Anne B Reinertsen | Høgskolen i Østfold (original) (raw)

Papers by Anne B Reinertsen

Australian journal of environmental education, Jan 17, 2022

The rhizome is like the poem. The growth power of nature and the possibilities of culture simulta... more The rhizome is like the poem. The growth power of nature and the possibilities of culture simultaneously and reciprocally. It stretches from biological cell and level of particles to our universal dreams and thoughts about and with life. The rhizome as poem is thus a picture and image of the importance of context and movement, production of constant importance for each/other. The picture breaks all patterns always and always creates new, as points and lines affectively collapsing into each/other for each/other. The rhizome as poemand the consciousness about the preliminarity of processes across preliminary boundaries, opens up for translations and interpretations beyond known vocabularies and in unfinished channels. It possibilizes the realization of more-than-human concepts such as the dissolution of subjectivity turning my identity into a collective: I contain multitudes and sing myself. 1 Knowledge creation and meaning making are thus connected with what situated knowledges makes possible and mobilize, and is about community, not isolated individuals; it is about productive connections and unexpected openings in which every concept is 'trapped' in experience. Informatically we are data subjects of an algorithmic nature. I oxymoronically and indirectly therefore ask how we can become materially identifiable subjects and what would it take to move from a mechanistic approach to education to a more machinic one? Further, are the abstractions one attempts to move from imitation to imagination abstract enough? I poem with the speculative process philosophy of Gilles Deleuze (1925-1995) and Félix Guattari (1930-1992) to think the future, theory and practice in Environmental Education other. Taking part in polysemantic ambiguity becomes attractive as condition to side with the child and it might turn into a strong source of energy for learning and change, trans-scientific collaboration and sustainability. The rhizome is my cosmic writing machine, research design and model.

In Ann Merete Otterstad Anne B Reinertsen Editor Metodefestival Og Yeblikksrealisme Method Celebration Party and Moments of Realism 1st Ed Bergen Fagbokforlaget 2015 P 180 197, 2015

Posthumanist Research and Writing as Agentic Acts of Inclusion

International review of qualitative research, May 1, 2011

This is about the pedagogical experience ahead of or beyond any pedagogical activity or action. I... more This is about the pedagogical experience ahead of or beyond any pedagogical activity or action. It is therefore about perfectibility and/or dealing with something both theoretically and existentially. It is about inclusion and dialogue, but in an indirect manner, and school as a low threshold institution: heterogeneity, pluralism and multiculturalism as the primary characteristics of a modern school in a modern society. This makes school an institution important to life and knowledge. The need for a pedagogy created through a strong scientific orientation through practice or as I prefer; realism, urgent: Pedagogy framed by a good, relevant and strong understanding of context. This makes demands on teachers' competence. It demands more than possessing pedagogical scientific competence. A certain extent of double(d) competence and more is demanded both about what happens in science and about what happens in society and openness always through language and critical thinking or philosophy. This is about becoming teacher in/and for the fractured future and about what we might "give" (student) teachers in addition. Breathing love, life and happiness into teacher education and ultimately school reform, but actually thinking or imagining that a new type of politics is becoming possible. .. a 'new type of revolution. '

International review of qualitative research, Nov 1, 2008

This is a writing story about normalizing, not knowing for sure, and therefore an attempt to expl... more This is a writing story about normalizing, not knowing for sure, and therefore an attempt to explore what might constitute a pedagogy of insecurity, ultimately beginning to think about what a riskful pedagogy and/or riskful thinking and teaching might imply. Democracy and social justice are at stake. It is about always questioning authority but never taking authority away from anybody. Thus it is an attempt, an example, or writing towards a deauthorized and double(d) perspective of both research and reform in schools. It is a messy text trying to create more, however, not running to meet anybody. It is an argument for turning us all into language workers, and society into a language society, rather than the knowledge workers and the knowledge society we predominantly speak of today.

Cultural Studies <=> Critical Methodologies, Sep 17, 2013

Thinkingfeeling my ways into and toward future intra-activist material and performance research p... more Thinkingfeeling my ways into and toward future intra-activist material and performance research possibilities, I argue for embracing the mobilized gaze of the flaneur to explore and create powerful blends of interpretive auto-ethnographic/-biographic/-ethnomethodology writing approaches: Mygazes: They are broad, multifaceted, and partial. They are recursive and “unselfed” (Iris Murdoch; 1919-1999). Simone Weil’s (1909-1943) onto-political concepts of (world) “attention” and “decreation” as a willed dissolution of the subjective ego are good to thinkfeel with. Accordingly, such approaches are about a scienced-up me producing myself through using knowledges without fear and my will born from it: My personal accountability and authenticity is pivotal: Mymethods: They are about the wrong pedagogy, and thus, always integrating failure as an important part of any activity. They are about word making for reimagining democratic societies; a new era of personal and social responsibility and learning democracy: Mylanguages: It is a member’s methods; My Own (Stirner, 2012) methods and from here; I am my own to thinkfeel with and me showing me Myforces and Mychanges.

The Journal of Environmental Education, Dec 2, 2019

This article seeks to theorize the teacher role-read also scientist and researcheras an ontologiz... more This article seeks to theorize the teacher role-read also scientist and researcheras an ontologizing practice to meet with the need for constant deauthorized knowledge and nonknowledge production for life, the ontology of sustainability. Teaching becomes eventicized and teachers become data philosophers through writing. The enigmatic and strength of the teacher is equally distance and/as presence. I place myself in the world as if that is the meaning of life itself and drift (fr. dérive) along with data, and every step I take remains in my body as a map in which I am the scale, with consistencies and smells, tastes, colors, and noises, and the patterns that are formed gradually embrace more and more of the globe, almost in intimate ways. It is a constant reassessment or assessment as learning process, self-assessment as system-assessment. I present a pluralistic approach to research and practices of criticism and value assessment based on systems and structures in our economies and thinking-a treating of problems as scientific epistemological thinking possibilities: a research on transcorporeal collectivities and molecular inter-intra factuality, rather than autonomous selves and identity constructions. It is a slow and other science and research engaged in deliberations about and with hybrid natures and inter-intragenerational sensations: body as profession and transindividual vulnerability. Slowly I inhabit the earth through writing fractured stories, slowly becoming all. The thing is that I need to fuzzytechie think myself Other-Body as profession and transindividual vulnerability The concept of the other presupposes no more than the determination of a sensory world as condition. On this condition the other appears as the expression of a possible. The other is a possible world as it exists in a face that expresses it and takes shape in a language that gives it a reality. In this sense it is a concept with three components: possible world, existing face, and real language or speech. (Deleuze & Guattari, 1994, p. 17) The overarching idea of this article is the need for theorizing the teacher role-read also scientist and researcher-as an ontologizing practice to meet with the need for constant deauthorized knowledge and nonknowledge production for life, work, and happiness, ultimately the ontology of sustainability. Teaching becomes eventicized and teachers and researchers become data philosophers through writing. Writing is seen as a technical object never giving up on "optative", i.e., that by which every problem can be thought and reflected upon according to its multiple dimensions (Simondon, 1958/2012/2017). Writing is considered both method and tool, or rather, this is a move from method to writing and the use of one's maximal attention. Data, ultimately nature seen as event (Debaise, 2017), and data philosophers therefore who are "challenging a traditional conceptualization of data-and nature-as collectivity raw material ready to be analysed by human analysts" (Reinertsen, 2017, p. 243). Rather,

Nordisk Barnehageforskning, Oct 6, 2016

Artikkelen handler om kvalitetsvurdering i et nymaterielt perspektiv: Kroppslig kunnskap og viten... more Artikkelen handler om kvalitetsvurdering i et nymaterielt perspektiv: Kroppslig kunnskap og viten. Teori og metode skrives sammen i immanent samtidighet for å gi et bilde på kompleksitet. Både hensikt og mål med artikkelen er å følge den flyten som Irma som hendelse eller event produserer, for å åpne opp potensialitet for en bekreftende eller affirmativ poetiserende kritikkpraksis og en ny forståelse av-og vurdering for kvalitet. Kvalitet skrives fram som en hendelse, intensitet eller kraft i et øyeblikk. Øyeblikket er derfor tekstens eneste og baerende struktur, som kvalitet i bevegelse. Tekstens indre logikk har slik til hensikt å motvirke forsøk på å skape definerte, faste eller bestemte oppfatninger av hva kvalitet er og hvordan kvalitet kan vurderes. På denne måten håper jeg å vise hva nymaterielle perspektiver kan gjøre for å bygge kulturer for innovasjon hvor kvalitet vurderes og produseres igjen og igjen. De setter forskjellighet i bevegelse og åpner opp for å skape rettferdige utdanningsøyeblikk.

Nordic studies in education, Dec 12, 2014

Educational Philosophy and Theory, Nov 25, 2018

Building on Gilbert Simondon’s (1958/2012/2017) book On the Mode of Existence of Technical Object... more Building on Gilbert Simondon’s (1958/2012/2017) book On the Mode of Existence of Technical Objects in which he asks about how something appears, how something is capable of becoming individuated, h...

Contemporary Issues in Early Childhood, Feb 7, 2016

This article is crafted through three scenes, through which the author tries to imagine quality a... more This article is crafted through three scenes, through which the author tries to imagine quality as something that is third space, semiotic, plasticity, eternal, and simultaneously something solid and obviously good here and now, through a Spinozian/Deluzian/Braitottian joy/you/me. The author rhizomatically tries to lay everything out on a plane of exteriority – on a single page, the same sheet: lived events, historical determinations, theories, philosophies, stories, concepts, individuals, groups, social formations, and her desires. Scene One is from Plato’s dialogue Phaedrus and is about censuring. Scene Two is from Robert M Pirsig’s story Zen and the Art of Motorcycle Maintenance: An Inquiry into Values. The third scene (and all scenes) is a DeleuzoGuattarian fabulation, writing qualia becoming quality and hopefully transgressing universal quality measuring projects that are addressing specific professionals and/or preschools or child/ren/hoods, where early child/hood is ultimately seen as a matrix of becoming and early childhood education centres as translocal places preparing for future contingent events. The author tries to provide a chance to see better the airy void around us – to see beneath the stucco surface of the purely phenomenal, insubstantial character of the everyday world – so as to enjoy fleeting quality life all the more, at least for a moment. The author is initiating new discourses on childhood – ultimately, children’s political subject formations.

International review of qualitative research, Feb 1, 2014

This is a cross-disciplinary experiment with tensions and possibilities between art and pedagogy.... more This is a cross-disciplinary experiment with tensions and possibilities between art and pedagogy. It is an attempt to communicate the challenges of but also the joy of attempting to realize different ways of approaching the meeting points between these fields: performing dramatic representations and shapings of research and advocating for what we want and see needed. Poems, music, and lyrics and layout, graphics, and stream-of-thought writing blend with standard social science discourse, hopefully creating new angles, possibilities, methods, performative communication concepts, and reasonings.

Qualitative Inquiry, Feb 16, 2022

This article is a collective act of writing preoccupied with the future of education. Our perspec... more This article is a collective act of writing preoccupied with the future of education. Our perspectives are different but what we have in common is a wish to explore and contribute to educational innovation. Through knowledge brokering, we try to create openings toward expanded meaning fields nourishing valuable diversities of onto-epistemic cultures ultimately preparing students for fugitive futures. Our project is complex and pluriverse like any brokering process for Other and innovation might be. Both method and means however are simple: Through using the concept of oxymoron ing as a rhetorical and epigrammatic device for revealing paradox and through this taking part in polysemantic ambiguity, new concepts, knowledges, and habits are possibilized. Through a montage of thoughts, theories, and stories, hopefully thinking for innovation is given a constant continuation.

Education Sciences, Jan 7, 2022

This article is an open access article distributed under the terms and conditions of the Creative... more This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY

Children: global posthumanist perspectives and materialist theories, 2022

When I told Ragnheidur Karlsdottir, my first mentor, that I was going to write about something th... more When I told Ragnheidur Karlsdottir, my first mentor, that I was going to write about something that I did not and still do not know what is, she shook her head but smiled. Thank you for those warm smiles and the giggles, Ragnheidur. When I was "handed over" to Kjetil Steinsholt, he just told me to go on writing. And I did. Thank you for believing in this impossible project, Kjetil. Thank you for being able to read what I wrote. Thank you all good people at River High. I chose not to tell any stories about you, but in the end I told a love story for, to and about us all. Finally perhaps therefore someone writing a love story instead of all the best practice-horror stories too-about school. I do not want them. I do not believe in them. I want other. I want to strengthen our positions as situated speakers. Becoming aware of more as I go along I believe in only. You too? Thank you, Børre, for your patience and your love. Thank you, Trygve and Astri, for being who you are. Perfect that is; sweet, lovely, wonderful, adorable, innocent, talented, cosy, fresh, bright-go on. Gifts you are. "Let us all dream so that we can build that dream".

Policy Futures in Education, Apr 23, 2022

In this article, I rethink official educational organization toward friction-zones. Thinking with... more In this article, I rethink official educational organization toward friction-zones. Thinking with a swimming event in physical education, and Deleuze's notion of pure difference and its accompanying characteristics, non-linearity, decentralization, pluralistic knowledge, virtual and actual multiplicities, nomadic waiting, and open ends, I outline conditions for official educational organization in the encounter between divergent knowledges. The aim is to bring teachers and students closer to each other and paradoxically let up-coming concepts, meanings, and ideas act instead of silence everything that is not in line with predefined educational goals. It is to create common histories of learning and knowledge productions, and hence to produce common grounds in/by motion. Ultimately, it is about inclusive processes in/by motion. And, it is also a call for us all to pay attention and resist unintentional productions of exclusion, and thus all colonizing processes that includes superior knowledge.

Norsk pedagogisk tidsskrift, Dec 23, 2021

Qualitative Inquiry, Jul 24, 2019

This is a collection of articles from different authors within different Research Fields. What th... more This is a collection of articles from different authors within different Research Fields. What they have in common is compassion for expanding and exploring qualitative research methodologies.

Cultural Studies <=> Critical Methodologies, Oct 12, 2016

This article is about critical thinking and critique, ultimately quality. It is about becoming (e... more This article is about critical thinking and critique, ultimately quality. It is about becoming (educator) in the urgency of hesitancy and doubt, thus building in creative dense dynamics from the start possibilizing immanent critique practices. I call it material eco/edu/criticism. In our neoliberal rationalisms and times, I indirectly ask questions about the (social) status of hesitancy in both education and research introducing methodological and epistemological concerns into expectations of certainty and knowing hopefully toppling hierarchical expectations and dichotomous notions bringing forth complexity and ambiguousness as strength and a force in our practices: Quality qualia embodied research and teaching and/or body as profession. It is a move from language-based translation to not-only-language-based transduction perhaps and/or simultaneous language and matter assessment literacy. The way I see this—and my desire; this is all about how new materialist approaches can be applied to foster and build cultures of innovation.

Australian journal of environmental education, Jan 17, 2022

The rhizome is like the poem. The growth power of nature and the possibilities of culture simulta... more The rhizome is like the poem. The growth power of nature and the possibilities of culture simultaneously and reciprocally. It stretches from biological cell and level of particles to our universal dreams and thoughts about and with life. The rhizome as poem is thus a picture and image of the importance of context and movement, production of constant importance for each/other. The picture breaks all patterns always and always creates new, as points and lines affectively collapsing into each/other for each/other. The rhizome as poemand the consciousness about the preliminarity of processes across preliminary boundaries, opens up for translations and interpretations beyond known vocabularies and in unfinished channels. It possibilizes the realization of more-than-human concepts such as the dissolution of subjectivity turning my identity into a collective: I contain multitudes and sing myself. 1 Knowledge creation and meaning making are thus connected with what situated knowledges makes possible and mobilize, and is about community, not isolated individuals; it is about productive connections and unexpected openings in which every concept is 'trapped' in experience. Informatically we are data subjects of an algorithmic nature. I oxymoronically and indirectly therefore ask how we can become materially identifiable subjects and what would it take to move from a mechanistic approach to education to a more machinic one? Further, are the abstractions one attempts to move from imitation to imagination abstract enough? I poem with the speculative process philosophy of Gilles Deleuze (1925-1995) and Félix Guattari (1930-1992) to think the future, theory and practice in Environmental Education other. Taking part in polysemantic ambiguity becomes attractive as condition to side with the child and it might turn into a strong source of energy for learning and change, trans-scientific collaboration and sustainability. The rhizome is my cosmic writing machine, research design and model.

In Ann Merete Otterstad Anne B Reinertsen Editor Metodefestival Og Yeblikksrealisme Method Celebration Party and Moments of Realism 1st Ed Bergen Fagbokforlaget 2015 P 180 197, 2015

Posthumanist Research and Writing as Agentic Acts of Inclusion

International review of qualitative research, May 1, 2011

This is about the pedagogical experience ahead of or beyond any pedagogical activity or action. I... more This is about the pedagogical experience ahead of or beyond any pedagogical activity or action. It is therefore about perfectibility and/or dealing with something both theoretically and existentially. It is about inclusion and dialogue, but in an indirect manner, and school as a low threshold institution: heterogeneity, pluralism and multiculturalism as the primary characteristics of a modern school in a modern society. This makes school an institution important to life and knowledge. The need for a pedagogy created through a strong scientific orientation through practice or as I prefer; realism, urgent: Pedagogy framed by a good, relevant and strong understanding of context. This makes demands on teachers' competence. It demands more than possessing pedagogical scientific competence. A certain extent of double(d) competence and more is demanded both about what happens in science and about what happens in society and openness always through language and critical thinking or philosophy. This is about becoming teacher in/and for the fractured future and about what we might "give" (student) teachers in addition. Breathing love, life and happiness into teacher education and ultimately school reform, but actually thinking or imagining that a new type of politics is becoming possible. .. a 'new type of revolution. '

International review of qualitative research, Nov 1, 2008

This is a writing story about normalizing, not knowing for sure, and therefore an attempt to expl... more This is a writing story about normalizing, not knowing for sure, and therefore an attempt to explore what might constitute a pedagogy of insecurity, ultimately beginning to think about what a riskful pedagogy and/or riskful thinking and teaching might imply. Democracy and social justice are at stake. It is about always questioning authority but never taking authority away from anybody. Thus it is an attempt, an example, or writing towards a deauthorized and double(d) perspective of both research and reform in schools. It is a messy text trying to create more, however, not running to meet anybody. It is an argument for turning us all into language workers, and society into a language society, rather than the knowledge workers and the knowledge society we predominantly speak of today.

Cultural Studies <=> Critical Methodologies, Sep 17, 2013

Thinkingfeeling my ways into and toward future intra-activist material and performance research p... more Thinkingfeeling my ways into and toward future intra-activist material and performance research possibilities, I argue for embracing the mobilized gaze of the flaneur to explore and create powerful blends of interpretive auto-ethnographic/-biographic/-ethnomethodology writing approaches: Mygazes: They are broad, multifaceted, and partial. They are recursive and “unselfed” (Iris Murdoch; 1919-1999). Simone Weil’s (1909-1943) onto-political concepts of (world) “attention” and “decreation” as a willed dissolution of the subjective ego are good to thinkfeel with. Accordingly, such approaches are about a scienced-up me producing myself through using knowledges without fear and my will born from it: My personal accountability and authenticity is pivotal: Mymethods: They are about the wrong pedagogy, and thus, always integrating failure as an important part of any activity. They are about word making for reimagining democratic societies; a new era of personal and social responsibility and learning democracy: Mylanguages: It is a member’s methods; My Own (Stirner, 2012) methods and from here; I am my own to thinkfeel with and me showing me Myforces and Mychanges.

The Journal of Environmental Education, Dec 2, 2019

This article seeks to theorize the teacher role-read also scientist and researcheras an ontologiz... more This article seeks to theorize the teacher role-read also scientist and researcheras an ontologizing practice to meet with the need for constant deauthorized knowledge and nonknowledge production for life, the ontology of sustainability. Teaching becomes eventicized and teachers become data philosophers through writing. The enigmatic and strength of the teacher is equally distance and/as presence. I place myself in the world as if that is the meaning of life itself and drift (fr. dérive) along with data, and every step I take remains in my body as a map in which I am the scale, with consistencies and smells, tastes, colors, and noises, and the patterns that are formed gradually embrace more and more of the globe, almost in intimate ways. It is a constant reassessment or assessment as learning process, self-assessment as system-assessment. I present a pluralistic approach to research and practices of criticism and value assessment based on systems and structures in our economies and thinking-a treating of problems as scientific epistemological thinking possibilities: a research on transcorporeal collectivities and molecular inter-intra factuality, rather than autonomous selves and identity constructions. It is a slow and other science and research engaged in deliberations about and with hybrid natures and inter-intragenerational sensations: body as profession and transindividual vulnerability. Slowly I inhabit the earth through writing fractured stories, slowly becoming all. The thing is that I need to fuzzytechie think myself Other-Body as profession and transindividual vulnerability The concept of the other presupposes no more than the determination of a sensory world as condition. On this condition the other appears as the expression of a possible. The other is a possible world as it exists in a face that expresses it and takes shape in a language that gives it a reality. In this sense it is a concept with three components: possible world, existing face, and real language or speech. (Deleuze & Guattari, 1994, p. 17) The overarching idea of this article is the need for theorizing the teacher role-read also scientist and researcher-as an ontologizing practice to meet with the need for constant deauthorized knowledge and nonknowledge production for life, work, and happiness, ultimately the ontology of sustainability. Teaching becomes eventicized and teachers and researchers become data philosophers through writing. Writing is seen as a technical object never giving up on "optative", i.e., that by which every problem can be thought and reflected upon according to its multiple dimensions (Simondon, 1958/2012/2017). Writing is considered both method and tool, or rather, this is a move from method to writing and the use of one's maximal attention. Data, ultimately nature seen as event (Debaise, 2017), and data philosophers therefore who are "challenging a traditional conceptualization of data-and nature-as collectivity raw material ready to be analysed by human analysts" (Reinertsen, 2017, p. 243). Rather,

Nordisk Barnehageforskning, Oct 6, 2016

Artikkelen handler om kvalitetsvurdering i et nymaterielt perspektiv: Kroppslig kunnskap og viten... more Artikkelen handler om kvalitetsvurdering i et nymaterielt perspektiv: Kroppslig kunnskap og viten. Teori og metode skrives sammen i immanent samtidighet for å gi et bilde på kompleksitet. Både hensikt og mål med artikkelen er å følge den flyten som Irma som hendelse eller event produserer, for å åpne opp potensialitet for en bekreftende eller affirmativ poetiserende kritikkpraksis og en ny forståelse av-og vurdering for kvalitet. Kvalitet skrives fram som en hendelse, intensitet eller kraft i et øyeblikk. Øyeblikket er derfor tekstens eneste og baerende struktur, som kvalitet i bevegelse. Tekstens indre logikk har slik til hensikt å motvirke forsøk på å skape definerte, faste eller bestemte oppfatninger av hva kvalitet er og hvordan kvalitet kan vurderes. På denne måten håper jeg å vise hva nymaterielle perspektiver kan gjøre for å bygge kulturer for innovasjon hvor kvalitet vurderes og produseres igjen og igjen. De setter forskjellighet i bevegelse og åpner opp for å skape rettferdige utdanningsøyeblikk.

Nordic studies in education, Dec 12, 2014

Educational Philosophy and Theory, Nov 25, 2018

Building on Gilbert Simondon’s (1958/2012/2017) book On the Mode of Existence of Technical Object... more Building on Gilbert Simondon’s (1958/2012/2017) book On the Mode of Existence of Technical Objects in which he asks about how something appears, how something is capable of becoming individuated, h...

Contemporary Issues in Early Childhood, Feb 7, 2016

This article is crafted through three scenes, through which the author tries to imagine quality a... more This article is crafted through three scenes, through which the author tries to imagine quality as something that is third space, semiotic, plasticity, eternal, and simultaneously something solid and obviously good here and now, through a Spinozian/Deluzian/Braitottian joy/you/me. The author rhizomatically tries to lay everything out on a plane of exteriority – on a single page, the same sheet: lived events, historical determinations, theories, philosophies, stories, concepts, individuals, groups, social formations, and her desires. Scene One is from Plato’s dialogue Phaedrus and is about censuring. Scene Two is from Robert M Pirsig’s story Zen and the Art of Motorcycle Maintenance: An Inquiry into Values. The third scene (and all scenes) is a DeleuzoGuattarian fabulation, writing qualia becoming quality and hopefully transgressing universal quality measuring projects that are addressing specific professionals and/or preschools or child/ren/hoods, where early child/hood is ultimately seen as a matrix of becoming and early childhood education centres as translocal places preparing for future contingent events. The author tries to provide a chance to see better the airy void around us – to see beneath the stucco surface of the purely phenomenal, insubstantial character of the everyday world – so as to enjoy fleeting quality life all the more, at least for a moment. The author is initiating new discourses on childhood – ultimately, children’s political subject formations.

International review of qualitative research, Feb 1, 2014

This is a cross-disciplinary experiment with tensions and possibilities between art and pedagogy.... more This is a cross-disciplinary experiment with tensions and possibilities between art and pedagogy. It is an attempt to communicate the challenges of but also the joy of attempting to realize different ways of approaching the meeting points between these fields: performing dramatic representations and shapings of research and advocating for what we want and see needed. Poems, music, and lyrics and layout, graphics, and stream-of-thought writing blend with standard social science discourse, hopefully creating new angles, possibilities, methods, performative communication concepts, and reasonings.

Qualitative Inquiry, Feb 16, 2022

This article is a collective act of writing preoccupied with the future of education. Our perspec... more This article is a collective act of writing preoccupied with the future of education. Our perspectives are different but what we have in common is a wish to explore and contribute to educational innovation. Through knowledge brokering, we try to create openings toward expanded meaning fields nourishing valuable diversities of onto-epistemic cultures ultimately preparing students for fugitive futures. Our project is complex and pluriverse like any brokering process for Other and innovation might be. Both method and means however are simple: Through using the concept of oxymoron ing as a rhetorical and epigrammatic device for revealing paradox and through this taking part in polysemantic ambiguity, new concepts, knowledges, and habits are possibilized. Through a montage of thoughts, theories, and stories, hopefully thinking for innovation is given a constant continuation.

Education Sciences, Jan 7, 2022

This article is an open access article distributed under the terms and conditions of the Creative... more This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY

Children: global posthumanist perspectives and materialist theories, 2022

When I told Ragnheidur Karlsdottir, my first mentor, that I was going to write about something th... more When I told Ragnheidur Karlsdottir, my first mentor, that I was going to write about something that I did not and still do not know what is, she shook her head but smiled. Thank you for those warm smiles and the giggles, Ragnheidur. When I was "handed over" to Kjetil Steinsholt, he just told me to go on writing. And I did. Thank you for believing in this impossible project, Kjetil. Thank you for being able to read what I wrote. Thank you all good people at River High. I chose not to tell any stories about you, but in the end I told a love story for, to and about us all. Finally perhaps therefore someone writing a love story instead of all the best practice-horror stories too-about school. I do not want them. I do not believe in them. I want other. I want to strengthen our positions as situated speakers. Becoming aware of more as I go along I believe in only. You too? Thank you, Børre, for your patience and your love. Thank you, Trygve and Astri, for being who you are. Perfect that is; sweet, lovely, wonderful, adorable, innocent, talented, cosy, fresh, bright-go on. Gifts you are. "Let us all dream so that we can build that dream".

Policy Futures in Education, Apr 23, 2022

In this article, I rethink official educational organization toward friction-zones. Thinking with... more In this article, I rethink official educational organization toward friction-zones. Thinking with a swimming event in physical education, and Deleuze's notion of pure difference and its accompanying characteristics, non-linearity, decentralization, pluralistic knowledge, virtual and actual multiplicities, nomadic waiting, and open ends, I outline conditions for official educational organization in the encounter between divergent knowledges. The aim is to bring teachers and students closer to each other and paradoxically let up-coming concepts, meanings, and ideas act instead of silence everything that is not in line with predefined educational goals. It is to create common histories of learning and knowledge productions, and hence to produce common grounds in/by motion. Ultimately, it is about inclusive processes in/by motion. And, it is also a call for us all to pay attention and resist unintentional productions of exclusion, and thus all colonizing processes that includes superior knowledge.

Norsk pedagogisk tidsskrift, Dec 23, 2021

Qualitative Inquiry, Jul 24, 2019

This is a collection of articles from different authors within different Research Fields. What th... more This is a collection of articles from different authors within different Research Fields. What they have in common is compassion for expanding and exploring qualitative research methodologies.

Cultural Studies <=> Critical Methodologies, Oct 12, 2016

This article is about critical thinking and critique, ultimately quality. It is about becoming (e... more This article is about critical thinking and critique, ultimately quality. It is about becoming (educator) in the urgency of hesitancy and doubt, thus building in creative dense dynamics from the start possibilizing immanent critique practices. I call it material eco/edu/criticism. In our neoliberal rationalisms and times, I indirectly ask questions about the (social) status of hesitancy in both education and research introducing methodological and epistemological concerns into expectations of certainty and knowing hopefully toppling hierarchical expectations and dichotomous notions bringing forth complexity and ambiguousness as strength and a force in our practices: Quality qualia embodied research and teaching and/or body as profession. It is a move from language-based translation to not-only-language-based transduction perhaps and/or simultaneous language and matter assessment literacy. The way I see this—and my desire; this is all about how new materialist approaches can be applied to foster and build cultures of innovation.

Becoming earth is about how we can write and tell stories in a way that allows us to collaborate ... more Becoming earth is about how we can write and tell stories in a way that allows us to collaborate and be stewards and partners of the (natural) world – our earth – rather than dominators of it. That is what this assemblage is about: about trying to take seriously the minor politics of sensing, experimenting with questions of attending and attuning to difference, contestation, nomadism, relationality, and permeability in sensing cultivating muchness, newness, communities of acceptance and decision making. Going beyond the binaries, dualisms, instrumentalist criteria, etc., and supplying third space conceptions of agency not tied to human action alone, but rather examining human and more-than human relational assemblages of affecting and being affected. The tasks for educators becoming not merely people who pass on traditions, institutions, systems and/or structures, but prepare for future contingent events ultimately creates vital pedagogies of many prospects in our classrooms and exceeds forms of contracts between generations. These are embodied ecologies and/or enacting ecologies in practice showing the practical and political strength of new materialisms and presenting its potential and usefulness to simultaneously work and analyse local and global political strategies and sustainability. Making virtuality productive as a form of life: our wonderings are thus always stronger than our assertions. The sometimes fierce stories in this book might light some paths.