Lisbeth Ljosdal Skreland
Biographic Data
| ID | 6736111 |
|---|---|
| NAME | Lisbeth Ljosdal Skreland |
| GIVEN NAMES | Lisbeth Ljosdal |
| FAMILY NAME | Skreland |
| SIGNATURE | SKRELAND L L |
| AFFILIATIONS | University of Agder |
| ORCID | 0000-0001-9039-491X |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Neuroscience and emotional labour of teachers in a Norwegian kindergarten
Doing woollen clothing
Epistemic injustice in a parenting support programme for refugees in Norway
In this article, we discuss epistemic injustice in the International Child Development Programme (ICDP), a universalised parenting support programme in Norway that is mandatory for all newly arrived refugees. We show that despite the programme’s good intentions, it constitutes a form of epistemic injustice because it enforces a state-endorsed epistemology that proffers the ‘right’ way of parenting. Using data collected during ICDP training for a …
Lower secondary school pupils’ written descriptions of their experiences with bullying and the tendency to seek help
The purpose of this study was to examine lower secondary school students’ (n = 223) descriptions of bullying and their experiences with the phenomenon. Students at three schools in Norway completed a survey containing open-ended questions. We employed a mixed-methods analytical approach in which responses were coded thematically and then quantified. Findings indicate that students viewed bullying in a manner consistent with prevalent definitions …
The politics of emotion in a parenting support programme for refugees in Norway
Enhancing social skills among citizens who are considered at risk is one of the ways in which a welfare state handles marginalised groups (Prieur et al, 2020). Universalised programmes represent a common way of strengthening the social capabilities of groups deemed in need of such skills (for example, Pettersvold and Østrem, 2019). In this article, we show that emotions perform a political role in such programmes. We proffer our arguments on the …
The lamination machine and laminating as thing-power in early childhood pedagogical practice
This article considers the different ways in which the lamination machine influences early childhood practice. By using Jane Bennett’s notion of ‘thing-power’, we focus on how preschool teachers and preschool teacher-students use a lamination machine and why they use it. We claim that both the process of lamination and the machine have a great impact on pedagogical practices by giving power to the teachers’ choices and priorities. The article con…
The politics of emotion in a parenting support programme for refugees in Norway
Enhancing social skills among citizens who are considered at risk is one of the ways in which a welfare state handles marginalised groups (Prieur et al, 2020). Universalised programmes represent a common way of strengthening the social capabilities of groups deemed in need of such skills (for example, Pettersvold and Østrem, 2019). In this article, we show that emotions perform a political role in such programmes. We proffer our arguments on the …
The lamination machine and laminating as thing-power in early childhood pedagogical practice
This article considers the different ways in which the lamination machine influences early childhood practice. By using Jane Bennett’s notion of ‘thing-power’, we focus on how preschool teachers and preschool teacher-students use a lamination machine and why they use it. We claim that both the process of lamination and the machine have a great impact on pedagogical practices by giving power to the teachers’ choices and priorities. The article con…
Lower secondary school pupils’ written descriptions of their experiences with bullying and the tendency to seek help
The purpose of this study was to examine lower secondary school students’ (n = 223) descriptions of bullying and their experiences with the phenomenon. Students at three schools in Norway completed a survey containing open-ended questions. We employed a mixed-methods analytical approach in which responses were coded thematically and then quantified. Findings indicate that students viewed bullying in a manner consistent with prevalent definitions …
The politics of emotion in a parenting support programme for refugees in Norway
Enhancing social skills among citizens who are considered at risk is one of the ways in which a welfare state handles marginalised groups (Prieur et al, 2020). Universalised programmes represent a common way of strengthening the social capabilities of groups deemed in need of such skills (for example, Pettersvold and Østrem, 2019). In this article, we show that emotions perform a political role in such programmes. We proffer our arguments on the …
The lamination machine and laminating as thing-power in early childhood pedagogical practice
This article considers the different ways in which the lamination machine influences early childhood practice. By using Jane Bennett’s notion of ‘thing-power’, we focus on how preschool teachers and preschool teacher-students use a lamination machine and why they use it. We claim that both the process of lamination and the machine have a great impact on pedagogical practices by giving power to the teachers’ choices and priorities. The article con…
Epistemic injustice in a parenting support programme for refugees in Norway
In this article, we discuss epistemic injustice in the International Child Development Programme (ICDP), a universalised parenting support programme in Norway that is mandatory for all newly arrived refugees. We show that despite the programme’s good intentions, it constitutes a form of epistemic injustice because it enforces a state-endorsed epistemology that proffers the ‘right’ way of parenting. Using data collected during ICDP training for a …
Neuroscience and emotional labour of teachers in a Norwegian kindergarten
Doing woollen clothing
Psychology (6 works) · Sociology (5 works) · Social Psychology (4 works) · Social Psychology (4 works) · Developmental psychology (3 works) · Norwegian (3 works) · Philosophy (3 works) · Philosophy (3 works) · Aesthetics (2 works) · Art (2 works)