Flerstemmige perspektiver i norsk utdanningsforskning : Spenninger og muligheter

Abstract

In a gradually more complex and insecure world, children, youth, teachers, and school leaders must learn to navigate unpredictability. To prevent inertia, knowledge, learning and education need to be reshaped to strengthen the ability to act responsibly and constructively. This edited volume reveals a need for pedagogical approaches that may assist both teachers and pupils into dealing with uncertainty, ambiguity, and indeterminacy.

The book offers original and new knowledge with polyphony, possibilities, and tensions as overarching perspectives. Each chapter represents specific contexts and perspectives within different segments of the educational sector, on a continuum from early years learning to school management. Concrete examples are offered for teaching, learning, research, and management in a world marked by diversity, tension, and insecurity. Several chapters intersect and include findings that can be transferred to other contexts and practices. The aim is for the edited volume to serve as an initiating impetus for changes in practices, and to reveal how practices in dissimilar contexts may fruitfully stimulate one another.

The authors represent different areas within teacher education and school management, and became acquainted while being enrolled in The Norwegian National Research School in Teacher Education (NAFOL) as doctoral students in cohort 8 (2016-2020).

We hope the edited volume can inspire representatives across disciplines and sectors to learn from one another and contribute to a polyphonic discussion within educational research in Norway, through a continually questioning and reflexive approach towards one’s own practices and attitudes.