Thor-André Skrefsrud
Dados Biográficos
| ID | 195092 |
|---|---|
| NOME | Thor-André Skrefsrud |
| PRENOMES | Thor-André |
| SOBRENOME | Skrefsrud |
| ASSINATURA | SKREFSRUD T |
| AFILIAÇÕES | University of Inland Norway |
| ORCID | 0000-0001-9954-235X |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 12 |
| TOTAL DE CITAÇÕES | 13 |
| TOTAL COMO AUTOR | 12 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2016 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2024 |
| ÍNDICE H | 2 |
Negotiating Indigenous participation and heritage at a multicultural festival
This article investigates how Indigenous participation and heritage are negotiated at a multicultural festival in Norway. While such festivals respond to the call for meeting places that foster inclusion and belonging in society, researchers have warned against promoting superficial understandings and essentialism. Based on fieldwork and semi-structured interviews with festival management and Greenlandic participants, we found that Indigenous par…
Intercultural Dialogue in Diverse Classrooms
This article provides a critical examination of the Socratic Dialogue method, exploring its potential benefits and pitfalls in fostering intercultural and interreligious understanding in the classroom. Drawing on postcolonial theoretical perspectives, the analysis delves into the method's capacity to amplify marginalized student voices while acknowledging the risk of unintentional silencing. Emphasizing the importance of teachers' attentiveness t…
Listening to young people's voices
This article explores the methodological impact of sharpening researchers' listening skills as part of the development of more context- and participant-sensitive approaches to research. The starting point is an analysis of structured app interviews with young people at a multicultural festival. Through the research process, we became increasingly aware of forms of communication we were prone to overlook, such as the here-and-now engagement of the…
Skolelederes erfaringer og møte med religiøst mangfold
Artikkelen undersøker hvordan en gruppe skoleledere i den norske grunnskolen ser på religionsmangfoldet i skole og samfunn. Studien viser at skolelederne har en sterk bevissthet om å synliggjøre elevenes mangfoldserfaringer som en ressurs for skolefellesskapet. Samtidig synes det å være et sprik i synet på om og eventuelt hvordan religiøst mangfold kan innlemmes i en inkluderende skole. Skolelederne har begrenset kjennskap til trosopplæringspr…
Rethinking the Intercultural Potential of Religious Education in Public Schools
This paper asks how intercultural theology can inspire a critical and constructive reflection on the intercultural potential of non-confessional religious education (RE). Taking the Norwegian non-confessional RE subject as a starting point, the paper draws attention to the tendency to present religions, worldviews, and denominations as single entities with distinct characteristics. As emphasized by Jackson, Jones and Meyer, and others, a systemic…
Møter og mangfold
Hvordan skal vi forstå kulturelt og religiøst mangfold? Hva vil det si at kulturer og religioner møtes? Hvordan skal vi forstå dette i samfunnet og i skolen i dag? Hvordan har det utspilt seg i historien? Denne vitenskapelige antologien belyser disse spørsmålene ut ifra ulike perspektiver, fag og fagområder. Boken har både teori- og praksisorienterte tekster. Prinsipielle spørsmål og forståelse av begreper kombineres med drøftinger av møter og ma…
A Proposal to Incorporate Experiential Education in Non-Confessional, Intercultural Religious Education
In Norway, religious education (RE) is a non-confessional and common core subject that should be taught in an objective, critical, and pluralistic manner. As a primary school subject, students learn about a variety of religions and worldviews together in the same classroom. The inclusive framing intends to provide an intercultural space in which the students can enhance their understandings of the beliefs of people whose worldviews differ from th…
Bokmeldinger
Anerkjennelse i skolen (2020) av Arne Nikolaisen JordetOslo: Cappelen Damm Anmeldt av Asbjørn Hirsch Urfolk og nasjonale minoriteter i skole og lærerutdanning (2020)av Bengt-Ove Andreassen & Torjer A. Olsen (Red.) Bergen: FagbokforlagetAnmeldt Thor-André Skrefsrud Metacognition, worldviews and Religious Education. A Practical Guide for Teachers. (Routledge 2020)By Shirley Larkin, Rob Freathy, Jonathan Doney og Giles Freathy Anmeldt av Inge Anders…
Young people’s experiences and meaning-making at a multicultural festival in Norway
This article explores young people’s experiences and meaning-making at a multicultural festival. Multicultural festivals aim to promote inclusion and challenge problem-oriented discourses in current debates on diversity and migration. Listening to youth voices from such a festival gives a sense of how young participants perceive representations of cultural difference, and how they relate these representations to their own identity and sense of be…
Multicultural school festivals as a creative space for identity construction – the perspective of minority parents
In this article, we explore how minority parents construct and promote cultural identities through a multicultural school event in Norway. Such events respond to the call for diverse and inclusive initiatives to facilitate learning, belonging, and cohesion in schools. Schools see these events as helping further inclusion. Prior research on the subject has criticised such events for promoting essentialist understandings of cultural identities, hen…
Teachers as intercultural bridge‐builders
The idea that intercultural understanding should be based on in‐depth knowledge about the other continues to capture the imagination of policy makers, practitioners, and researchers. According to this line of thinking, intercultural understanding is about creating a secure way of reducing cultural complexity, aiming to overcome what is perceived as the strangeness of the other. While this approach to intercultural understanding has been highly in…
Including alternative stories in the mainstream. How transcultural young people in Norway perform creative cultural resistance in and outside of school
The development of an inclusive pedagogy takes on new urgency in Norwegian schools as the student body has become increasingly culturally and linguistically diverse. Traditionally, the Norwegian school has been dominated by homogenising and assimilating discourses, whereas alternative voices have been situated at the margins. In response to this tendency, we present two transcultural students’ autoethnographic stories produced in alternative spac…
Including alternative stories in the mainstream. How transcultural young people in Norway perform creative cultural resistance in and outside of school
The development of an inclusive pedagogy takes on new urgency in Norwegian schools as the student body has become increasingly culturally and linguistically diverse. Traditionally, the Norwegian school has been dominated by homogenising and assimilating discourses, whereas alternative voices have been situated at the margins. In response to this tendency, we present two transcultural students’ autoethnographic stories produced in alternative spac…
Listening to young people's voices
This article explores the methodological impact of sharpening researchers' listening skills as part of the development of more context- and participant-sensitive approaches to research. The starting point is an analysis of structured app interviews with young people at a multicultural festival. Through the research process, we became increasingly aware of forms of communication we were prone to overlook, such as the here-and-now engagement of the…
Multicultural school festivals as a creative space for identity construction – the perspective of minority parents
In this article, we explore how minority parents construct and promote cultural identities through a multicultural school event in Norway. Such events respond to the call for diverse and inclusive initiatives to facilitate learning, belonging, and cohesion in schools. Schools see these events as helping further inclusion. Prior research on the subject has criticised such events for promoting essentialist understandings of cultural identities, hen…
A Proposal to Incorporate Experiential Education in Non-Confessional, Intercultural Religious Education
In Norway, religious education (RE) is a non-confessional and common core subject that should be taught in an objective, critical, and pluralistic manner. As a primary school subject, students learn about a variety of religions and worldviews together in the same classroom. The inclusive framing intends to provide an intercultural space in which the students can enhance their understandings of the beliefs of people whose worldviews differ from th…
Young people’s experiences and meaning-making at a multicultural festival in Norway
This article explores young people’s experiences and meaning-making at a multicultural festival. Multicultural festivals aim to promote inclusion and challenge problem-oriented discourses in current debates on diversity and migration. Listening to youth voices from such a festival gives a sense of how young participants perceive representations of cultural difference, and how they relate these representations to their own identity and sense of be…
Including alternative stories in the mainstream. How transcultural young people in Norway perform creative cultural resistance in and outside of school
The development of an inclusive pedagogy takes on new urgency in Norwegian schools as the student body has become increasingly culturally and linguistically diverse. Traditionally, the Norwegian school has been dominated by homogenising and assimilating discourses, whereas alternative voices have been situated at the margins. In response to this tendency, we present two transcultural students’ autoethnographic stories produced in alternative spac…
Teachers as intercultural bridge‐builders
The idea that intercultural understanding should be based on in‐depth knowledge about the other continues to capture the imagination of policy makers, practitioners, and researchers. According to this line of thinking, intercultural understanding is about creating a secure way of reducing cultural complexity, aiming to overcome what is perceived as the strangeness of the other. While this approach to intercultural understanding has been highly in…
Bokmeldinger
Anerkjennelse i skolen (2020) av Arne Nikolaisen JordetOslo: Cappelen Damm Anmeldt av Asbjørn Hirsch Urfolk og nasjonale minoriteter i skole og lærerutdanning (2020)av Bengt-Ove Andreassen & Torjer A. Olsen (Red.) Bergen: FagbokforlagetAnmeldt Thor-André Skrefsrud Metacognition, worldviews and Religious Education. A Practical Guide for Teachers. (Routledge 2020)By Shirley Larkin, Rob Freathy, Jonathan Doney og Giles Freathy Anmeldt av Inge Anders…
Young people’s experiences and meaning-making at a multicultural festival in Norway
This article explores young people’s experiences and meaning-making at a multicultural festival. Multicultural festivals aim to promote inclusion and challenge problem-oriented discourses in current debates on diversity and migration. Listening to youth voices from such a festival gives a sense of how young participants perceive representations of cultural difference, and how they relate these representations to their own identity and sense of be…
Multicultural school festivals as a creative space for identity construction – the perspective of minority parents
In this article, we explore how minority parents construct and promote cultural identities through a multicultural school event in Norway. Such events respond to the call for diverse and inclusive initiatives to facilitate learning, belonging, and cohesion in schools. Schools see these events as helping further inclusion. Prior research on the subject has criticised such events for promoting essentialist understandings of cultural identities, hen…
Møter og mangfold
Hvordan skal vi forstå kulturelt og religiøst mangfold? Hva vil det si at kulturer og religioner møtes? Hvordan skal vi forstå dette i samfunnet og i skolen i dag? Hvordan har det utspilt seg i historien? Denne vitenskapelige antologien belyser disse spørsmålene ut ifra ulike perspektiver, fag og fagområder. Boken har både teori- og praksisorienterte tekster. Prinsipielle spørsmål og forståelse av begreper kombineres med drøftinger av møter og ma…
A Proposal to Incorporate Experiential Education in Non-Confessional, Intercultural Religious Education
In Norway, religious education (RE) is a non-confessional and common core subject that should be taught in an objective, critical, and pluralistic manner. As a primary school subject, students learn about a variety of religions and worldviews together in the same classroom. The inclusive framing intends to provide an intercultural space in which the students can enhance their understandings of the beliefs of people whose worldviews differ from th…
Skolelederes erfaringer og møte med religiøst mangfold
Artikkelen undersøker hvordan en gruppe skoleledere i den norske grunnskolen ser på religionsmangfoldet i skole og samfunn. Studien viser at skolelederne har en sterk bevissthet om å synliggjøre elevenes mangfoldserfaringer som en ressurs for skolefellesskapet. Samtidig synes det å være et sprik i synet på om og eventuelt hvordan religiøst mangfold kan innlemmes i en inkluderende skole. Skolelederne har begrenset kjennskap til trosopplæringspr…
Rethinking the Intercultural Potential of Religious Education in Public Schools
This paper asks how intercultural theology can inspire a critical and constructive reflection on the intercultural potential of non-confessional religious education (RE). Taking the Norwegian non-confessional RE subject as a starting point, the paper draws attention to the tendency to present religions, worldviews, and denominations as single entities with distinct characteristics. As emphasized by Jackson, Jones and Meyer, and others, a systemic…
Negotiating Indigenous participation and heritage at a multicultural festival
This article investigates how Indigenous participation and heritage are negotiated at a multicultural festival in Norway. While such festivals respond to the call for meeting places that foster inclusion and belonging in society, researchers have warned against promoting superficial understandings and essentialism. Based on fieldwork and semi-structured interviews with festival management and Greenlandic participants, we found that Indigenous par…
Intercultural Dialogue in Diverse Classrooms
This article provides a critical examination of the Socratic Dialogue method, exploring its potential benefits and pitfalls in fostering intercultural and interreligious understanding in the classroom. Drawing on postcolonial theoretical perspectives, the analysis delves into the method's capacity to amplify marginalized student voices while acknowledging the risk of unintentional silencing. Emphasizing the importance of teachers' attentiveness t…
Listening to young people's voices
This article explores the methodological impact of sharpening researchers' listening skills as part of the development of more context- and participant-sensitive approaches to research. The starting point is an analysis of structured app interviews with young people at a multicultural festival. Through the research process, we became increasingly aware of forms of communication we were prone to overlook, such as the here-and-now engagement of the…
Sociology (11 obras) · Pedagogy (8 obras) · Religious Education and Schools (6 obras) · Political science (5 obras) · Psychology (5 obras) · Global Education and Multiculturalism (4 obras) · Art (3 obras) · Epistemology (3 obras) · Gender Studies (3 obras) · Intercultural communication (3 obras)