Heidi Biseth
Biographic Data
| ID | 149535 |
|---|---|
| NAME | Heidi Biseth |
| GIVEN NAMES | Heidi |
| FAMILY NAME | Biseth |
| SIGNATURE | BISETH H |
| AFFILIATIONS | University of South-Eastern Norway |
| ORCID | 0000-0002-2538-3568 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 12 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 2 |
Relevant Transformative Teacher Education for Future Generations
In this article, we investigate the need for a relevant transformative teacher education when current and future societal challenges have been decisive in defining a Norwegian education reform where interdisciplinarity in specific topics is judged crucial to current and future generations in the new National Curriculum. At the same time, Norwegian teacher education is criticized for not teaching relevant content and, hence, contributing to school…
Northern Lights on Civic and Citizenship Education: A Cross-national Comparison of Nordic Data from ICCS
This open access book presents an in-depth analysis of data from ICCS. An international group of scholars critically address the state of civic and citizenship education in the four Nordic countries that participated in the IEA International Civic and Citizenship Education Study (ICCS) in 2009 and 2016. The findings are of particular relevance to educators at all levels, from school education through to teacher education. Nordic countries have lo…
Relaciones Conceptuales y Prácticas entre la Educación Multicultural y la Educación Democrática: Una Perspectiva Escandinava
En este artículo se relacionan dos conceptos comúnmente separados, y que sin embargo están estrechamente entrelazados: educación multicultural y educación democrática. El objetivo de este trabajo es unir ambos conceptos e investigar algunas de las implicaciones practicas que esta unión trae consigo. La educación multicultural y la educación democrática se abordan en el trabajo en secciones separadas, a continuación se ilustran las implicaciones p…
A Critical Analysis of an Innovative Approach: A Case of Diversity in Norwegian Education
This article investigates an innovative approach that has as its aim to ensure that more students complete secondary education. The national program, called Competence for Diversity, puts emphasis on children with minority language background, that is, children with another first language(s) than the Norwegian national languages. In this article, we report on how educators participating in this program understand the term diversity and how they w…
The Myth of Failed Integration: The Case of Eastern Oslo
In this article we examine the dominant assumptions that immigrant youth living in the working-class suburban areas in Oslo, Norway are marginalized and angry. We argue that there is no proof that immigrants living in the Oslo suburbs are alienated from society. Nor do we see any indications of some form of mobilization among this group. This dominant assumption is linked to a larger misperception about "ghettos" in Oslo. The idea, that there are…
Teaching human rights and education in South Sudan: Some reflections
Democracy and education in a multicultural Scandinavia: What mandate is designated to educators
This paper investigates how education legislation in Denmark, Norway and Sweden define democracy, especially in relation to a complex society with diverse linguistic, religious and cultural practices. What tasks are assigned to educators through education policy documents pertaining to democratic values? The analysis points out that the designated mandate is normative and emphasizes the political nature of education. Furthermore, there is room fo…
Multilingualism and Education for Democracy
The Myth of Failed Integration: The Case of Eastern Oslo
In this article we examine the dominant assumptions that immigrant youth living in the working-class suburban areas in Oslo, Norway are marginalized and angry. We argue that there is no proof that immigrants living in the Oslo suburbs are alienated from society. Nor do we see any indications of some form of mobilization among this group. This dominant assumption is linked to a larger misperception about "ghettos" in Oslo. The idea, that there are…
Multilingualism and Education for Democracy
Democracy and education in a multicultural Scandinavia: What mandate is designated to educators
This paper investigates how education legislation in Denmark, Norway and Sweden define democracy, especially in relation to a complex society with diverse linguistic, religious and cultural practices. What tasks are assigned to educators through education policy documents pertaining to democratic values? The analysis points out that the designated mandate is normative and emphasizes the political nature of education. Furthermore, there is room fo…
A Critical Analysis of an Innovative Approach: A Case of Diversity in Norwegian Education
This article investigates an innovative approach that has as its aim to ensure that more students complete secondary education. The national program, called Competence for Diversity, puts emphasis on children with minority language background, that is, children with another first language(s) than the Norwegian national languages. In this article, we report on how educators participating in this program understand the term diversity and how they w…
Democracy and education in a multicultural Scandinavia: What mandate is designated to educators
This paper investigates how education legislation in Denmark, Norway and Sweden define democracy, especially in relation to a complex society with diverse linguistic, religious and cultural practices. What tasks are assigned to educators through education policy documents pertaining to democratic values? The analysis points out that the designated mandate is normative and emphasizes the political nature of education. Furthermore, there is room fo…
Multilingualism and Education for Democracy
Teaching human rights and education in South Sudan: Some reflections
The Myth of Failed Integration: The Case of Eastern Oslo
In this article we examine the dominant assumptions that immigrant youth living in the working-class suburban areas in Oslo, Norway are marginalized and angry. We argue that there is no proof that immigrants living in the Oslo suburbs are alienated from society. Nor do we see any indications of some form of mobilization among this group. This dominant assumption is linked to a larger misperception about "ghettos" in Oslo. The idea, that there are…
Relaciones Conceptuales y Prácticas entre la Educación Multicultural y la Educación Democrática: Una Perspectiva Escandinava
En este artículo se relacionan dos conceptos comúnmente separados, y que sin embargo están estrechamente entrelazados: educación multicultural y educación democrática. El objetivo de este trabajo es unir ambos conceptos e investigar algunas de las implicaciones practicas que esta unión trae consigo. La educación multicultural y la educación democrática se abordan en el trabajo en secciones separadas, a continuación se ilustran las implicaciones p…
A Critical Analysis of an Innovative Approach: A Case of Diversity in Norwegian Education
This article investigates an innovative approach that has as its aim to ensure that more students complete secondary education. The national program, called Competence for Diversity, puts emphasis on children with minority language background, that is, children with another first language(s) than the Norwegian national languages. In this article, we report on how educators participating in this program understand the term diversity and how they w…
Northern Lights on Civic and Citizenship Education: A Cross-national Comparison of Nordic Data from ICCS
This open access book presents an in-depth analysis of data from ICCS. An international group of scholars critically address the state of civic and citizenship education in the four Nordic countries that participated in the IEA International Civic and Citizenship Education Study (ICCS) in 2009 and 2016. The findings are of particular relevance to educators at all levels, from school education through to teacher education. Nordic countries have lo…
Relevant Transformative Teacher Education for Future Generations
In this article, we investigate the need for a relevant transformative teacher education when current and future societal challenges have been decisive in defining a Norwegian education reform where interdisciplinarity in specific topics is judged crucial to current and future generations in the new National Curriculum. At the same time, Norwegian teacher education is criticized for not teaching relevant content and, hence, contributing to school…
Sociology (7 works) · Pedagogy (6 works) · Political science (6 works) · Global Education and Multiculturalism (5 works) · Law (4 works) · Law (3 works) · Multiculturalism (3 works) · Politics (3 works) · Psychology (3 works) · Religious Education and Schools (3 works)