Ingvild Kvale Sørenssen
Biographic Data
| ID | 207860 |
|---|---|
| NAME | Ingvild Kvale Sørenssen |
| GIVEN NAMES | Ingvild Kvale |
| FAMILY NAME | Sørenssen |
| SIGNATURE | SØRENSSEN I K |
| AFFILIATIONS | Norwegian University of Science and Technology |
| ORCID | 0000-0001-8729-6761 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
The involved and responsible outsiders: Norwegian gamer-parents expanding and reinforcing contemporary norms of parenthood
Gaming is a popular activity among both children and adults. However, research on gaming in a family context often frames gaming as the interest of the child that parents must manage. Because gaming is becoming a more mainstream pastime for parents as well, we need knowledge about the ways gamer-parents position themselves as gamers and parents. Drawing on interviews with 29 Norwegian gamer-parents, we explore how they position themselves and how…
I feel a little bit of both: Exploring the relational experiences of Norwegian tween girls through age as enactment and age-shifting
Age categories gloss over complexities and nuances, and are sometimes used as an uncritical entity in childhood studies. This study explores how Norwegian seventh-grade girls, considered to be tweens, understand and enact their age through a relational ontological approach. Theoretically the concept of "age as enactment" is suggested, showing how age is produced in heterogeneous assemblages. The study finds that "age-shifting," how girls navigate…
Exploring enactments of the big screen and the small screen in a Norwegian early childhood education and care setting
While much has been written about how to implement digital tools for learning and play in early childhood education and care, using a sociomaterial perspective this article seeks to explore what types of activities can be the outcome of appropriating different digital tools, and who or what defines these activities. Employing a sociomaterial perspective traditionally means a move from seeing the world merely as socially constructed to including t…
Childhoods and Time: A Collective Exploration
This collective piece explores the philosophical, ontological, and epistemic potentials of analyzing the relations between childhood and time, proposing thought experiments and fieldwork analyses that release childhood from a linear temporality toward (modern) adulthood. Each experiment originating from the authors’ distinct scholarly positionings fractures “modern childhood” and its civilization project, built from the hegemony of linear, sequen…
“And then it’s my turn”: Negotiating participation in tablet activities in early childhood education and care
The article explores the sociomaterial organization of preschool children’s digital literacy activities, focusing on how participant positions are enacted and distributed. The data material consists of 70 hours of video-recorded observations in early childhood education and care in Norway. Drawing on Ethnomethodology/conversation analysis (EMCA) and Science and Technology Studies (STS), we approach digital literacy practices through the following…
Material as actor in the enactment of social norms: Engaging with a sociomaterial perspective in childhood studies to avoid the ‘traps of closure’
This article employs a sociomaterial perspective and explores how material artefacts take part in the enactment of social norms by analysing empirical examples from two different childhood studies projects in Norway. Drawing on interview data with tweens, (children aged 8–12), and observational data from an early education and care institution (ECEC), we argue that material, in this case toys and makeup, make a difference in the enactment of soci…
Beyond Binaries: Enacting Agency in Video Observations in ecec
The focus on children’s voices and experiences has been a substantial part of childhood studies. Research with children is closely linked to the idea of children as agents rather than seeing them as passive objects. In this article the authors examine how video ethnography, and the video camera in particular, in an Early Childhood Education and Care ( ecec ) facility is an actor that actively co-produces agency. The authors explore how agency is …
“Sometimes it’s a bit too much Disney” exploring Norwegian parents and their ambiguous domestication of Disney
Parents are often ambivalent about their children’s engagement with popular culture, where popular culture is seen as trivial and potentially harmful. In this article, I explore how Norwegian parents of girls experienced the Disney tween shows, and tied in merchandise of Hannah Montana and High School Musical. As the parents interviewed reported feeling ambivalent and conflicted about the Disney shows, the article makes use of Bakhtin’s dialogism…
Disney’s High School Musical and the construction of the tween audience
This article explores how the Disney Company scripts what it is to be a tween through the High School Musical trilogy. While children’s perspective is of pivotal concern within childhood studies, it has traditionally left out the material aspects and rather focused too narrowly on the subject and the social. I found that the trilogy was watched several times by tweens, thus in addition to exploring children’s voices and perspectives on media cont…
I feel a little bit of both: Exploring the relational experiences of Norwegian tween girls through age as enactment and age-shifting
Age categories gloss over complexities and nuances, and are sometimes used as an uncritical entity in childhood studies. This study explores how Norwegian seventh-grade girls, considered to be tweens, understand and enact their age through a relational ontological approach. Theoretically the concept of "age as enactment" is suggested, showing how age is produced in heterogeneous assemblages. The study finds that "age-shifting," how girls navigate…
“Sometimes it’s a bit too much Disney” exploring Norwegian parents and their ambiguous domestication of Disney
Parents are often ambivalent about their children’s engagement with popular culture, where popular culture is seen as trivial and potentially harmful. In this article, I explore how Norwegian parents of girls experienced the Disney tween shows, and tied in merchandise of Hannah Montana and High School Musical. As the parents interviewed reported feeling ambivalent and conflicted about the Disney shows, the article makes use of Bakhtin’s dialogism…
Disney’s High School Musical and the construction of the tween audience
This article explores how the Disney Company scripts what it is to be a tween through the High School Musical trilogy. While children’s perspective is of pivotal concern within childhood studies, it has traditionally left out the material aspects and rather focused too narrowly on the subject and the social. I found that the trilogy was watched several times by tweens, thus in addition to exploring children’s voices and perspectives on media cont…
Beyond Binaries: Enacting Agency in Video Observations in ecec
The focus on children’s voices and experiences has been a substantial part of childhood studies. Research with children is closely linked to the idea of children as agents rather than seeing them as passive objects. In this article the authors examine how video ethnography, and the video camera in particular, in an Early Childhood Education and Care ( ecec ) facility is an actor that actively co-produces agency. The authors explore how agency is …
Material as actor in the enactment of social norms: Engaging with a sociomaterial perspective in childhood studies to avoid the ‘traps of closure’
This article employs a sociomaterial perspective and explores how material artefacts take part in the enactment of social norms by analysing empirical examples from two different childhood studies projects in Norway. Drawing on interview data with tweens, (children aged 8–12), and observational data from an early education and care institution (ECEC), we argue that material, in this case toys and makeup, make a difference in the enactment of soci…
Childhoods and Time: A Collective Exploration
This collective piece explores the philosophical, ontological, and epistemic potentials of analyzing the relations between childhood and time, proposing thought experiments and fieldwork analyses that release childhood from a linear temporality toward (modern) adulthood. Each experiment originating from the authors’ distinct scholarly positionings fractures “modern childhood” and its civilization project, built from the hegemony of linear, sequen…
“And then it’s my turn”: Negotiating participation in tablet activities in early childhood education and care
The article explores the sociomaterial organization of preschool children’s digital literacy activities, focusing on how participant positions are enacted and distributed. The data material consists of 70 hours of video-recorded observations in early childhood education and care in Norway. Drawing on Ethnomethodology/conversation analysis (EMCA) and Science and Technology Studies (STS), we approach digital literacy practices through the following…
Exploring enactments of the big screen and the small screen in a Norwegian early childhood education and care setting
While much has been written about how to implement digital tools for learning and play in early childhood education and care, using a sociomaterial perspective this article seeks to explore what types of activities can be the outcome of appropriating different digital tools, and who or what defines these activities. Employing a sociomaterial perspective traditionally means a move from seeing the world merely as socially constructed to including t…
The involved and responsible outsiders: Norwegian gamer-parents expanding and reinforcing contemporary norms of parenthood
Gaming is a popular activity among both children and adults. However, research on gaming in a family context often frames gaming as the interest of the child that parents must manage. Because gaming is becoming a more mainstream pastime for parents as well, we need knowledge about the ways gamer-parents position themselves as gamers and parents. Drawing on interviews with 29 Norwegian gamer-parents, we explore how they position themselves and how…
I feel a little bit of both: Exploring the relational experiences of Norwegian tween girls through age as enactment and age-shifting
Age categories gloss over complexities and nuances, and are sometimes used as an uncritical entity in childhood studies. This study explores how Norwegian seventh-grade girls, considered to be tweens, understand and enact their age through a relational ontological approach. Theoretically the concept of "age as enactment" is suggested, showing how age is produced in heterogeneous assemblages. The study finds that "age-shifting," how girls navigate…
Sociology (9 works) · Psychology (8 works) · Children's Rights and Participation (4 works) · Developmental psychology (4 works) · Early childhood education (4 works) · Epistemology (4 works) · Norwegian (4 works) · Pedagogy (4 works) · Social science (4 works) · Art (3 works)