Ingfrid Mattingsdal Thorjussen
Biographic Data
| ID | 3521169 |
|---|---|
| NAME | Ingfrid Mattingsdal Thorjussen |
| GIVEN NAMES | Ingfrid Mattingsdal |
| FAMILY NAME | Thorjussen |
| SIGNATURE | THORJUSSEN I M |
| AFFILIATIONS | NLA University College |
| ORCID | 0000-0002-8199-6625 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 19 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Teachers’ constructions of female Students of Color as ‘the other’ in physical education
Discourses of resistance
Scholars have identified a need for more learner-centred pedagogical practices as one way to facilitate more inclusive learning in physical education (PE). In this regard teacher education plays an important part through the preparation of future teachers. Yet, disrupting pre-service teachers' prior values or beliefs to transform PE, has proven difficult. Grounded in critical pedagogical perspectives and discursive psychology, the current study e…
Adult minority women's experiences of belonging through sport and recreational activities
This paper explores how female participants with diverse cultural backgrounds construct experiences of belonging through participation in a community sport and recreation programme in Norway. The paper builds on data from two focus groups with 11 female participants who regularly followed programme activities and on direct observation field notes. In the presentation of the results, four composite characters are developed to ensure participants' …
I’m not a horse girl’. Social divisions in students’ narratives and the implications for inclusive physical education
In recent years, the complexity of post-modern societies has gained increasing attention. In terms of education, the attention involves focusing on how students experience inclusion and meaningful learning, regardless of their ethnic and/or socioeconomic background. These matters are particularly relevant in health and physical education (PE), where research has illuminated that some students experience exclusion and/or marginalisation due to the…
Social inclusion in multi-ethnic physical education classes
Within increasingly diverse societies, school is considered an important arena for social inclusion, as it ensures that all students can participate in social life within and outside the class. The Norwegian national curriculum emphasizes physical education (PE) as a particularly relevant subject for social inclusion, yet studies have revealed that some students experience discrimination and marginalization in PE because of their ethnicity, race,…
Ethics in Categorizing Ethnicity and Disability in Research with Children
The use of categories is a contested subject in social sciences. The use of social categories allows researchers to explore similarities, differences, and inequalities between groups of people. However, by using social categories, researchers run the risk of essentializing differences. The aim of this article is to problematize the procedural and relational ethics of using categories in research with children. Based on two research projects study…
Students’ physical education experiences in a multi-ethnic class
As western countries have become increasingly diverse, education is often emphasized as one of the most important arenas for social integration. However, research within physical education over the past decades has highlighted how students with non-western backgrounds experience processes of ‘othering’, exclusion, and marginalization in the subject. In the Norwegian context, we have little knowledge about how these processes work within multi-eth…
Students’ physical education experiences in a multi-ethnic class
As western countries have become increasingly diverse, education is often emphasized as one of the most important arenas for social integration. However, research within physical education over the past decades has highlighted how students with non-western backgrounds experience processes of ‘othering’, exclusion, and marginalization in the subject. In the Norwegian context, we have little knowledge about how these processes work within multi-eth…
Social inclusion in multi-ethnic physical education classes
Within increasingly diverse societies, school is considered an important arena for social inclusion, as it ensures that all students can participate in social life within and outside the class. The Norwegian national curriculum emphasizes physical education (PE) as a particularly relevant subject for social inclusion, yet studies have revealed that some students experience discrimination and marginalization in PE because of their ethnicity, race,…
Discourses of resistance
Scholars have identified a need for more learner-centred pedagogical practices as one way to facilitate more inclusive learning in physical education (PE). In this regard teacher education plays an important part through the preparation of future teachers. Yet, disrupting pre-service teachers' prior values or beliefs to transform PE, has proven difficult. Grounded in critical pedagogical perspectives and discursive psychology, the current study e…
Students’ physical education experiences in a multi-ethnic class
As western countries have become increasingly diverse, education is often emphasized as one of the most important arenas for social integration. However, research within physical education over the past decades has highlighted how students with non-western backgrounds experience processes of ‘othering’, exclusion, and marginalization in the subject. In the Norwegian context, we have little knowledge about how these processes work within multi-eth…
Ethics in Categorizing Ethnicity and Disability in Research with Children
The use of categories is a contested subject in social sciences. The use of social categories allows researchers to explore similarities, differences, and inequalities between groups of people. However, by using social categories, researchers run the risk of essentializing differences. The aim of this article is to problematize the procedural and relational ethics of using categories in research with children. Based on two research projects study…
Social inclusion in multi-ethnic physical education classes
Within increasingly diverse societies, school is considered an important arena for social inclusion, as it ensures that all students can participate in social life within and outside the class. The Norwegian national curriculum emphasizes physical education (PE) as a particularly relevant subject for social inclusion, yet studies have revealed that some students experience discrimination and marginalization in PE because of their ethnicity, race,…
I’m not a horse girl’. Social divisions in students’ narratives and the implications for inclusive physical education
In recent years, the complexity of post-modern societies has gained increasing attention. In terms of education, the attention involves focusing on how students experience inclusion and meaningful learning, regardless of their ethnic and/or socioeconomic background. These matters are particularly relevant in health and physical education (PE), where research has illuminated that some students experience exclusion and/or marginalisation due to the…
Discourses of resistance
Scholars have identified a need for more learner-centred pedagogical practices as one way to facilitate more inclusive learning in physical education (PE). In this regard teacher education plays an important part through the preparation of future teachers. Yet, disrupting pre-service teachers' prior values or beliefs to transform PE, has proven difficult. Grounded in critical pedagogical perspectives and discursive psychology, the current study e…
Adult minority women's experiences of belonging through sport and recreational activities
This paper explores how female participants with diverse cultural backgrounds construct experiences of belonging through participation in a community sport and recreation programme in Norway. The paper builds on data from two focus groups with 11 female participants who regularly followed programme activities and on direct observation field notes. In the presentation of the results, four composite characters are developed to ensure participants' …
Teachers’ constructions of female Students of Color as ‘the other’ in physical education
Inclusion and Disability in Education and Sport (5 works) · Physical Education and Pedagogy (5 works) · Sociology (5 works) · Ethnic group (4 works) · Gender Studies (4 works) · Inclusion (mineral (4 works) · Pedagogy (4 works) · Psychology (4 works) · Qualitative research (4 works) · Context (archaeology (3 works)