Erling Krogh
Biographic Data
| ID | 315638 |
|---|---|
| NAME | Erling Krogh |
| GIVEN NAMES | Erling |
| FAMILY NAME | Krogh |
| SIGNATURE | KROGH E |
| AFFILIATIONS | Norwegian University of Life Sciences |
| ORCID | 0000-0002-7935-907X |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 31 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 2 |
Exploring possibilities for participatory approaches to contextualized teaching and learning: A case from a public school in Nepal
This paper reflects upon and discusses the case of a participatory action research project in a public school in Nepal with the aim of exploring the possibilities for participatory approaches to contextualised teaching and learning. We discuss how research-degree students and school stakeholders involved in participatory needs assessment identified the need for contextualised teaching and learning and the participatory and generative model of con…
Didaktik and Curriculum in Ongoing Dialogue
Democratie Processes to Overcome Destructive Power Relations and Sustain Environmental Education in Primary Schools: Implications for Teacher Education in Tanzania
This paper is based on a follow-up study of a participatory action research (PAR) project aimed at improving environmental education (EE) in teacher colleges and primary schools in Tanzania. The aim of the current paper is to discuss the power relations involved in sustaining the EE process initiated in the PAR project. We developed two research questions: "To what degree do the democratic processes in the PAR project enable the tutors, teachers,…
Irrelevance of Basic School Education in Nepal: An Anti-Colonial Critique on Problems and Prospects
Despite its contextual, theoretical, and practical relevance, contextualized teaching and learning has not been the priority of school education of Nepal. The policy provision of local curriculum and the use of locally available resources for teaching and learning have continuously lost its position in educational circle. To this background, taking anti-colonial critical stance, this paper analyses problems and prospects of contextualized teachin…
Aksjonsforskning i Norge: Teoretisk og empirisk mangfold
Antologien Aksjonsforskning i Norge. Teoretisk og empirisk mangfold består av tjue vitenskapelige artikler innen utdanning, helse, vitensentre, kunst og arbeidsliv. Antologien gir et innblikk i historisk utvikling, grunnlagstenkning, samt teoretiske og metodologiske diskusjoner innen aksjonsforskningsfeltet. Den tar opp spørsmål om deltakelse, erfaringskunnskap og dialog som grunnlag for kunnskapsutvikling. Boka spenner over temaer som profesjons…
Changes in children's nature-based experiences near home: From spontaneous play to adult-controlled, planned and organised activities
A qualitative case study from Brumunddalen, Norway, indicates that children's use of nature areas near their homes have changed substantially from being spontaneous and self-initiated to being part of planned, organised and adult-controlled activities. This study explores the association between changes in outdoor play and wider patterns of change in childhood today, as increasing amounts of play time is spent in institutions and organised activi…
Changes in children's nature-based experiences near home: From spontaneous play to adult-controlled, planned and organised activities
A qualitative case study from Brumunddalen, Norway, indicates that children's use of nature areas near their homes have changed substantially from being spontaneous and self-initiated to being part of planned, organised and adult-controlled activities. This study explores the association between changes in outdoor play and wider patterns of change in childhood today, as increasing amounts of play time is spent in institutions and organised activi…
Irrelevance of Basic School Education in Nepal: An Anti-Colonial Critique on Problems and Prospects
Despite its contextual, theoretical, and practical relevance, contextualized teaching and learning has not been the priority of school education of Nepal. The policy provision of local curriculum and the use of locally available resources for teaching and learning have continuously lost its position in educational circle. To this background, taking anti-colonial critical stance, this paper analyses problems and prospects of contextualized teachin…
Democratie Processes to Overcome Destructive Power Relations and Sustain Environmental Education in Primary Schools: Implications for Teacher Education in Tanzania
This paper is based on a follow-up study of a participatory action research (PAR) project aimed at improving environmental education (EE) in teacher colleges and primary schools in Tanzania. The aim of the current paper is to discuss the power relations involved in sustaining the EE process initiated in the PAR project. We developed two research questions: "To what degree do the democratic processes in the PAR project enable the tutors, teachers,…
Changes in children's nature-based experiences near home: From spontaneous play to adult-controlled, planned and organised activities
A qualitative case study from Brumunddalen, Norway, indicates that children's use of nature areas near their homes have changed substantially from being spontaneous and self-initiated to being part of planned, organised and adult-controlled activities. This study explores the association between changes in outdoor play and wider patterns of change in childhood today, as increasing amounts of play time is spent in institutions and organised activi…
Aksjonsforskning i Norge: Teoretisk og empirisk mangfold
Antologien Aksjonsforskning i Norge. Teoretisk og empirisk mangfold består av tjue vitenskapelige artikler innen utdanning, helse, vitensentre, kunst og arbeidsliv. Antologien gir et innblikk i historisk utvikling, grunnlagstenkning, samt teoretiske og metodologiske diskusjoner innen aksjonsforskningsfeltet. Den tar opp spørsmål om deltakelse, erfaringskunnskap og dialog som grunnlag for kunnskapsutvikling. Boka spenner over temaer som profesjons…
Democratie Processes to Overcome Destructive Power Relations and Sustain Environmental Education in Primary Schools: Implications for Teacher Education in Tanzania
This paper is based on a follow-up study of a participatory action research (PAR) project aimed at improving environmental education (EE) in teacher colleges and primary schools in Tanzania. The aim of the current paper is to discuss the power relations involved in sustaining the EE process initiated in the PAR project. We developed two research questions: "To what degree do the democratic processes in the PAR project enable the tutors, teachers,…
Irrelevance of Basic School Education in Nepal: An Anti-Colonial Critique on Problems and Prospects
Despite its contextual, theoretical, and practical relevance, contextualized teaching and learning has not been the priority of school education of Nepal. The policy provision of local curriculum and the use of locally available resources for teaching and learning have continuously lost its position in educational circle. To this background, taking anti-colonial critical stance, this paper analyses problems and prospects of contextualized teachin…
Didaktik and Curriculum in Ongoing Dialogue
Exploring possibilities for participatory approaches to contextualized teaching and learning: A case from a public school in Nepal
This paper reflects upon and discusses the case of a participatory action research project in a public school in Nepal with the aim of exploring the possibilities for participatory approaches to contextualised teaching and learning. We discuss how research-degree students and school stakeholders involved in participatory needs assessment identified the need for contextualised teaching and learning and the participatory and generative model of con…
Sociology (5 works) · Pedagogy (4 works) · Political science (3 works) · Psychology (3 works) · Citizen journalism (2 works) · Curriculum (2 works) · Economic growth (2 works) · Education (2 works) · Participatory action research (2 works) · Social science (2 works)