University of Oslo (UiO): FRITT (E-Journals)
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Marianne Hafnor Bøe, Feminisme i Islam. Universitetsforlaget, 2019
No full textBokanmeldelse av Mona Helen Farsta
Armenians Beyond Diaspora, Tsolin Nalbantian. Edinburgh University Press, 2020.
No full textBokanmeldelse av Svante Lundgre
Prismets profil gjennom 50 år (1950–2000)
No full textTidsskriftet Prismet er 70 år i 2020. Det har skjedd store forandringer fra første årgang i 1950 til dagens utgaver. Fra begynnelsen ønsket tidsskriftet å være et kristent verdiforankret og ideologisk tidskrift. Artikkelen analyserer om forståelsen av pedagogikk og den kristne forankringen har endret seg gjennom de første femti årene (1950–2000). Grunnleggerne av tidsskriftet fant den ideologiske forankringen i det de kalte en «helhetspedagogikk» eller «integralpedagogikk» og i en luthersk kristendomsforståelse. Analysene viser at redaksjonene stort sett har beholdt denne forståelsen selv om det ideologikritiske har blitt dempet betraktelig og forståelsen av pedagogikk har blitt mer utydelig.
Nøkkelord: religionspedagogikk, helhetspedagogikk, kristen pedagogikk, pedagogisk historie, PrismetPrismet is 70 years old in 2020. There have been major changes from the first volume in 1950 to today's editions. Initially, the journal aspired to be based on christian values and ideology. This article analyzes whether the understanding of pedagogy and the Christian foundation has changed during the first fifty years (1950–2000). The founders of the journal found the ideological basis in what they called a «holistic pedagogy» or «integral pedagogy» and in a Lutheran understanding of Christianity. The analyzes show that the editors have largely retained this understanding, even though the ideology-critical has been considerably reduced and the understanding of pedagogy has become more unclear.
Keywords: religious education, holistic pedagogy, christian pedagogy, pedagogical history, Prismet journa
Bokmeldinger
No full textJosef Forsling, Caroline Gustavsson og Fredrik Wenell (red): «Man skal vara sig själv» – en bok om ungdommer, tro og delaktighet (2019). Tro & liv skriftserie, Marcus Förlag
Bjørn Are Davidsen. Lurt av læreboken? Feil og forvirring om kristen tro i læremidlene. Oslo: Veritas Forlag 2019
Skjeletta frå Stavanger domkyrkje – ei lang og innfløkt soge
No full textIn 1967‒68 an area under Stavanger Cathedral was excavated, which revealed more than 30 inhumations without any grave goods. Remains of 22 skeletons were boxed individually and sent to the Anatomic Institute at the University of Oslo for analysis. For some unknown reason they kept some of them and returned two boxes containing many bones in a commingled and fragmentary state to Stavanger. Since 2004, The Museum of Archaeology has aimed to revitalize these skeletons for research. Results of 14C-dates state that they all died before the erection of the church which took place in the beginning of the 12th century. Osteometric sorting managed to combine some bones into individuals while analyses of stable isotopes gave insight into their diet. So far efforts to revitalize a miserable bone collection have added new understanding of past life conditions in SW Norway. 
Minneord Sæbjørg Walaker Nordeide (1956–2020)
No full textMinneord Sæbjørg Walaker Nordeide (1956–2020
Hva ligger i uttrykket «særskilt gransking»? Innsamling av data, forskning og finansiering i henhold til kulturminneloven § 10
No full textWhat do we mean by the term “special investigation”? Collection of data, research and funding in accordancewith the Cultural Heritage Act, § 10.Section 10 of the Cultural Heritage Act stipulates that expenses for special investigation of protected culturalmonuments shall be covered by the developer. In today’s practice, the term "special investigation" includes collectionof archaeological data, but not further research related to the same data. Expenses for data collection will thusbe paid for by the developer, while expenses for further research will be covered by the institution responsible forthe “special investigation”: The University and Maritime Museums and The Norwegian Institute for Cultural heritageResearch (NIKU). This implies a notion that collecting data qualitatively differs from research.However, it is not possible to see data collection as detached from the research process. In this paper, we arguethat this was not the intention behind the term “special investigation” in the first place. The epistemological dividebetween collection of data and research emerged as a result of a politically initiated, functional divide between culturalheritage management on one hand, and archaeological research on the other.We argue that “special investigation” can and should be re-interpreted in order to establish a practice recognizingcollection of data as a natural and inextricably integrated part of the research process. We believe that this does notnecessarily have to be very expensive. At the same time, it opens for a significant potential for future archaeologicalknowledge production.What do we mean by the term “special investigation”? Collection of data, research and funding in accordancewith the Cultural Heritage Act, § 10.Section 10 of the Cultural Heritage Act stipulates that expenses for special investigation of protected culturalmonuments shall be covered by the developer. In today’s practice, the term "special investigation" includes collectionof archaeological data, but not further research related to the same data. Expenses for data collection will thusbe paid for by the developer, while expenses for further research will be covered by the institution responsible forthe “special investigation”: The University and Maritime Museums and The Norwegian Institute for Cultural heritageResearch (NIKU). This implies a notion that collecting data qualitatively differs from research.However, it is not possible to see data collection as detached from the research process. In this paper, we arguethat this was not the intention behind the term “special investigation” in the first place. The epistemological dividebetween collection of data and research emerged as a result of a politically initiated, functional divide between culturalheritage management on one hand, and archaeological research on the other.We argue that “special investigation” can and should be re-interpreted in order to establish a practice recognizingcollection of data as a natural and inextricably integrated part of the research process. We believe that this does notnecessarily have to be very expensive. At the same time, it opens for a significant potential for future archaeologicalknowledge production
Kommentarer til Håkon Glørstads debattartikkel: Politiske realiteter i kulturminnevernet
No full textKommentarer til Håkon Glørstads debattartikke
Det produktive praksissjokket: Nyutdannede læreres fortellinger om lærer-elev-forholdet i overgangen fra lærerutdanning til lærerarbeid
No full textOvergangen fra lærerutdanning til lærerarbeid omtales i forskningen både som utfordrende og som en mulighet for profesjonell utvikling. Denne studien undersøker hvordan nyutdannede læreres overgang fra utdanning til arbeid kan forstås som en danningsprosess. Studien baserer seg på ti semistrukturerte intervjuer med fem deltakere (ett i siste semester på grunnskolelærerutdanningen og ett etter de første tre månedene i arbeid). Studien benytter narrativ og tematisk analyse, og bygger på et hermeneutisk danningsteoretisk perspektiv. Sett fra et slikt perspektiv er overgangen en prosess preget av utvikling og horisontutvidelse der forandringen finner sted etter at de nyutdannede har kommet ut i jobb. Vi finner at de nyutdannedes forståelseshorisont etter tre måneder i arbeid er preget av deres tidligere forståelser. Det å begynne å jobbe utløser en opplevelse av at de forventningene man hadde, ikke innfris. Videre finner vi at det at den nyutdannede går fra å være den som lærer, til å bli den som har ansvar for andres læring og danning, har stor betydning for oppfattelsen av lærer-elev-forholdet. Sett fra denne artikkelens perspektiv kan overgangen fra utdanning til arbeidsliv forstås som en potensielt smertefull danningsprosess som initierer de nyutdannedes profesjonelle utvikling.
Nøkkelord: nye læreres utvikling, lærer-elev-forhold, danning, narrativ analyse, lærerutdanning
The productive transition into teaching: Novice teachers’ narratives of the teacher-pupil relationship
Abstract
The transition from teacher education to the teaching profession is challenging, but also an opportunity for professional development. The present study investigates novice teachers’ transition into teaching from the perspective of Bildung. Ten semi-structured interviews were conducted with five participants twice: the last semester in the teacher education programme, and after three months in practice. The interviews were analysed by using thematic and narrative analysis, as well as a hermeneutic and Bildung-centred perspective. Seen from this perspective, the transition is a process characterised by development and broadening of horizon of understanding, where the change occurs after starting work. We find that the novice teachers’ horizons after three months of work are influenced by their previous horizons. Also, we find that the shift from being a learner to becoming responsible for other people’s learning, has a considerable impact on the novice teachers’ understanding of the teacher-pupil relationship. This article argues that the transition from teacher education to working in schools, is a potentially painful process of Bildung that initiates professional development for novice teachers.
Keywords: novice teachers’ development, teacher-pupil relationship, Bildung, narrative analysis, teacher educatio