models and thinking in the Nordic countries”, Bergen, Norway, August 21-23. </h3> <h3 style="margin: 0cm 0cm 0pt;"> 2014   Paper presentation Hva vil det si å være fremmed? Et etisk motlys på etnisk tilhørighet,  </h3> <h3 style="margin: 0cm 0cm 0pt 35.4pt;"> NOFIK Conference “Ambivalence, boundaries uncertainty and paradoxes”, Oslo, Norway, October 16-17. </h3> <h3 style="margin: 0cm 0cm 0pt;">2015    Paper presentation Using value dilemma discussions in higher education: A self-study  </h3> <h3 style="margin: 0cm 0cm 0pt 35.25pt;">project in teaching intercultural issues in a Norwegian context. NERA 43th Congress, Gothenburg, Sweden, March 4-6.  </h3> <h3 style="margin: 0cm 0cm 0pt 35.25pt; text-indent: -35.25pt; mso-margin-top-alt: auto; mso-margin-bottom-alt: auto;">2015    Paper presentation Reflections on teaching intercultural issues with VaKE-dilemma discussions in higher education, Symposium “VaKE-Beyond”, University of Salzburg, July 1-2.  </h3> <h3 style="margin: 0cm 0cm 0pt;">2015    Paper presentation Reflections on teaching intercultural issues with VaKE-dilemma  </h3> <h3 style="margin: 0cm 0cm 0pt 35.25pt;">discussions in higher Education, (in collaboration with Assoc- Prof. Helga Bjørke Harnes), 16th Biennal EARLI conference “Towards a reflective society: Synergies between learning, teaching and research”, Limassol, Cyprus, August 25-29. </h3> <h3 style="margin: 0cm 0cm 0pt 35.25pt; text-indent: -35.25pt; mso-margin-top-alt: auto; mso-margin-bottom-alt: auto;">2015    Paper presentation Developing students’ educational capabilities in intercultural higher education through teachers’ practice, HDCA annual conference “Capabilities on the move: Mobilities and aspirations”, Washington D.C., September 10-13. </h3> <h3 style="margin: 0cm 0cm 0pt 35.25pt; text-indent: -35.25pt; mso-margin-top-alt: auto; mso-margin-bottom-alt: auto;">2015    Academic presentation Promoting human rights education through the VaKE-Approach? NARA University of Education and Shiga University, Japan, November 18 & 20. </h3> <h3 style="margin: 0cm 0cm 0pt 35.25pt; text-indent: -35.25pt; mso-margin-top-alt: auto; mso-margin-bottom-alt: auto;">2016    Academic lecture What is anti-racist education and why do we need anti-racist education in Norwegian schools? Reflections and research findings. Høgskolen i Sørøst-Norge, Drammen, Seminar series on Citizenship, human rights and diversity in education, Race, ethnicity and education: Addressing and hearing alternative perspectives, February 17.  </h3> <h3 style="margin: 0cm 0cm 0pt 35.25pt; text-indent: -35.25pt; mso-margin-top-alt: auto; mso-margin-bottom-alt: auto;">2016    Paper presentation Deliberating on the objectives of inclusive education – From the viewpoint of intercultural and special education  HDCA 2016 annual conference, “Capability and Diversity in a Global Society”, Hitotsubashi University, Tokyo, Japan, September 1. In collaboration with prof. Solveig Magnus Reindal, NLA University College. </h3> <h3 style="margin: 0cm 0cm 0pt 35.15pt; text-indent: -35.15pt; mso-margin-top-alt: auto; mso-margin-bottom-alt: auto;">2016    Keynote Values and Knowledge Education: How can we raise critical awareness about privilege reproduction in intercultural higher education? NIC 2016, 23rd Nordic Intercultural Communication Conference “Communicating knowledge and values in multicultural settings”, NLA University College & Agder University, November 25-26.  </h3> <h3 style="margin: 0cm 0cm 0pt 35.15pt; text-indent: -35.15pt; mso-margin-top-alt: auto; mso-margin-bottom-alt: auto;">2017    Paper presentation Exploring teaching practices through the VaKE-method in French UPE2A classes at the CASNAV center in Essonne, International Association of Intercultural Education (IAIE), Université catholique, Angers, France, June 13-16. In collaboration with Marco Brighenti, CASNAV Versailles, France. </h3> <h3 style="margin: 0cm 0cm 0pt 35.15pt; text-indent: -35.15pt; mso-margin-top-alt: auto; mso-margin-bottom-alt: auto;">2017    Keynote Questioning the purpose of inclusion in terms of valuable choices for the ethical subject in our multicultural society, Conference “Multiculturalism and Education”, Western Norway University of Applied Sciences, Stord, Norway, November 22. </h3> <h3 style="margin: 0cm 0cm 0pt;">2018    Paper presentation Breaches and bridges? A case study of bilingual teachers´  </h3> <h3 style="margin: 0cm 0cm 0pt 35.15pt;">experiences of inclusion in Norwegian local schools.  NERA 46th Congress, University of Oslo, Norway. In collaboration with Prof. Ingrid Helleve, UiB. </h3> <h3 style="margin: 0cm 0cm 0pt 35.15pt; text-indent: -35.15pt; mso-margin-top-alt: auto; mso-margin-bottom-alt: auto;">2018    Academic presentation What is the VaKE-method? Dublin City University, Ireland, March 21. </h3> <h3 style="background: white; margin: 0cm 0cm 0pt;">2018    Academic presentation and VaKE-workshop «VaKE Discovery Day»: Enhancing  </h3> <h3 style="background: white; margin: 0cm 0cm 0pt; text-indent: 35.4pt;">Ethical Thinking!  Promoting Knowledge Acquisition!  Developing Intercultural  </h3> <h3 style="background: white; margin: 0cm 0cm 0pt 35.4pt;">Skills! SIETAR France, June 16 (<a href="http://sietarfrancecongres.com/events/journee-decouverte-de-la-methode-vake/">http://sietarfrancecongres.com/events/journee-decouverte-de-la-methode-vake/</a>)  </h3> <h3 style="background: white; margin: 0cm 0cm 0pt 35.25pt; text-indent: -35.25pt;">2018    Paper presentation Deliberating on the objectives of inclusive education in a growing transhumanist context: How can the HDCA-approach contribute to this discussion? HDCA 2018 annual conference, “Human development and social inclusion in an urbanizing world”, Universidad Cathólica, Buenos Aires, Argentina, august, 30-September 1. In collaboration with Prof. Solveig Reindal, NLA University College. </h3> <h3 style="margin: 0cm 0cm 0pt 70.5pt; text-indent: -70.5pt;">2018    Academic presentation and VaKE-workshop Developing intercultural competency in  </h3> <h3 style="margin: 0cm 0cm 0pt 70.6pt; text-indent: -35.2pt;">health care education. University of Oslo, October 29-30.In collaboration with Prof.  </h3> <h3 style="margin: 0cm 0cm 0pt 70.6pt; text-indent: -35.2pt;">Solveig Reindal, NLA University College.  </h3> <h3 style="margin: 0cm 0cm 0pt 70.5pt; text-indent: -70.5pt;">Other academic presentations  </h3> <h3 style="margin: 0cm 0cm 0pt 70.5pt; text-indent: -70.5pt;">2012   Main presentation I hvilken grad kan etikk være et motlys på integrasjonsarbeidet?  </h3> <h3 style="margin: 0cm 0cm 0pt 70.6pt; text-indent: -35.2pt;">UDI regionskontor, Trondheim, Norway, August 24. </h3> <h3 style="margin: 0cm 0cm 0pt 35.45pt; text-indent: -35.45pt;">2012    Main presentation: Vurderingspraksis i møte med minoritetsspråklige elever: Dilemma og motstand. NAFO and Norwegian county council staff. Bergen, Norway, October 22.</h3> <h3 style="margin: 0cm 0cm 0pt 35.45pt; text-indent: -35.45pt;"> </h3> <h3 style="margin: 0cm 0cm 0pt 35.45pt; text-indent: -35.45pt;"> </h3> <h3 style="margin: 0px 0px 10.66px;">2012 ̶  up to date</h3> <h3 style="margin: 0cm 0cm 0pt 35.45pt; text-indent: -35.45pt;">Erasmus teaching at ISFEC, Université catholique, Paris, France</h3>

Prosjekter: Oppdater prosjekter <h3>1) The VaKE project as an innovative didactics in intercultural teaching. </h3> <h3>Several research projects on the VaKE-method at NLA University college and in collaboration with <span style="text-align: left; color: #000000; text-transform: none; text-indent: 0px; letter-spacing: normal; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 11px; font-style: normal; font-variant: normal; text-decoration: none; word-spacing: 0px; display: inline !important; white-space: normal; orphans: 2; float: none; -webkit-text-stroke-width: 0px; background-color: transparent;">the French teaching center CASNAV, Evry France, <span style="text-align: left; color: #000000; text-transform: none; text-indent: 0px; letter-spacing: normal; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 11px; font-style: normal; font-variant: normal; text-decoration: none; word-spacing: 0px; display: inline !important; white-space: normal; orphans: 2; float: none; -webkit-text-stroke-width: 0px; background-color: transparent;">Dublin City University (DCU) Dublin, Ireland and the University of Salzburg, Austria.</h3> <h3>2) Inclusion in education, HDCA-research, Transhumanism</h3> <h3>In collaboration with  Prof. Solveig Magnus Reindal, NLA University College.</h3> <h3>3) Populism and education</h3> <h3>In collaboration with Prof. Paul Otto Brunstad, NLA University College.</h3> <h3>4) Inclusion of bilingual teachers in the multicultural school in Norway</h3> <h3>In collaboration with Prof. Ingrid Helleve, University of Bergen, Norway</h3> <h3>5) Biocultural diversity, publications at the journal of Intercultural Education </h3>