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Hvordan kan skolevegring oppleves fra elevens perspektiv?
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Denne masteroppgaven i spesialpedagogikk tar for seg temaet skolevegring, med fokus på hvordan det kan oppleves fra elevens eget perspektiv. Skolevegring er en økende utfordring i norsk skole, og beskriver situasjoner der barn og unge ønsker å gå på skolen, men av ulike grunner ikke klarer det. Årsakene kan være sammensatte og inkludere emosjonelle, sosiale, faglige og strukturelle forhold. Oppgaven belyser tidligere elevers erfaringer og utfordringer i skolen knyttet til skolevegring.
Studien har et kvalitativt forskningsdesign og bygger på semistrukturerte intervjuer med tidligere elever som har erfart skolevegring. Ved hjelp av livsverdenintervjuet som metode, og forskningsdesign forankret i fenomenologi og hermeneutikk, gis det innsikt i elevenes subjektive erfaringer. I tillegg anvendes teorier om selvoppfatning, selvbestemmelse og relasjoner med vekt på anerkjennelse. Funnene viser at elever opplever en gradvis tilbaketrekning fra skolehverdagen, ofte som følge av manglende mestring, sosial mistrivsel, psykiske utfordringer og svake relasjoner på skolen. Flere informanter forteller om en skolehverdag preget av utenforskap, utrygg, mangel på tilpasning, fravær av medvirkning, og i noen tilfeller mobbing. Opplevelsen av ikke å bli sett, forstått eller tatt på alvor, er gjennomgående. I kontrast peker noen også på viktigheten av én trygg voksen som kan gjøre en stor forskjell. Informantene etterlyser tidligere innsats, økt forståelse, mer fleksibilitet i skolehverdagen og en skole som ser hele mennesket, ikke bare eleven som skal vurderes etter faglige prestasjoner.
Oppgaven diskuterer også de etiske implikasjonene knyttet til skolevegring, særlig med tanke på retten til medvirkning, inkludering og stigmatisering. Gjeldende styringsdokumenter, som opplæringsloven og FNs barnekonvensjon, understreker barnets rett til å bli hørt, tilpasset opplæring og oppleve trygghet og tilhørighet i skolen. Prinsipper som ble utfordret i praksis koblet til informantenes egne opplevelser med skolevegring. Gjennom å løfte frem elevenes egne historier gir denne studien verdifull innsikt, som kan bidra til økt forståelse for problematikken. Studien bidrar til økt bevissthet på å tilpasse skolen til eleven, ikke omvendt og gir konkrete råd fra informantene til skolen.Abstract
This master's thesis in special education deals with the topic of school refusal, with a particular focus on how it is experienced from the student’s own perspective. School refusal is a growing problem in Norwegian schools, and describes situations where children and young people want to go to school, but for various reasons are unable to. The reasons can be complex and include emotional, social, academic and structural factors. The thesis seeks to shed light on the experiences of former students with school refusal.
The study has a qualitative research design and is based on semi-structured interviews with former students who have experienced school refusal. Using the interview as a method, and a research design rooted in phenomenology and hermeneutics, insight is provided into the students' subjective experiences. In addition, theories of self-perception, self-determination and teacher-student relationship are included. The findings shows that many students experience a gradual withdrawal from everyday school life, often as a result of lack of coping skills, social discomfort, psychological challenges and weak relationships at school. Several informants has experinced school characterized by exclusion, lack of individual intervensions, absence of the students participation, and for some, bullying. The experience of not being seen, misunderstood or taken seriously is pervasive. In contrast, some also point to the importance of one safe adult who can make a big difference. The students advices the school to earlier intervension, increased understanding, more flexibility in school life and a school that sees the whole person, not just the student according to their academic performance.
The thesis also discusses the ethical implications associated with school refusal, especially with regard to the right to participation, inclusion and stigmatization. Current governing documents, such as the Education Act and the UN Convention on the Rights of the Child, emphasize the child's right to be heard, receive differentiated education and safety and belongingness in school. Principles that were challenged in practice were linked to the informants' own experiences with school refusal. By highlighting the students' own stories, this study provides valuable insight to increase out understanding of school refusal. The study brings awareness of the importance of adapting the school to the student, not the other way around, and provides concrete advice from the informants to the school
Patterns of cattle and sheep losses related to large carnivores and other causes in the outfields of Norway
Get PDFLarge carnivore populations have increased in many areas of Europe, resulting in socio-political conflicts, especially in areas with extensive outfield grazing systems. In Norway, the occurrence of large carnivores, especially brown bears (Ursus arctos) and grey wolves (Canis lupus), are largely separated from outfield grazing areas via carnivore management zones. However, the overall drivers of livestock losses in the outfields and the contribution of large carnivores are not well understood. Here, we investigated (1) correlates of cattle and sheep losses across organized grazing areas of Norway to evaluate which factors, including large carnivore densities, livestock density, the size of the grazing area, tick density, landscape characteristics, and climatic variables, are responsible for livestock losses in the outfields, and (2) spatio-temporal correlates of cattle losses suspected of being attacked by large carnivores. Based on our analyses investigating cattle and sheep losses in organized outfield grazing areas, we found no evidence that large carnivore densities correlated with cattle losses, but the proportion of sheep losses increased with increasing large carnivore densities, especially of bears and wolverines (Gulo gulo). Importantly, factors other than large carnivores, such as tick density and landscape composition, were related to higher probabilities of cattle losses. Our study provides important information concerning the overall causes of livestock losses in the outfields, indicating that large carnivores contribute little to total cattle losses.publishedVersio
“Hvorfor kommer de tilbake?”
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Oppgavens tittel, hvorfor kommer de tilbake? Handler om innvandrere i Norge, som på tross av ansettelser eller oppstart av utdanning, ender opp med å komme tilbake til velferdssystemet. Hva er årsaken, og hvilke faktorer er det som fører til et sånn frafall?
Oppgavens metode er litteraturstudie, der gjennomlesning og analyse av eksisterende forskning er fremgangsmåten. For en mer spesifikk metodisk analyse av funnene som er gjort i forskingen, har jeg også valgt å benytte meg av tematisk analyse av Braun og Clarke.
Problemstillingen er: Hvilke faktorer, som hindrer/forebygger frafall i utdanning eller arbeidsforhold hos innvandrere, er det viktig å være oppmerksom på i karriereveiledning? Og formålet med oppgaven er å samle inn allerede eksisterende data, for videre kunne benytte dette som utvikling av karriereveiledning for innvandrere og videre forebygging av frafall fra jobb eller utdanning.
Resultater i fra denne oppgaven viser at det kan være mange forskjellige faktorer som har en innvirkning på denne problematikken. Men de mest fremtredende tema er, manglende språkkunnskapene hos innvandrere, utfordringer med holdninger, nettverk og diskriminering. Manglende utdanning, og digital kompetanse, og utfordringer i ansettelsesprosesser.
Konklusjon: mine funn viser at det er manglende fokus på opplæring av innvandrere, og manglende fokus på flerkulturell kompetanse blant karriereveiledere. Samt at det i dagens samfunn fortsatt forekommer diskriminerende holdninger blant både karriereveiledere og i næringslivet. Og at det er et behov for videre forskning på dette.Abstract
The title of this master thesis is "Why Do They Return? " And search information about immigrant who despite employment or started education, returns to the welfare system in Norway. What causes this action, and what kind of factors contribute to the dropout of work or education?
The method in this thesis will be literature review. This approach is a systematic way of collecting and synthesizing previous researchreading through reading and analyzing existing research. In addition to the procedure of literature review, to understand a more specific analysis of the research findings, the thesis will in addition use thematic analysis by Braun and Clarke, as a methodical approach.
The problem statement is: What factors that hinder or prevent dropout in education or employment among immigrants are important to consider in career counseling? The purpose of this thesis is to gather information in existing research and use it to develop career guidance for immigrants, in prevents of dropouts from work or education.
The results of the thesis, shoves factors of various degrees that inflict on the problem. However, the most noticeable factors are missing skills in language among immigrants, challenges around attitudes, network and discrimination, lack of education and digital skills, and at last challenges in the process of hiring immigrants.
The conclusion shows findings of missing focus on education for immigrants, and a lack of focus around the importance of multicultural competence among careerguidance counselours. Additionally, my findings show that discrimination is still presented both among career counselors and business life. This shows that there is still a need for further research on these topics
Promoting Cultural Diversity and Citizenship Through Multicultural Texts in Norwegian Upper Secondary Schools: An Analysis of Teacher Practices and Student Perceptions
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Denne masteroppgaven utforsker hvordan lærere i videregående skole kan bruke flerkulturelle tekster for å undervise elever om identitet, kulturelt mangfold, demokrati og medborgerskap. Gjennom intervjuer med to lærere og en mindre gruppe elever, samt en spørreundersøkelse blant engelsklærere og norsklærere, undersøkes hvilke kriterier lærerne benytter ved valg av tekster, og hvordan disse tekstene kan påvirke elevenes oppfatninger av identitet, likeverd og demokrati.
Oppgavens hovedspørsmål er: Hvordan velger lærere i videregående skole tekster som fremmer kulturelt mangfold, og hvilken innvirkning kan dette ha på elevenes oppfatninger av identitet, demokrati og medborgerskap? Teorier om hvordan litteratur kan fungere som speil, vinduer og skyvedører for å fremme empati og forståelse for ulike kulturelle perspektiver danner en sentral del av analysen. I tillegg diskuteres hvordan flerkulturell undervisning kan bidra til å skape en mer inkluderende og demokratisk skolehverdag, hvor elevene får mulighet til å reflektere kritisk over samfunnsmessige spørsmål.
Funnene indikerer at lærerne viser interesse for å fremme kulturelt mangfold, men at det finnes utfordringer knyttet til valg av tekster som fanger elevenes interesse og passer deres leseferdigheter. Lærere benytter også i økende grad kortere tekster og digitale ressurser som filmer, NDLA og YouTube, noe som kan føre til en mer homogen undervisningspraksis. Elevene som ble intervjuet, ga uttrykk for varierende interesse for skjønnlitteratur i skolen, og flere opplevde at tekstene de leste ikke var relevante for dem.
Studien antyder at en mer systematisk bruk av mangfoldslitteratur kan bidra til at elevene får større mulighet til å reflektere over komplekse sosiale spørsmål, samtidig som det kan styrke deres deltakelse i demokratiske prosesser og utvikle deres medborgerskap i et flerkulturelt samfunn.Abstract
This master’s thesis explores how teachers in upper secondary school can use multicultural texts to teach students about identity, cultural diversity, democracy, and citizenship. Through interviews with two teachers and a small group of students, as well as a survey among English and Norwegian teachers, the study examines the criteria teachers use when selecting texts and how these texts may influence students' perceptions of identity, equality, and democracy.
The central research question is: How do upper secondary school teachers select texts that promote cultural diversity, and what impact can this have on students' perceptions of identity, democracy, and citizenship? The analysis draws on theories about how literature can function as mirrors, windows, and sliding doors to foster empathy and understanding of diverse cultural perspectives. Additionally, this analysis explores how multicultural education can contribute to creating a more inclusive and democratic classroom, where students are encouraged to critically reflect on societal issues.
The findings suggest that while teachers show an interest in promoting cultural diversity, there are challenges related to selecting texts that engage students and match their reading abilities. Teachers also increasingly use shorter texts and digital resources such as movies, NDLA and YouTube, which may lead to more homogeneous teaching practices. The students interviewed expressed varying levels of interest in reading fiction at school, and many felt that the texts had little relevance for them.
The study suggests that a more systematic use of diverse literature could give students greater opportunities to reflect on complex social issues while also enhancing their participation in democratic processes and developing their sense of citizenship in a multicultural society
Opportunities and Limitations with a Land-Based Pedagogy in Indigenous Heritage Language Education
Get PDFOnline first. First published online January 15, 2025.publishedVersio
Ny opplæringslov: En studie av PP- rådgivernes opplevelse knyttet til kapittel 11
Get PDFI denne masteroppgaven i profesjonsrettet pedagogikk har vi innhentet kunnskap om hvordan et utvalg PP-rådgivere opplever endringene i ny opplæringslov knyttet til deler av kapittel 11. Formålet med studien har vært å få innsikt i PP-rådgivernes opplevelser for å utforske problemstillingen: Hvordan opplever PP-tjenesten endringene i ny opplæringslov knyttet til deler av kapittel 11?
Denne kvalitative studien anvender intervju med lydopptak som datainnsamlingsmetode. Datamaterialet er innhentet gjennom semistrukturerte intervjuer, og vi har gjennomført intervju med fire PP-rådgivere fra to ulike tjenester. Abduktiv tematisk analyse er benyttet for å analysere datamaterialet. Gjennom en drøfting av funnene fra datainnsamlingen i lys av aktuelle grunnlagsdokumenter, tidligere forskning og teori, presenterer oppgaven PP-rådgivernes opplevelse av endringene i ny opplæringslov.
Studien konkluderer med at PP-rådgiverne er positive til endringene knyttet til deler av kapittel 11, og opplever at endringene i ny opplæringsloven samsvarer mer med dagens samfunn. Det kommer samtidig frem at det er utfordringer rundt paragraf 11-4, personlig assistanse, særlig når det gjelder forståelsen av innholdet og praktiseringen av den. Studien bekrefter at felles forståelse er en betydningsfull faktor, og at en forståelse av hverandre kan være avgjørende for tilretteleggingen av et tverrfaglig samarbeid mellom PP-tjenesten og skolene.In this master’s thesis in professional pedagogy, we have gathered knowledge about how a selection of educational-psychological counsellors experience the changes in the new Education Act related to parts of chapter 11. The purpose of this study has been to gain insight into the educational-psychological counsellors’ experiences in order to explore the research question: How does the educational-psychological service experience the changes in the new Education Act related to parts of chapter 11?
This qualitative study uses interview with audio recording as the data collection method. The data material has been collected through semi-structured interviews, and we have conducted interviews with four educational-psychological counsellors from two different services. The data is analyzed through an abductive thematic analysis. Through a discussion of the findings from the data collection in the light of relevant foundation documents, previous research and theory, the thesis presents the educational-psychological counsellors’ experience of the changes in the new Education Act.
The study concludes that the educational-psychological counsellors are positive to the changes related to parts of chapter 11 and find that the changes in the new Education Act are more in line with today’s society. At the same time, it emerges that there are challenges surrounding section 11-4, personal assistance, especially when it comes to the understanding of its content and its practice. This study confirms that common understanding is an important factor, and that an understanding of each other can be crucial for facilitating an interdisciplinary collaboration between the educational-psychological service and the schools
Investigating Virtual Reality and the Virtual medicine room for nursing education: student perceptions and technology acceptance
Get PDFThe study explores the impact of Virtual Reality Simulation (VRS) technologies, specifically the Virtual Medicine Room (VMR), on nursing education. Using the Technology Acceptance Model (TAM), the study investigates nursing students’ perceptions of VMR as an educational tool, examining factors that influence their acceptance and adoption intentions. Conducted at a Norwegian university, 129 nursing students participated, experiencing VRS through VR (Virtual Reality) headsets with the VMR application, simulating a controlled educational setting. The research followed a two-phase method: an initial practical VRS interaction and a subsequent quantitative survey based on TAM, using a 7-point Likert scale to measure perceived usefulness, ease of use, and intention to use VR and VMR. Results showed a significant link between students’ pre-existing attitudes toward VR technology and their views on VMR's usefulness, ease of use, and adoption likelihood. Age was a critical factor, with older students showing more scepticism, and gender affected perceived ease of use, with female students finding it less user-friendly. This study highlights the importance of students’ prior attitudes in influencing their perceptions of educational technologies like VMR in nursing education, suggesting the need for further research into factors affecting technology acceptance.publishedVersio
Beneficial microbes for One Health in Canada: a review of evidence and a policy proposal
Get PDFThe recognition that microbes are the life support system of the biosphere and play a major role in the health of all life forms provides us with a unique opportunity to channel resources into utilizing them for our benefit. This policy document was prepared by assessing the scientific rationale and evidence for the application of beneficial microbes to One Health. Ten recommendations are made including the establishment of a new national program that creates strategies, provides funding, and partners with industries and end-users to make Canada a self-directed global leader in this transformative field. Issues covered include biotics, fecal microbiota transplant, fundamental and applied research, regulatory, the education system, and applications to pollinators, aquaculture, coral, biofertilizers, livestock, companion animals, horses, and sustainability of agriculture and environmental management. It is hoped that this document will provide politicians, bureaucrats, academics, and representatives of the end users of beneficial microbial products the incentive to appoint an expert panel to develop the means to implement a program of this type. At a time when climate change, biodiversity, long-term health, integration of cultures, and access to home resourced nutritious food are high on government agendas, the proposed program offers a novel means to positively influence residents across the country.publishedVersio
Metaphors of inclusive education: Conference reflections from teh Global South
Get PDFThis paper examines metaphorical frameworks employed at the 2024 International Conference on Perspectives and Practices of Inclusive Education in Kathmandu, Nepal. Drawing on observations from keynote addresses, conference papers, panel discussions and informal conversations during the two-day conference, the paper reflects on the dominant metaphors present in the discourse of inclusive education in the Global South. Metaphors are fundamental tools through which humans make sense of complex realities, operating far beyond mere linguistic decoration to shape our understanding and potentially guide our actions. For those working in inclusive education, recognizing and analyzing these metaphorical frameworks is crucial because they may subtly influence how we conceptualize challenges, develop solutions, and implement policies. Various metaphorical frames emerged through the discussions, including BUILDING (emphasizing collaborative construction), ECONOMY (focusing on investment and costs), WAR (highlighting challenges), and SPORTS (illustrating fairness issues). On the whole, however, the JOURNEY metaphor dominated across all discourse types, consistently appearing in various forms when discussing policy implementation, educational progress, and/or change towards more inclusive and equitable education. Conference delegates thus triggered a rich image schema involving multifaceted networks of related images and concepts, which are unpacked and examined in the paper.publishedVersio
UNIVERSITY OF INLAND NORWAY, FACULTY OF EDUCATION AND NAMIBIA 1980-2025
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Arising out of local solidarity initiatives in the Inland region of Norway in support of the Namibian independence struggle, the collaboration between the teacher education at Inland Norway University of Applied Sciences (INN) and educational institutions in Namibia has, in the decades since independence, evolved into professional and academic partnerships that endure strongly and vibrantly today. The mode, content, and actors have shifted, but education and teacher training have consistently been at the core of this collaboration. The cooperation has transitioned from solely sending Norwegian students on teaching practicums to Namibia, to a more comprehensive approach including student and staff exchanges in both directions curriculum and course development and collaborative research projects.
In this chapter, I will investigate and provide context to the collaboration between the Faculty of Education at INN University and various institutions in Namibia, notably the University of Namibia (UNAM). I will detail and contemplate the strategic measures taken to establish a sustainable partnership spanning over 30 years