Irmelin Kjelaas
Biographic Data
| ID | 4796225 |
|---|---|
| NAME | Irmelin Kjelaas |
| GIVEN NAMES | Irmelin |
| FAMILY NAME | Kjelaas |
| SIGNATURE | KJELAAS I |
| AFFILIATIONS | Norwegian University of Science and Technology |
| ORCID | 0000-0001-8454-9604 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 6 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
“I didn’t know how to write in Norwegian and even less in Sámi”. Narratives of limited literacy in the reports of the Norwegian and Swedish truth and reconciliation commissions
This paper examines narratives of limited literacy in the 2023 Truth and Reconciliation Commission (TRC) reports from Norway and Sweden, focusing on the linguistic and cultural assimilation of and injustice toward the Sámi and Kven in Norway and the Tornedalians, Kven, and Lantalaiset in Sweden. Drawing on critical sociolinguistic perspectives, we view literacy as an ideological and situated phenomenon intertwined with power. Two research questio…
Native-speakerism in the Norwegian subject teacher training program
In this article, we examine the language policy that underlies the training of Norwegian teachers in Norwegian primary and lower secondary schools. Based on a critically oriented document analysis of current policy documents, we consider (1) the language competence required to work as a Norwegian teacher, and (2) what can be inferred from the required language competence about the principles for the recruitment and training of Norwegian teachers.…
Not integrated at all. Whatsoever’
This study investigates how teachers working with newly arrived adolescent refugee students reflect on these students, their situation within the educational system and in Norwegian society. We research the ways in which these reflections engage with the various understandings of the ubiquitous and ‘fuzzy’ notion of immigrant integration, a concept which we approach critically. The empirical data consists of interviews with teachers in three Adul…
Not integrated at all. Whatsoever’
This study investigates how teachers working with newly arrived adolescent refugee students reflect on these students, their situation within the educational system and in Norwegian society. We research the ways in which these reflections engage with the various understandings of the ubiquitous and ‘fuzzy’ notion of immigrant integration, a concept which we approach critically. The empirical data consists of interviews with teachers in three Adul…
Not integrated at all. Whatsoever’
This study investigates how teachers working with newly arrived adolescent refugee students reflect on these students, their situation within the educational system and in Norwegian society. We research the ways in which these reflections engage with the various understandings of the ubiquitous and ‘fuzzy’ notion of immigrant integration, a concept which we approach critically. The empirical data consists of interviews with teachers in three Adul…
Native-speakerism in the Norwegian subject teacher training program
In this article, we examine the language policy that underlies the training of Norwegian teachers in Norwegian primary and lower secondary schools. Based on a critically oriented document analysis of current policy documents, we consider (1) the language competence required to work as a Norwegian teacher, and (2) what can be inferred from the required language competence about the principles for the recruitment and training of Norwegian teachers.…
“I didn’t know how to write in Norwegian and even less in Sámi”. Narratives of limited literacy in the reports of the Norwegian and Swedish truth and reconciliation commissions
This paper examines narratives of limited literacy in the 2023 Truth and Reconciliation Commission (TRC) reports from Norway and Sweden, focusing on the linguistic and cultural assimilation of and injustice toward the Sámi and Kven in Norway and the Tornedalians, Kven, and Lantalaiset in Sweden. Drawing on critical sociolinguistic perspectives, we view literacy as an ideological and situated phenomenon intertwined with power. Two research questio…
Linguistics (2 works) · Narrative (2 works) · Norwegian (2 works) · Pedagogy (2 works) · Psychology (2 works) · Applied linguistics (1 work) · Commission (1 work) · Computer Science (1 work) · Discourse analysis (1 work) · Education and experiences of immigrants and refugees (1 work)