Anders Breidlid
Biographic Data
| ID | 456548 |
|---|---|
| NAME | Anders Breidlid |
| GIVEN NAMES | Anders |
| FAMILY NAME | Breidlid |
| SIGNATURE | BREIDLID A |
| AFFILIATIONS | OsloMet – Oslo Metropolitan University |
| ORCID | 0000-0002-7859-0691 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 52 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2005 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 4 |
Local adults’ perceptions of adverse experiences and psychosocial consequences among refugee children in Sudan and South Sudan
Dialogue between epistemologies as quality education. Integrating knowledges in Sub-Saharan African classrooms to foster sustainability learning and contextually relevant education
The article aims to contribute to the ongoing debate on quality education with regard to Sustainable Development Goal (SDG) 4. The authors suggest that heterogeneity and plurality of epistemologies in Sub-Saharan African classrooms are not drawbacks, but important resources with regard to both student learning and sustainable development. The majority of Sub-Saharan African children grow up navigating between indigenous and so-called Western know…
The Ethnic/Local, the National and the Global
This article explores local, national and global aspects of the new national curriculum in South Sudan as reflected in the lived experiences of secondary school teachers. We draw on analyses of the curriculum, semi-structured interviews with 21 secondary school teachers, and classroom observations. We emphasize the need for critical global citizenship education addressing inequity and oppression at national and global levels. We argue that the cu…
In the shadow of ‘Anglobalization’ national tests in English in Norway and the making of a new English underclass
This study argues that the recent ‘English revolution’ in Norway conflates with the growing standardization of education in the European Union (EU; e.g. the 1999 Bologna Treaty). This proliferation of English at the supranational level has knock-on-effects at the national level. Using documents from Statistics Norway, The Directorate of Education, and interviews with teachers and students, it argues that the lack of a robust rationale for high-st…
Compare Forum
The idea of having a Compare Forum focusing on the above title was first discussed with one of the Editors of Compare during a PhD defence in Oslo in 2011. The PhD dissertation itself was linked to a larger project in which researchers from the North (Norway) and the South (South Africa) had been collaborating in educational research for over 10 years. Despite the fact that North-South collaboration is not a new issue on the agenda (King 1985) it…
Education, Indigenous Knowledges, and Development in the Global South
The book's focus is the hegemonic role of so-called modernist, Western epistemology that spread in the wake of colonialism and the capitalist economic system, and its exclusion and othering of other epistemologies. Through a series of case studies the book discusses how the domination of Western epistemology has had a major impact on the epistemological foundation of the education systems across the globe. The book queries the sustainability of h…
Culture, indigenous knowledge systems and sustainable development
Education in Cuba—an alternative educational discourse
This article focuses on the Cuban education system, which is well known for its focus on inclusion and equality of opportunity, but also for its focus on political and ideological conformity. The economic crisis in Cuba has led to an educational crisis as well, both in terms of teacher shortages and a decrease in quality and in political/ideological commitment. In 2001 a comprehensive transformation of the education system in Cuba was introduced.…
Sudanese migrants in the Khartoum area
Education in the Sudan
This article examines the educational discourse in the part of the Sudan administered by the Government of the Sudan. It first analyses the value system upon which the Sudanese education is based by focusing on the nature of Islamism. Such a discussion is necessary because the dominant discourse is a discourse where power and Islamic theocracy legitimise each other and spill over into the educational discourse. Given the ethnic and religious comp…
Culture, indigenous knowledge systems and sustainable development
Education, Indigenous Knowledges, and Development in the Global South
The book's focus is the hegemonic role of so-called modernist, Western epistemology that spread in the wake of colonialism and the capitalist economic system, and its exclusion and othering of other epistemologies. Through a series of case studies the book discusses how the domination of Western epistemology has had a major impact on the epistemological foundation of the education systems across the globe. The book queries the sustainability of h…
Education in Cuba—an alternative educational discourse
This article focuses on the Cuban education system, which is well known for its focus on inclusion and equality of opportunity, but also for its focus on political and ideological conformity. The economic crisis in Cuba has led to an educational crisis as well, both in terms of teacher shortages and a decrease in quality and in political/ideological commitment. In 2001 a comprehensive transformation of the education system in Cuba was introduced.…
Education in the Sudan
This article examines the educational discourse in the part of the Sudan administered by the Government of the Sudan. It first analyses the value system upon which the Sudanese education is based by focusing on the nature of Islamism. Such a discussion is necessary because the dominant discourse is a discourse where power and Islamic theocracy legitimise each other and spill over into the educational discourse. Given the ethnic and religious comp…
In the shadow of ‘Anglobalization’ national tests in English in Norway and the making of a new English underclass
This study argues that the recent ‘English revolution’ in Norway conflates with the growing standardization of education in the European Union (EU; e.g. the 1999 Bologna Treaty). This proliferation of English at the supranational level has knock-on-effects at the national level. Using documents from Statistics Norway, The Directorate of Education, and interviews with teachers and students, it argues that the lack of a robust rationale for high-st…
Compare Forum
The idea of having a Compare Forum focusing on the above title was first discussed with one of the Editors of Compare during a PhD defence in Oslo in 2011. The PhD dissertation itself was linked to a larger project in which researchers from the North (Norway) and the South (South Africa) had been collaborating in educational research for over 10 years. Despite the fact that North-South collaboration is not a new issue on the agenda (King 1985) it…
Sudanese migrants in the Khartoum area
Sudanese migrants in the Khartoum area
Education in the Sudan
This article examines the educational discourse in the part of the Sudan administered by the Government of the Sudan. It first analyses the value system upon which the Sudanese education is based by focusing on the nature of Islamism. Such a discussion is necessary because the dominant discourse is a discourse where power and Islamic theocracy legitimise each other and spill over into the educational discourse. Given the ethnic and religious comp…
Education in Cuba—an alternative educational discourse
This article focuses on the Cuban education system, which is well known for its focus on inclusion and equality of opportunity, but also for its focus on political and ideological conformity. The economic crisis in Cuba has led to an educational crisis as well, both in terms of teacher shortages and a decrease in quality and in political/ideological commitment. In 2001 a comprehensive transformation of the education system in Cuba was introduced.…
Culture, indigenous knowledge systems and sustainable development
Compare Forum
The idea of having a Compare Forum focusing on the above title was first discussed with one of the Editors of Compare during a PhD defence in Oslo in 2011. The PhD dissertation itself was linked to a larger project in which researchers from the North (Norway) and the South (South Africa) had been collaborating in educational research for over 10 years. Despite the fact that North-South collaboration is not a new issue on the agenda (King 1985) it…
Education, Indigenous Knowledges, and Development in the Global South
The book's focus is the hegemonic role of so-called modernist, Western epistemology that spread in the wake of colonialism and the capitalist economic system, and its exclusion and othering of other epistemologies. Through a series of case studies the book discusses how the domination of Western epistemology has had a major impact on the epistemological foundation of the education systems across the globe. The book queries the sustainability of h…
In the shadow of ‘Anglobalization’ national tests in English in Norway and the making of a new English underclass
This study argues that the recent ‘English revolution’ in Norway conflates with the growing standardization of education in the European Union (EU; e.g. the 1999 Bologna Treaty). This proliferation of English at the supranational level has knock-on-effects at the national level. Using documents from Statistics Norway, The Directorate of Education, and interviews with teachers and students, it argues that the lack of a robust rationale for high-st…
The Ethnic/Local, the National and the Global
This article explores local, national and global aspects of the new national curriculum in South Sudan as reflected in the lived experiences of secondary school teachers. We draw on analyses of the curriculum, semi-structured interviews with 21 secondary school teachers, and classroom observations. We emphasize the need for critical global citizenship education addressing inequity and oppression at national and global levels. We argue that the cu…
Dialogue between epistemologies as quality education. Integrating knowledges in Sub-Saharan African classrooms to foster sustainability learning and contextually relevant education
The article aims to contribute to the ongoing debate on quality education with regard to Sustainable Development Goal (SDG) 4. The authors suggest that heterogeneity and plurality of epistemologies in Sub-Saharan African classrooms are not drawbacks, but important resources with regard to both student learning and sustainable development. The majority of Sub-Saharan African children grow up navigating between indigenous and so-called Western know…
Local adults’ perceptions of adverse experiences and psychosocial consequences among refugee children in Sudan and South Sudan
Political science (9 works) · Sociology (8 works) · Law (5 works) · Geography (4 works) · Law (4 works) · African cultural and philosophical studies (3 works) · Ecology (3 works) · Gender Studies (3 works) · Indigenous (3 works) · Pedagogy (3 works)