Skip to content
1981

oa End Matter

image of End Matter
file format pdf download PDF
Preview this chapter:
Preview Magnify
Loading full text...

Full text loading...

/deliver/fulltext/9781789389838/9781789389852-bm01.html?itemId=/content/books/9781789389838.bm01&mimeType=html&fmt=ahah

References

  1. 133Adorno, Theodor W. ([1970] 1997), Aesthetic Theory, London and New York: Bloomsbury.
     [Google Scholar]
  2. Arendt, Hannah (1998), The Human Condition, 2nd ed., Chicago: University of Chicago Press.
     [Google Scholar]
  3. Aslaksen, Ellen, Borgen, Jorunn S. and Kjørholt, Anne T. (2003), Den kulturelle skolesekken: Forskning, utvikling og evaluering, Oslo: NIFU.
     [Google Scholar]
  4. Atkinson, Dennis (2011), Art, Equality and Learning: Pedagogies against the State, Rotterdam: Sense Publishers.
     [Google Scholar]
  5. Atkinson, Dennis (2013), ‘The blindness of education to the “untimeliness” of real learning’, paper delivered at King's College, London, https://www.scribd.com/document/148191359/Dennis-Atkinson-Blindness-of-Education. Accessed 10 January 2024.
     [Google Scholar]
  6. Atkinson, Dennis (2018), Art, Disobedience, and Ethics: The Adventure of Pedagogy, London: Springer.
     [Google Scholar]
  7. Atkinson, Dennis (2020), ‘Art, ethics and education’, in C. P. Bushkühle, D. Atkinson and R. Vella (eds), Art – Ethics – Education, Leiden and Boston: Brill Sense, pp. 357–64.
     [Google Scholar]
  8. Aure, Venke (2011), ‘Kampen om blikket: En longitudinell studie der formidling av kunst til barn og unge danner utgangspunkt for kunstdidaktiske diskursanalyser’, Ph.D. thesis, Stockholm: Stockholm University.
     [Google Scholar]
  9. Aure, Venke, Hylland, Ole Marius and Berge, Ola K. (2012), Infrastruktur for kvalitet? Evaluering av Seanse senter for kunstproduksjon, Bø: Telemarksforskning, 10 November 2012, https://openarchive.usn.no/usn-xmlui/handle/11250/2439475. Accessed 13 November 2022.
     [Google Scholar]
  10. Aure, Venke, Örtegren, Hans and Illeris, Helene (2009), Konsten som läranderesurs: Syn på lärande, pedagogiska strategier och social inklusjon på nordiska konstmuseer, Skärhamn: Nordiska akvarellmuseet.
     [Google Scholar]
  11. Badiou, Alain (2005), Being and Event, London: Continuum.
     [Google Scholar]
  12. Bamford, Anne (2012), Kunst- og kulturopplæring i Norge 2010/2011: Sammendrag på norsk av kartleggingen ‘Arts and cultural education in Norway’, Bodø: Nasjonalt senter for kunst og kultur i opplæringen, https://kunstkultursenteret.no/wp-content/uploads/2019/01/Kunst-og-kulturopplæring-i-Norge-2010-2011.pdf. Accessed 13 November 2022.
     [Google Scholar]
  13. Biesta, Gert J. J. (2006), Beyond Learning: Democratic Education for a Human Future, Boulder, Colorado: Paradigm.
     [Google Scholar]
  14. Biesta, Gert J. J. (2010), Good Education in an Age of Measurement: Ethics, Politics, Democracy, Boulder, Colorado: Paradigm.
     [Google Scholar]
  15. Biesta, Gert J. J. (2014), Utdanningens vidunderlige risiko, Bergen, Norway: Fagbokforlaget.
     [Google Scholar]
  16. Biesta, Gert J. J. (2017a), Letting Art Teach, Arnhem: ArtEZ Press.
     [Google Scholar]
  17. Biesta, Gert J. J. (2017b), The Rediscovery of Teaching, New York: Routledge.134
     [Google Scholar]
  18. Biesta, Gert J. J. (2018), ‘What if? Art education beyond expression and creativity’, in C. Naughton, G. Biesta and D. C. Cole (eds), Art, Artists and Pedagogy, New York: Routledge, pp. 11–20.
     [Google Scholar]
  19. Biesta, Gert J. J. (2021), World-Centred Education: A View for the Present, New York: Routledge.
     [Google Scholar]
  20. Biesta, Gert, Skregelid, Lisbet and Bøe, Tore Dag (2024), Being Human Today, Bristol: Intellect.
     [Google Scholar]
  21. Bingham, Charles and Biesta, Gert J. J. (2010), Jacques Ranciere: Education, Truth, Emancipation, London: Continuum.
     [Google Scholar]
  22. Birkeland, Eirik and Kunnskapsdepartementet (2014), Det muliges kunst: Råd til kulturministeren og kunnskapsministeren, Oslo: Kunnskapsdepartementet, https://www.regjeringen.no/globalassets/upload/kd/vedlegg/rapporter/kudkd_det_muliges_kunst_f4398b_lenket.pdf. Accessed 13 November 2022.
     [Google Scholar]
  23. Bishop, Claire (2012), Artificial Hells: Participatory Art and the Politics of Spectatorship, London: Verso.
     [Google Scholar]
  24. Bjåen, Bjørgulv (2019), ‘Ein gresk tragedie’, Vårt Land, 2 February, https://www.vl.no/reportasje/2019/02/01/ein-gresk-tragedie/. Accessed 13 November 2022.
  25. Blackmore, Kate (2017), ‘Mis (representing others) ethical dilemmas of socially engaged practice’, in G. Barton and M. Baguley (eds), The Palgrave Handbook of Global Arts Education, Paddington: Palgrave, pp. 349–60, https://doi.org/10.1057/978-1-137-55585-4_22.
     [Google Scholar]
  26. Borgen, Jorunn S. and Brandt, Synnøve S. (2006), Ekstraordinært eller selvfølgelig? Evaluering av Den kulturelle skolesekken i grunnskolen, NIFU STEP-rapport; 5-2006, Oslo: Nordisk institutt for studier av innovasjon, forskning og utdanning (NIFU).
     [Google Scholar]
  27. Bourriaud, Nicolas (2007), Relasjonell estetikk, Oslo: Pax.
     [Google Scholar]
  28. Brænne, Karen (2009), ‘Mellom ord og handling: Om verdsetjing i kunst og handverksfaget’, Ph.D. thesis, Oslo: Oslo School of Architecture and Design.
     [Google Scholar]
  29. Breivik, Jan-Kåre and Christophersen, Catharina (2013), Den kulturelle skolesekken, Oslo: Fagbokforlaget.
     [Google Scholar]
  30. Castle, Dave (1998), ‘Hearts, minds and radical democracy’, Red Pepper, 1 June, https://www.redpepper.org.uk/hearts-minds-and-radical-democracy/. Accessed 13 November 2022.
  31. Choi, Danby (2021), Derfor trenger vi kunst og kultur, Subjekt, Oslo: Perfektum Partisipp a.
     [Google Scholar]
  32. Christensen-Scheel, Boel (2019), ‘Sanselige møter eller kritisk tenkning? Formidling i samtidens kunstmuseer’, in C. B. Myrvoll and G. E. Mørland (eds), Kunstformidling: Fra Verk til Betrakter, Oslo: Pax, pp. 22–46.
     [Google Scholar]
  33. Christophersen, Catharina, Breivik, Jan-Kåre, Homme, Anne D. and Rykkja, Lise H. (2015), The Cultural Rucksack: A National Programme for Arts and Culture in Norwegian Schools, Bergen: Fagbokforlaget.
     [Google Scholar]
  34. Cziboly, Adam (2010), ‘DICE Drama improves lisbon key competences in education,’ The Drama Network, https://www.dramanetwork.eu. Accessed 13 November 2022.
  35. Dagsland, Torunn P. (2013), ‘Eleven som aktør i dialog med kunst: Ungdoms erfaring med kunstundervisningens innhold og metode i faget kunst og håndverk i norsk grunnskole’, Ph.D. thesis, Åbo: Åbo Akademis förlag Åbo Akademi University Press.
     [Google Scholar]
  36. Dale, Erling L. (2006), Oppdragelse i det refleksivt moderne, Oslo: Gyldendal akademisk.
     [Google Scholar]
  37. Den kulturelle skolesekken Agder (2022), ‘Teiporama’, https://www.denkulturelleskolesekken.no/utforsk-produksjoner-i-dks/?produksjon=6799. Accessed 8 January 2024 [link no longer available].135
  38. Det kongelige kirke- undervisnings- og forskningsdepartement (1996), Læreplanverket for den 10-årige grunnskolen, Oslo: Nasjonalt læremiddelsenter.
     [Google Scholar]
  39. Digranes, Ingvild (2009), ‘Den kulturelle skulesekken: narratives and myths of educational practice in DKS projects within the subject art and crafts’, Ph.D. thesis, Oslo: Oslo School of Architecture and Design.
     [Google Scholar]
  40. Dysthe, Olga, Bernhardt, Nana and Esbjørn, Line (2012), Dialogbasert undervisning: Kunstmuseet som læringsrom, Bergen: Fagbokforlaget.
     [Google Scholar]
  41. Ebdrup, Niels (2012), ‘Kunst gjør det lett å lære matematikk’, Forskning.no, 25 September, https://forskning.no/skole-og-utdanning-kunst-og-litteratur/kunst-gjor-det-lett-a-laere-grammatikk/682057. Accessed 13 November 2022.
  42. Edwards, Betty ([1979] 2012), Drawing on the Right Side of the Brain, New York: Tarcher Perigee.
     [Google Scholar]
  43. Eng, Helga (1918), Kunstpædagogik, Kristiania: Aschehoug.
     [Google Scholar]
  44. Eng, Helga (1923), Begynnernes forestillingskrets og sprog ved optagelsen i skolen, Kristiania: Aschehoug.
     [Google Scholar]
  45. Eng, Helga (1944), Margrethes tegning fra det 9. til det 24. året, Kristiania: Cappelen.
     [Google Scholar]
  46. Espeland, Magne, Allern, Tor-Helge, Carlsen, Kari and Kalsnes, Signe (2011), Praktiske og estetiske fag og lærerutdanning, HSH-rapport 2011/1, Stord: Høgskolen Stord/Haugesund.
     [Google Scholar]
  47. Fancourt, Daisy and Finn, Saoirse (2019), What Is the Evidence on the Role of the Arts in Improving Health and Well-being? A Scoping Review, World Health Organization, https://apps.who.int/iris/handle/10665/329834. Accessed 13 November 2022.
     [Google Scholar]
  48. Foster, Hal (2013), ‘What's the problem with critical art?’ London Review of Books, 35:19, pp. 14–15, http://www.lrb.co.uk/v35/n19/hal-foster/whats-the-problem-with-critical-art. Accessed 13 November 2022.
     [Google Scholar]
  49. Foucault, Michel (2006), Tingenes orden: En arkeologisk undersøkelse av vitenskapene om Mennesket, Oslo: Spartacus.
     [Google Scholar]
  50. Freire, Paolo ([1968] 2003), De undertryktes pedagogikk, Oslo: De norske bokklubbene.
     [Google Scholar]
  51. Gelius, Jon and Ra, Håkon (2020), ‘Foreldre raser mot skole etter kunstbesøk: Perverst og seksualiserende’, Nrk.no, 5 March, https://www.nrk.no/sorlandet/skoleforeldre-reagerer-pa-kunstutstilling-1.14930688. Accessed 13 November 2022.
  52. Gutiérrez, Kris D. (2008), ‘Developing a sociocritical literacy in the third space’, Reading Research Quarterly, 43:2, pp. 148–64, https://doi.org/10.1598/RRQ.43.2.3.
     [Google Scholar]
  53. Haabesland, Anny Å. and Vavik, Ragnhild E. (2000), Kunst og håndverk: Hva og Hvorfor, Bergen: Fagbokforlaget.
     [Google Scholar]
  54. Hallward, Peter (2003), ‘Politics and aesthetics an interview’, Angelaki: Journal of the Theoretical Humanities, 8:2, pp. 191–211.
     [Google Scholar]
  55. Halvorsen, Else M. (1996), ‘Kulturarv og kulturarvoverføring i grunnskolen med vekt på den estetiske dimensjonen: En begreps- og erfaringsanalyse med et didaktisk perspektiv’, Ph.D. thesis, Oslo: University of Oslo.
     [Google Scholar]
  56. Hannula, Mika, Suoranta, Juha and Vadén, Tere (2005), Artistic Research: Theories, Methods and Practices, Helsinki and Gothenburg: Academy of Fine Helsinki and ArtMonitor.
     [Google Scholar]
  57. Haraway, Donna (2016), Staying with the Trouble, Durham, NC and London: Duke University Press.136
     [Google Scholar]
  58. Heian, Mari T., Haugsevje, Åsne D. and Hylland, Ole M. (2016), Kjent og kjært eller rart og sært?, Bø: Telemarksforskning, https://www.telemarksforsking.no/publikasjoner/kjent-og-kjaert-eller-rart-og-saert/2902/. Accessed 13 November 2022.
     [Google Scholar]
  59. Helguera, Pablo (2011), Education for Socially Engaged Art: A Materials and Techniques Handbook, New York: Jorge P.
     [Google Scholar]
  60. Hoas, Krister C. (2008), ‘– Kunst og kultur gjør elevene bedre’, Bergens Tidende, 8 November, https://www.bt.no/nyheter/lokalt/i/AxVOx/kunst-og-kultur-gjoer-elevene-bedre. Accessed 13 November 2022.
  61. Høyersten, Erlend (2020), ‘Kære Joy Mogensen: Kultur danner fællesskaber – kæmp for den!’, Kulturmonitor, 27 March, https://www.kulturmonitor.dk/kaere-joy-mogensen-kultur-danner-faellesskaber-kaemp-for-den/. Accessed 13 November 2022.
  62. Hutcheson, Maggie (2014), ‘Making place work: Site-specific socially engaged art in 21st century Toronto’, Ph.D. thesis, York: University Toronto, https://yorkspace.library.yorku.ca/xmlui/handle/10315/30061. Accessed 13 November 2022.
     [Google Scholar]
  63. Illeris, Helene (2002), Billede, pædagogik og magt: Postmoderne optikker i det billedpædagogiske felt, Fredriksberg: Samfundslitteratur.
     [Google Scholar]
  64. Illeris, Helene (2005), ‘Young people and contemporary art’, International Journal of Art & Design Education, 24:3, pp. 231–42, https://doi.org/10.1111/j.1476-8070.2005.00446.x.
     [Google Scholar]
  65. Illeris, Helene (2009), ‘Visual events and the friendly eye: Modes of educating vision in new educational settings in Danish art galleries’, Museum and Society, 7:1, pp. 16–31.
     [Google Scholar]
  66. Illeris, Helene (2020), ‘Intimacy, solidarity, fragility: Everyday objects and ecological awareness in arts and crafts education’, in K. Bergaust, R. Smite and D. Silina (eds), Oslofjord Ecologies: Artistic Research on Environmental and Social Sustainability, Riga and Oslo: RIXC Center for New Media Culture and Oslo Met, pp. 153–68.
     [Google Scholar]
  67. Illeris, Helene, Knudsen, Kristian N. and Skregelid, Lisbet (2022), ‘A/r/Tografi som tilgang til udvikling af en sanselig bæredygtighedsdidaktik i kunstfagene’, Nordic Journal of Art and Research, 11:1, https://doi.org/10.7577/information.5067.
     [Google Scholar]
  68. Irwin, Rita L. (2012), ‘A/r/tography’, in L. M. Given (ed.), The SAGE Encyclopedia of Qualitative Research Methods, Thousand Oaks: SAGE Publishing, pp. 27–28.
     [Google Scholar]
  69. Irwin, Rita L. (2013), ‘A/r/tography’, in M. L. Buffington and S. Wilson McKay (eds), Practice Theory: Seeing the Power of Teacher Researchers, Reston: National Art Education Association, pp. 104–08.
     [Google Scholar]
  70. Johnsrud, Ellen, Skregelid, Lisbet and Svingen-Austestad, Anna (2015), ‘Poetic strategies as event: On actions in the art, craft and design classroom’, in A. Göthlund, H. Illeris and K. W. Thrane (eds), EDGE : 20 Essays on Contemporary Art Education, København: Multivers, pp. 110–23.
     [Google Scholar]
  71. Jul-Larsen, Kristoffer (2012), ‘Alle og enhver: Et intervju med Jacques Rancière’, Agora, 4:12, pp. 224–35.
     [Google Scholar]
  72. Kjosavik, Steinar (1998), ‘Fra ferdighetsfag til forming: Utviklingen fra tegning, sløyd og håndarbeid til forming sett i et læreplanhistorisk perspektiv’, Ph.D. thesis, Oslo: University of Oslo.
     [Google Scholar]
  73. Kjosavik, Steinar, Koch, Randi H., Skjeggestad, Edith and Aakre, Bjørn M. (2003), Kunst og håndverk i L97: Nytt fag - ny praksis? Notodden: Telemarksforsking.137
     [Google Scholar]
  74. Klein, Emily J., Taylor, Monica, Onore, Cynthia, Strom, Kathryn and Abrams, Linda (2016), ‘Exploring inquiry in the third space: Case studies of a year in an urban teacher-residency program’, The New Educator, 12:3, pp. 243–68, https://doi.org/10.1080/1547688X.2016.1187980.
     [Google Scholar]
  75. Klungland, Monica (2021), ‘Materiell-kollektiv praksis: En tilnærming til fagdidaktikk for kunst og håndverk utviklet I veveprosjektet Veve i åpne dører’, Ph.D. thesis, Kristiansand: University of Agder.
     [Google Scholar]
  76. Knudsen, Kristian N. (2017), ‘#iLive – kontureneerfonerformativev dramadidaktik i en digital samtid’, Ph.D. thesis, Trondhjem: NTNU, http://hdl.handle.net/11250/2465071. Accessed 13 November 2022.
     [Google Scholar]
  77. Kolsnes, Hanne (2019), ‘Blikk på Lesvos’, Fletta, 005, p. 32.
     [Google Scholar]
  78. Kulturdepartementet (2018), Meld: St.8 (2018–2019): Kulturens kraft: Kulturpolitikk for framtida, 23 November, https://www.regjeringen.no/contentassets/9778c28ab1014b789bbb3de0e25e0d85/nn-no/pdfs/stm201820190008000dddpdfs.pdf. Accessed 13 November 2022.
  79. Kulturdepartementet (2021), Meld: St. 18 (2020–2021): Oppleve, skape, dele: kunst og kultur for, med og av barn og unge, 19 March, https://www.regjeringen.no/no/dokumenter/meld.st.-18-20202021/id2839455/. Accessed 13 November 2022.
  80. Kulturtanken (2020), Årsrapport Den kulturelle skolesekken 2019, Oslo: Kulturtanken, https://cdn.innocode.digital/kulturtanken/uploads/2020/11/DKS_arsrapport_2019.pdf. Accessed 13 November 2022.
     [Google Scholar]
  81. Kulturtanken (2021), DKS i skolen: Kulturtanken, Oslo: Kulturtanken, https://www.denkulturelleskolesekken.no/dks-i-skolen/. Accessed 13 November 2022.
     [Google Scholar]
  82. Kunnskapsdepartementet (2015), NOU 2015: 8 (2015)Fremtidens skole: Fornyelse av fag og kompetanser, https://www.regjeringen.no/no/dokumenter/nou-2015-8/id2417001/. Accessed 13 November 2022.
  83. Kunnskapsdepartementet (2016), NOU 2016: 28 (2016): Fag – fordypning – forståelse – en fornyelse av Kunnskapsløftet, https://www.regjeringen.no/no/dokumenter/meld.-st.-28-20152016/id2483955/. Accessed 13 November 2022.
  84. Kunnskapsdepartementet (2019a), Skaperglede, engasjement og utforskertrang: Praktisk og estetisk innhold i barnehage, skole og lærerutdanning, Oslo: Kunnskapsdepartementet, https://www.regjeringen.no/no/dokumenter/skaperglede-engasjement--og-utforskertrang/id2665820/. Accessed 13 November 2022.
     [Google Scholar]
  85. Kunnskapsdepartementet (2019b), Praktiske og estetiske fag skal styrkes i skolen, barnehagen og lærerutdanningen, Oslo: Kulturdepartementet, https://www.regjeringen.no/no/aktuelt/praktiske-og-estetiske-fag-skal-styrkes-i-skolen-barnehagen-og-larerutdanningen/id2665832/. Accessed 13 November 2022.
     [Google Scholar]
  86. Kwon, M. (2004), One Place after Another: Site-Specific Art and Locational Identity, Cambridge, MA: The MIT Press.
     [Google Scholar]
  87. Lagerstrøm, Bengt O. (2007), Kompetanse i grunnskolen: hovedresultater 2005 2006, Oslo Kongsvinger: Statistisk Sentralbyrå, https://www.udir.no/tall-og-forskning/finn-forskning/rapporter/Kartlegging-av-lar-erkompetanse-i-grunnskolen-2007/. Accessed 13 November 2022 [link no longer available].
     [Google Scholar]
  88. LeBlanc, Natalie and Irwin, Rita L. (2019), ‘A/r/tography’, in G. Noblit (ed.), Oxford Research Encyclopedia of Education, New York: Oxford University Press, pp. 1–21.138
     [Google Scholar]
  89. Lewis, Tyson E. (2012), Aesthetics of Education: Theatre, Curiosity, and Politics in the Work of Jacques Rancière and Paulo Freire, New York: Continuum.
     [Google Scholar]
  90. Lidén, Hilde (2001), Den kulturelle skolesekken: Modeller for kultur-skole samarbeid, sett nedenfra, Oslo: Norsk Museumsutvikling.
     [Google Scholar]
  91. Lingis, Alfonso (2007), The First Person Singular, Evanston: Northwestern University Press.
     [Google Scholar]
  92. Løvlie, Lars (2007), ‘The pedagogy of place’, Nordisk Pedagogik, 27:1, pp. 32–36.
     [Google Scholar]
  93. Lowenfeld, Viktor and Brittain, Lambert, W. ([1947] 1976), Kreativitet og vækst: En redegørelse for den tegnepsykologiske udvikling hos børn og unge og nogle pædagogiske konsekvenser, København: Gjellerup.
     [Google Scholar]
  94. Lutnæs, Eva (2011), ‘Standpunktvurdering i grunnskolefaget Kunst og håndverk: Læreres forhandlingsrepertoar’, Ph.D. thesis, Oslo: Arkitektur- og designhøgskolen i Oslo.
     [Google Scholar]
  95. Madsen, Ole J. (2018), Generasjon prestasjon: Hva er det som feiler oss? Oslo: Universitetsforlaget.
     [Google Scholar]
  96. Maniotes, Leslie K. (2005), ‘The transformative power of literary third space’, Ph.D. thesis, Boulder: University of Colorado.
     [Google Scholar]
  97. Massumi, Brian (2015), The Power at the End of the Economy, Durham, NC: Duke University Press.
     [Google Scholar]
  98. Morton, Timothy (2018), Being Ecological, London: Penguin Books.
     [Google Scholar]
  99. Mouffe, Chantal (2000), The Democratic Paradox, London and New York: Verso.
     [Google Scholar]
  100. Mouffe, Chantal (2005), On the Political, New York: Routledge.
     [Google Scholar]
  101. Mouffe, Chantal (2013), Agonistics: Thinking the World Politically, London and New York: Verso.
     [Google Scholar]
  102. Näumann, Ragnhild, Riis, Kristine and Illeris, Helene (2020), Bærekraftdidaktikk i kunst og håndverk: Gjenbruke, oppvinne, skape, Oslo: Cappelen Damm Akademisk.
     [Google Scholar]
  103. Nielsen, Joachim (2016), ‘Iiu Susiraja on redefining portrait photography’, Culture Trip, 22 December, https://theculturetrip.com/europe/finland/articles/iiu-susiraja-redefining-portrait-photography/. Accessed 13 November 2022 [link no longer available].
  104. Østern, Anna L. and Knudsen, Kristian N. (2019), Performative Approaches in Arts Education: Artful Teaching, Learning, and Research, New York: Routledge.
     [Google Scholar]
  105. Østern, Tone P., Dahl, Thomas, Strømme, Alex, Petersen, Jesper A., Østern, Anna L. and Selander, Staffan (2019), Dybdelæring: En flerfaglig, relasjonell og skapende tilnærming, Oslo: Universitetsforlaget.
     [Google Scholar]
  106. Østrem, Veslemøy H. (2012), ‘I Norge er kultur koselig, men ikke særlig viktig’, Aftenposten, 16 April, pp. 42–43.
     [Google Scholar]
  107. O'Sullivan, Simon (2001), ‘The aesthetics of affect: Thinking art beyond representation’, Angelaki, 6:3, pp. 125–35, https://doi.org/10.1080/09697250120087987.
     [Google Scholar]
  108. Pedersen, Ove K. (2011), Konkurrencestaten, København: Hans Reitzel Forlag.
     [Google Scholar]
  109. Pelletier, Caroline (2009), ‘Emancipation, equality and education: Rancière's critique of Bourdieu and the question of performativity’, Discourse: Studies in the Cultural Politics of Education, 30:2, pp. 137–50, https://doi.org/10.1080/01596300902809054.
     [Google Scholar]
  110. Raja, Abid and Melbye, Guri (2021), ‘Kultur for de unge’, Klassekampen, 11 May, https://klassekampen.no/utgave/2021-05-11/debatt-kultur-for-de-unge. Accessed 13 November 2022.
  111. Rancière, Jacques (1989), The Nights of Labor: The Workers’ Dream in Nineteenth-Century France, Philadelphia: Temple University Press.139
     [Google Scholar]
  112. Rancière, Jacques (1991), The Ignorant Schoolmaster: Five Lessons in Intellectual Emancipation, Stanford: Stanford University Press.
     [Google Scholar]
  113. Rancière, Jacques (1999), Dis-Agreement: Politics and Philosophy, Minneapolis: University of Minnesota Press.
     [Google Scholar]
  114. Rancière, Jacques (2003a), Short Voyages to the Land of the People, Stanford: Stanford University Press.
     [Google Scholar]
  115. Rancière, Jacques (2003b), The Philosopher and His Poor, Durham, NC: Duke University Press.
     [Google Scholar]
  116. Rancière, Jacques (2004), The Politics of Aesthetics, London: Continuum.
     [Google Scholar]
  117. Rancière, Jacques (2006), Aesthetics, Politics, Philosophy, Edinburgh: Edinburgh University Press.
     [Google Scholar]
  118. Rancière, Jacques (2009), The Emancipated Spectator, London: Verso.
     [Google Scholar]
  119. Rancière, Jacques (2010), Dissensus on Politics and Aesthetics, London and New York: Continuum.
     [Google Scholar]
  120. Rancière, Jacques (2011), ‘The thinking of dissensus: Politics and aesthetics’, in P. Bowman and R. Stamp (eds), Reading Rancière, New York: Continuum, pp. 1–17.
     [Google Scholar]
  121. Rancière, Jacques (2012), Den emansiperte tilskuer, Oslo: Pax.
     [Google Scholar]
  122. Rancière, Jacques (2013), Aisthesis: Scenes from the Aesthetic Regime of Art, London: Verso.
     [Google Scholar]
  123. Ricoeur, Paul, Ballard, Edward G. and Embree, Lester (1967), Husserl: An Analysis of His Phenomenology, Evanston: Northwestern University Press.
     [Google Scholar]
  124. Rimstad, Åsta (2014), ‘Teikn- og meiningsskaping i studentars arbeid med installasjonar’, Ph.D. thesis, Tromsø: Universitetet i Tromsø Norges arktiske universitet.
     [Google Scholar]
  125. Røed, Kjetil (2014), ‘Elevens frigjøring: fra Rousseau til Rancière’, Kunstløftet, 17 April, pp. 34–35, http://www.kulturradet.no/kunstloftet/vis-artikkel/-/kl-artikkel-2014-rousseau-ranciere-kjetil-roed. Accessed 13 November 2022.
     [Google Scholar]
  126. Rogoff, Irit (2006), ‘Academy as potentiality’, 1:7, http://documents.mx/documents/rogoffacademy-as-potentiality.html. Accessed 13 November 2022.
  127. Rogoff, Irit (2008), ‘Turning’, e-flux, 0:11, pp. 1–10.
     [Google Scholar]
  128. Rogoff, Irit (2010), ‘FREE’, e-flux, 14:3, pp. 1–11.
     [Google Scholar]
  129. Rousseau, Jean-Jacques ([1762] 1979), Emile, or on Education: Introduction, Translation and Notes by Allan Bloom, New York: Basic Books.
     [Google Scholar]
  130. Rutherford, Jonathan (1990), ‘The third space: Interview with Homi Bhabha’, in J. Rutherford (ed.), Identity: Community, Culture, Difference, London: Lawerence and Wishart, pp. 207–21.
     [Google Scholar]
  131. Samuelsen, Arne M. (2003), ‘Kunstformidling for barn i kunstmuseum og skole: Med vekt på formidlerrollen’, Ph.D. thesis, Oslo: University of Bergen.
     [Google Scholar]
  132. Sattrup, Lise (2015), ‘Jamen, hva skal vi lige kigge efter? En undersøkelse af hvordan kunstmuseer muliggjør børns medborgerskab’, Ph.D. thesis, Roskilde: Roskilde Universitet.
     [Google Scholar]
  133. Schiller, Friedrich ([1795] 1991), Om menneskets estetiske oppdragelse i en rekke brev, Oslo: Solum.
     [Google Scholar]
  134. Sjklovskij, Viktor B. ([1917] 1988), ‘Art as technique’, in A. Barrrenechea (ed.), Modern Criticism and Theory: A Reader, London and New York: Longman, pp. 15–30.
     [Google Scholar]
  135. Skaalvik, Einar M. and Federici, Roger A. (2015), ‘Prestasjonspresset i skolen’, Utdanningsforskning.no, 15 September, https://utdanningsforskning.no/artikler/2015/prestasjonspresset-i-skolen/. Accessed 13 November 2022.
  136. Skregelid, Lisbet (2005), ‘“Det var ganske gøy faktisk”: En undersøkelse om formidling av samtidskunst rettet mot ungdomskoleelever’, master's thesis, Oslo: Høgskolen i Oslo.140
     [Google Scholar]
  137. Skregelid, Lisbet (2016), ‘Tribuner for dissens: En studie av ungdomsskoleelevers møter med samtidskunst i en skole- og kunstmuseums kontekst’, Ph.D. thesis, Oslo: University of Oslo.
     [Google Scholar]
  138. Skregelid, Lisbet (2017), ‘Tilbakeblikk på TrafoTransit’, Trafo.no, 21 December, https://www.trafo.no/nyheter/3572-Tilbakeblikk-på-TrafoTransit. Accessed 13 November 2022.
  139. Skregelid, Lisbet (2019a), Tribuner for dissens: Ungdoms møter med samtidskunst, Oslo: Cappelen Damm Akademisk.
     [Google Scholar]
  140. Skregelid, Lisbet (2019b), ‘Dissens makes sense: Mellom mening og motstand i møter med Kunst’, in S. Böhnisch and R. M. Eidsaa (eds), Kunst og Konflikt: Teater, Visuell Kunst og Musikk i Kontekst, Oslo: Universitetsforlaget, pp. 166–88, https://doi.org/10.18261/9788215032344-2019-8.
     [Google Scholar]
  141. Skregelid, Lisbet (2020a), ‘A call for dissensus in art education!’ International Journal of Education through Art, 16:2, pp. 161–76, https://doi.org/10.1386/eta_00024_1.
     [Google Scholar]
  142. Skregelid, Lisbet (2020b), ‘Tensed possibilities: The cultural schoolbag as dissensus in teacher education’, in H. Örtegren and A. Widén (eds), Lärarutbildning & konstpedagogik: Några Nordiska Nedslag, Tilde rapport no. 17 2020, Umeå: Umeå universitet.
     [Google Scholar]
  143. Skregelid, Lisbet (2020c), ‘Art in crisis and the arrival of the I’, in R. Vella, Â. Saldanha, M. Maksimovic and J. Johnston (eds), Art Education: Conflict and Connections, Viseu: InSEA Publications, pp. 64–87, http://insea.org/wp-content/uploads/2021/08/Art-Education-Conflicts-and-Connections.pdf. Accessed 13 November 2022.
     [Google Scholar]
  144. Skregelid, Lisbet (2020d), ‘Kunstens betydning og skolens rolle’, Fædrelandsvennen, 28 September, https://www.fvn.no/mening/kronikk/i/x3RpwV/kunstens-betydning-og-skolens-rolle. Accessed 2 July 2024.
  145. Skregelid, Lisbet (2021a), ‘Zoom in on Dry Joy: Dissensus, agonism and democracy in art education’, Education Sciences, 11:1, p. 28, https://doi.org/10.3390/educsci11010028.
     [Google Scholar]
  146. Skregelid, Lisbet (2021b), ‘Encounters with the world through cultural schoolbag workshops for teacher students’, Nordic Journal of Art and Research, 10:2, https://doi.org/10.7577/information.4449.
     [Google Scholar]
  147. Skregelid, Lisbet (2021c), ‘Dissensuality and affect in education’, International Journal of Art and Design Education, 40:4, pp. 690–701, https://doi.org/10.1111/jade.12381.
     [Google Scholar]
  148. Skregelid, Lisbet (2021d), ‘Digitale kunstmøter: Åpner opp for nye muligheter’, Uia.no, 13 April, https://www.uia.no/om-uia/fakultet/fakultet-for-kunstfag/flere-nyheter-fra-kunstfag/digitale-kunstmoeter-aapner-opp-for-nye-muligheter. Accessed 13 November 2022.
  149. Skregelid, Lisbet (2022). ‘Når kunsten tar over: Betydningen av kunst som overordnet prinsipp i skolen’, in L. Skregelid and K. N. Knudsen (eds), Kunstens betydning? Utvidede perspektiver på kunst og barn & unge, Oslo: Cappelen Damm Akademisk, pp. 43–68, https://doi.org/10.23865/noasp.163.ch2.
     [Google Scholar]
  150. Skregelid, Lisbet (2024a), ‘The art of teaching: A proposition for pedagogy of dissensus’, in A. Sinner and T. Osler (eds), Propositions for Museum Education: International Art Educators in Conversation, Bristol: Intellect Books, pp. 343–56.141
     [Google Scholar]
  151. Skregelid, Lisbet (2024b), ‘The art of running and being (or just running and being?)’, in G. Biesta, L. Skregelid and T. D. Bøe (eds), Being Human Today: Art, Education and Mental Health in Conversation, Bristol: Intellect Books, pp. 35–56.
     [Google Scholar]
  152. Skregelid, Lisbet and Biesta, Gert J. J. (2022), ‘Art keeps us in and with the world: Gert Biesta in conversation with Lisbet Skregelid’, in L. Skregelid and K. N. Knudsen (eds), Kunstens betydning? Utvidede perspektiver på kunst og barn & unge, Oslo: Cappelen Damm Akademisk, pp. 29–42, https://doi.org/10.23865/noasp.163.ch1.
     [Google Scholar]
  153. Skregelid, Lisbet and Knudsen, Kristian Nødtvedt (2022), Kunstens betydning? Utvidede perspektiver på kunst og barn & unge, Oslo: Cappelen Damm Akademisk.
     [Google Scholar]
  154. Slagstad, Rune (2018), ‘Når OECD tar makten: om de nye skolepolitiske kunnskapsregime’, Utdanningsnytt, 8 November, https://www.utdanningsnytt.no/fagartikkel/nar-oecd-tar-makten--om-det-nye-skolepolitiske-kunnskapsregime/171571. Accessed 13 November 2022.
  155. Soja, Edward W. (1996), Thirdspace: Journeys to Los Angeles and other Real-and-Imagined Places, Oxford: Basil Blackwell.
     [Google Scholar]
  156. Solhjell, Dag (1995), Kunst-Norge: En sosiologisk studie av den norske kunstinstitusjonen, Oslo: Universitetsforlaget.
     [Google Scholar]
  157. Sørlandets Kunstmuseum (2008), Visuelle Samtaler: Et tankevekkende møte med Sørlandets Kunstmuseum, Kristiansand: Sørlandets Kunstmuseum.
     [Google Scholar]
  158. Springgay, Stephanie, Irwin, Rita L. and Kind, Sylvia W. (2005), ‘A/r/tography as living inquiry through art and text’, Qualitative Inquiry, 11:6, pp. 897–912, https://doi.org/10.1177/1077800405280696.
     [Google Scholar]
  159. Svingen-Austestad, Anna (2017), ‘Questions … concerning the production of subjectivity – on aesthetic practices in art, craft and design’, Ph.D. thesis, Oslo: Arkitektur- og designhøgskolen i Oslo.
     [Google Scholar]
  160. Tanggaard, Lene, Birk, Rasmus and Ernø, Steffen (2012), Daginstitutioners betydning for udvikling af børns kreativitet: et forskningsreview, Aalborg: Institut for Kommunikation, Aalborg Universitet.
     [Google Scholar]
  161. Tanke, Joseph J. (2011a), Jacques Rancière: An Introduction, London: Continuum.
     [Google Scholar]
  162. Tanke, Joseph J. (2011b), ‘What is the aesthetic regime?’ Parrhesia, 12, pp. 71–81.
     [Google Scholar]
  163. Teeman, T. (2017), ‘Ai Weiwei is wrong to ape picture of dead 3-year-old Aylan Kurdi’, The Daily Beast, 1 February, https://www.thedailybeast.com/ai-weiwei-is-wrong-to-ape-picture-of-dead-3-year-old-aylan-kurdi. Accessed 13 November 2022.
  164. Tessem, Liv B. (2011), ‘Kunst gir bedre karakterer’, Aftenposten, 13 March, https://www.aftenposten.no/norge/i/JJWv4/kunst-gir-bedre-karakterer. Accessed 13 November 2022.
  165. Thavenius, Jan (2005), ‘Om den radikala estetiken’, Utbildning & Demokrati, 14:1, pp. 11–33, https://doi.org/10.48059/uod.v14i1.788.
     [Google Scholar]
  166. United Nations (1989), Convention on the Rights of the Child, https://www.ohchr.org/en/instruments-mechanisms/instruments/convention-rights-child. Accessed 13 November 2022.
  167. Utdanningsdirektoratet (2019a), Læreplan i kunst og håndverk, Utdanningsdirektoratet, https://data.udir.no/kl06/v201906/laereplaner-lk20/KHV01-02.pdf. Accessed 10 January 2024.
     [Google Scholar]
  168. Utdanningsdirektoratet (2019b), Læreplanverket for Kunnskapsløftet 2020, Utdanningsdirektoratet, https://www.udir.no/lk20/overordnet-del-samlet/. Accessed 13 November 2022.142
     [Google Scholar]
  169. Wilson, Nick and O'Neill, Paul (2010), Curating and the Educational Turn, London: Open Editions.
     [Google Scholar]
  170. Winner, Ellen, Goldstein, Thalia R. and Vincent-Lancrin, Stéphan (2013), Art for Art's Sake? Overview, OECD Publishing, Centre for Educational Research and Innovation, https://www.oecd.org/education/ceri/ART%20FOR%20ART'S%20SAKE%20OVERVIEW_EN_R3.pdf. Accessed 13 November 2022.
     [Google Scholar]
  171. Yahya, Raudhah and Wood, Elizabeth A. (2016), ‘Play as third space between home and school: Bridging cultural discourses’, Journal of Early Childhood Research, 15:3, pp. 305–22, https://doi.org/10.1177/1476718X15616833.
     [Google Scholar]
  172. Young, Holly (2019), ‘Desperate refugees face up to closure of Moria camp’, Al Jazeera, 27 November, https://www.aljazeera.com/news/2019/11/27/desperate-refugees-face-up-to-closure-of-moria-camp. Accessed 13 November 2022.
  173. Zeichner, Kenneth (2010), ‘Rethinking the connections between campus courses and field experiences in college- and university-based teacher education’, Journal of Teacher Education, 61:1&2, pp. 89–99, https://doi.org/10.1177/0022487109347671.
     [Google Scholar]

References

  1. 133Adorno, Theodor W. ([1970] 1997), Aesthetic Theory, London and New York: Bloomsbury.
     [Google Scholar]
  2. Arendt, Hannah (1998), The Human Condition, 2nd ed., Chicago: University of Chicago Press.
     [Google Scholar]
  3. Aslaksen, Ellen, Borgen, Jorunn S. and Kjørholt, Anne T. (2003), Den kulturelle skolesekken: Forskning, utvikling og evaluering, Oslo: NIFU.
     [Google Scholar]
  4. Atkinson, Dennis (2011), Art, Equality and Learning: Pedagogies against the State, Rotterdam: Sense Publishers.
     [Google Scholar]
  5. Atkinson, Dennis (2013), ‘The blindness of education to the “untimeliness” of real learning’, paper delivered at King's College, London, https://www.scribd.com/document/148191359/Dennis-Atkinson-Blindness-of-Education. Accessed 10 January 2024.
     [Google Scholar]
  6. Atkinson, Dennis (2018), Art, Disobedience, and Ethics: The Adventure of Pedagogy, London: Springer.
     [Google Scholar]
  7. Atkinson, Dennis (2020), ‘Art, ethics and education’, in C. P. Bushkühle, D. Atkinson and R. Vella (eds), Art – Ethics – Education, Leiden and Boston: Brill Sense, pp. 357–64.
     [Google Scholar]
  8. Aure, Venke (2011), ‘Kampen om blikket: En longitudinell studie der formidling av kunst til barn og unge danner utgangspunkt for kunstdidaktiske diskursanalyser’, Ph.D. thesis, Stockholm: Stockholm University.
     [Google Scholar]
  9. Aure, Venke, Hylland, Ole Marius and Berge, Ola K. (2012), Infrastruktur for kvalitet? Evaluering av Seanse senter for kunstproduksjon, Bø: Telemarksforskning, 10 November 2012, https://openarchive.usn.no/usn-xmlui/handle/11250/2439475. Accessed 13 November 2022.
     [Google Scholar]
  10. Aure, Venke, Örtegren, Hans and Illeris, Helene (2009), Konsten som läranderesurs: Syn på lärande, pedagogiska strategier och social inklusjon på nordiska konstmuseer, Skärhamn: Nordiska akvarellmuseet.
     [Google Scholar]
  11. Badiou, Alain (2005), Being and Event, London: Continuum.
     [Google Scholar]
  12. Bamford, Anne (2012), Kunst- og kulturopplæring i Norge 2010/2011: Sammendrag på norsk av kartleggingen ‘Arts and cultural education in Norway’, Bodø: Nasjonalt senter for kunst og kultur i opplæringen, https://kunstkultursenteret.no/wp-content/uploads/2019/01/Kunst-og-kulturopplæring-i-Norge-2010-2011.pdf. Accessed 13 November 2022.
     [Google Scholar]
  13. Biesta, Gert J. J. (2006), Beyond Learning: Democratic Education for a Human Future, Boulder, Colorado: Paradigm.
     [Google Scholar]
  14. Biesta, Gert J. J. (2010), Good Education in an Age of Measurement: Ethics, Politics, Democracy, Boulder, Colorado: Paradigm.
     [Google Scholar]
  15. Biesta, Gert J. J. (2014), Utdanningens vidunderlige risiko, Bergen, Norway: Fagbokforlaget.
     [Google Scholar]
  16. Biesta, Gert J. J. (2017a), Letting Art Teach, Arnhem: ArtEZ Press.
     [Google Scholar]
  17. Biesta, Gert J. J. (2017b), The Rediscovery of Teaching, New York: Routledge.134
     [Google Scholar]
  18. Biesta, Gert J. J. (2018), ‘What if? Art education beyond expression and creativity’, in C. Naughton, G. Biesta and D. C. Cole (eds), Art, Artists and Pedagogy, New York: Routledge, pp. 11–20.
     [Google Scholar]
  19. Biesta, Gert J. J. (2021), World-Centred Education: A View for the Present, New York: Routledge.
     [Google Scholar]
  20. Biesta, Gert, Skregelid, Lisbet and Bøe, Tore Dag (2024), Being Human Today, Bristol: Intellect.
     [Google Scholar]
  21. Bingham, Charles and Biesta, Gert J. J. (2010), Jacques Ranciere: Education, Truth, Emancipation, London: Continuum.
     [Google Scholar]
  22. Birkeland, Eirik and Kunnskapsdepartementet (2014), Det muliges kunst: Råd til kulturministeren og kunnskapsministeren, Oslo: Kunnskapsdepartementet, https://www.regjeringen.no/globalassets/upload/kd/vedlegg/rapporter/kudkd_det_muliges_kunst_f4398b_lenket.pdf. Accessed 13 November 2022.
     [Google Scholar]
  23. Bishop, Claire (2012), Artificial Hells: Participatory Art and the Politics of Spectatorship, London: Verso.
     [Google Scholar]
  24. Bjåen, Bjørgulv (2019), ‘Ein gresk tragedie’, Vårt Land, 2 February, https://www.vl.no/reportasje/2019/02/01/ein-gresk-tragedie/. Accessed 13 November 2022.
  25. Blackmore, Kate (2017), ‘Mis (representing others) ethical dilemmas of socially engaged practice’, in G. Barton and M. Baguley (eds), The Palgrave Handbook of Global Arts Education, Paddington: Palgrave, pp. 349–60, https://doi.org/10.1057/978-1-137-55585-4_22.
     [Google Scholar]
  26. Borgen, Jorunn S. and Brandt, Synnøve S. (2006), Ekstraordinært eller selvfølgelig? Evaluering av Den kulturelle skolesekken i grunnskolen, NIFU STEP-rapport; 5-2006, Oslo: Nordisk institutt for studier av innovasjon, forskning og utdanning (NIFU).
     [Google Scholar]
  27. Bourriaud, Nicolas (2007), Relasjonell estetikk, Oslo: Pax.
     [Google Scholar]
  28. Brænne, Karen (2009), ‘Mellom ord og handling: Om verdsetjing i kunst og handverksfaget’, Ph.D. thesis, Oslo: Oslo School of Architecture and Design.
     [Google Scholar]
  29. Breivik, Jan-Kåre and Christophersen, Catharina (2013), Den kulturelle skolesekken, Oslo: Fagbokforlaget.
     [Google Scholar]
  30. Castle, Dave (1998), ‘Hearts, minds and radical democracy’, Red Pepper, 1 June, https://www.redpepper.org.uk/hearts-minds-and-radical-democracy/. Accessed 13 November 2022.
  31. Choi, Danby (2021), Derfor trenger vi kunst og kultur, Subjekt, Oslo: Perfektum Partisipp a.
     [Google Scholar]
  32. Christensen-Scheel, Boel (2019), ‘Sanselige møter eller kritisk tenkning? Formidling i samtidens kunstmuseer’, in C. B. Myrvoll and G. E. Mørland (eds), Kunstformidling: Fra Verk til Betrakter, Oslo: Pax, pp. 22–46.
     [Google Scholar]
  33. Christophersen, Catharina, Breivik, Jan-Kåre, Homme, Anne D. and Rykkja, Lise H. (2015), The Cultural Rucksack: A National Programme for Arts and Culture in Norwegian Schools, Bergen: Fagbokforlaget.
     [Google Scholar]
  34. Cziboly, Adam (2010), ‘DICE Drama improves lisbon key competences in education,’ The Drama Network, https://www.dramanetwork.eu. Accessed 13 November 2022.
  35. Dagsland, Torunn P. (2013), ‘Eleven som aktør i dialog med kunst: Ungdoms erfaring med kunstundervisningens innhold og metode i faget kunst og håndverk i norsk grunnskole’, Ph.D. thesis, Åbo: Åbo Akademis förlag Åbo Akademi University Press.
     [Google Scholar]
  36. Dale, Erling L. (2006), Oppdragelse i det refleksivt moderne, Oslo: Gyldendal akademisk.
     [Google Scholar]
  37. Den kulturelle skolesekken Agder (2022), ‘Teiporama’, https://www.denkulturelleskolesekken.no/utforsk-produksjoner-i-dks/?produksjon=6799. Accessed 8 January 2024 [link no longer available].135
  38. Det kongelige kirke- undervisnings- og forskningsdepartement (1996), Læreplanverket for den 10-årige grunnskolen, Oslo: Nasjonalt læremiddelsenter.
     [Google Scholar]
  39. Digranes, Ingvild (2009), ‘Den kulturelle skulesekken: narratives and myths of educational practice in DKS projects within the subject art and crafts’, Ph.D. thesis, Oslo: Oslo School of Architecture and Design.
     [Google Scholar]
  40. Dysthe, Olga, Bernhardt, Nana and Esbjørn, Line (2012), Dialogbasert undervisning: Kunstmuseet som læringsrom, Bergen: Fagbokforlaget.
     [Google Scholar]
  41. Ebdrup, Niels (2012), ‘Kunst gjør det lett å lære matematikk’, Forskning.no, 25 September, https://forskning.no/skole-og-utdanning-kunst-og-litteratur/kunst-gjor-det-lett-a-laere-grammatikk/682057. Accessed 13 November 2022.
  42. Edwards, Betty ([1979] 2012), Drawing on the Right Side of the Brain, New York: Tarcher Perigee.
     [Google Scholar]
  43. Eng, Helga (1918), Kunstpædagogik, Kristiania: Aschehoug.
     [Google Scholar]
  44. Eng, Helga (1923), Begynnernes forestillingskrets og sprog ved optagelsen i skolen, Kristiania: Aschehoug.
     [Google Scholar]
  45. Eng, Helga (1944), Margrethes tegning fra det 9. til det 24. året, Kristiania: Cappelen.
     [Google Scholar]
  46. Espeland, Magne, Allern, Tor-Helge, Carlsen, Kari and Kalsnes, Signe (2011), Praktiske og estetiske fag og lærerutdanning, HSH-rapport 2011/1, Stord: Høgskolen Stord/Haugesund.
     [Google Scholar]
  47. Fancourt, Daisy and Finn, Saoirse (2019), What Is the Evidence on the Role of the Arts in Improving Health and Well-being? A Scoping Review, World Health Organization, https://apps.who.int/iris/handle/10665/329834. Accessed 13 November 2022.
     [Google Scholar]
  48. Foster, Hal (2013), ‘What's the problem with critical art?’ London Review of Books, 35:19, pp. 14–15, http://www.lrb.co.uk/v35/n19/hal-foster/whats-the-problem-with-critical-art. Accessed 13 November 2022.
     [Google Scholar]
  49. Foucault, Michel (2006), Tingenes orden: En arkeologisk undersøkelse av vitenskapene om Mennesket, Oslo: Spartacus.
     [Google Scholar]
  50. Freire, Paolo ([1968] 2003), De undertryktes pedagogikk, Oslo: De norske bokklubbene.
     [Google Scholar]
  51. Gelius, Jon and Ra, Håkon (2020), ‘Foreldre raser mot skole etter kunstbesøk: Perverst og seksualiserende’, Nrk.no, 5 March, https://www.nrk.no/sorlandet/skoleforeldre-reagerer-pa-kunstutstilling-1.14930688. Accessed 13 November 2022.
  52. Gutiérrez, Kris D. (2008), ‘Developing a sociocritical literacy in the third space’, Reading Research Quarterly, 43:2, pp. 148–64, https://doi.org/10.1598/RRQ.43.2.3.
     [Google Scholar]
  53. Haabesland, Anny Å. and Vavik, Ragnhild E. (2000), Kunst og håndverk: Hva og Hvorfor, Bergen: Fagbokforlaget.
     [Google Scholar]
  54. Hallward, Peter (2003), ‘Politics and aesthetics an interview’, Angelaki: Journal of the Theoretical Humanities, 8:2, pp. 191–211.
     [Google Scholar]
  55. Halvorsen, Else M. (1996), ‘Kulturarv og kulturarvoverføring i grunnskolen med vekt på den estetiske dimensjonen: En begreps- og erfaringsanalyse med et didaktisk perspektiv’, Ph.D. thesis, Oslo: University of Oslo.
     [Google Scholar]
  56. Hannula, Mika, Suoranta, Juha and Vadén, Tere (2005), Artistic Research: Theories, Methods and Practices, Helsinki and Gothenburg: Academy of Fine Helsinki and ArtMonitor.
     [Google Scholar]
  57. Haraway, Donna (2016), Staying with the Trouble, Durham, NC and London: Duke University Press.136
     [Google Scholar]
  58. Heian, Mari T., Haugsevje, Åsne D. and Hylland, Ole M. (2016), Kjent og kjært eller rart og sært?, Bø: Telemarksforskning, https://www.telemarksforsking.no/publikasjoner/kjent-og-kjaert-eller-rart-og-saert/2902/. Accessed 13 November 2022.
     [Google Scholar]
  59. Helguera, Pablo (2011), Education for Socially Engaged Art: A Materials and Techniques Handbook, New York: Jorge P.
     [Google Scholar]
  60. Hoas, Krister C. (2008), ‘– Kunst og kultur gjør elevene bedre’, Bergens Tidende, 8 November, https://www.bt.no/nyheter/lokalt/i/AxVOx/kunst-og-kultur-gjoer-elevene-bedre. Accessed 13 November 2022.
  61. Høyersten, Erlend (2020), ‘Kære Joy Mogensen: Kultur danner fællesskaber – kæmp for den!’, Kulturmonitor, 27 March, https://www.kulturmonitor.dk/kaere-joy-mogensen-kultur-danner-faellesskaber-kaemp-for-den/. Accessed 13 November 2022.
  62. Hutcheson, Maggie (2014), ‘Making place work: Site-specific socially engaged art in 21st century Toronto’, Ph.D. thesis, York: University Toronto, https://yorkspace.library.yorku.ca/xmlui/handle/10315/30061. Accessed 13 November 2022.
     [Google Scholar]
  63. Illeris, Helene (2002), Billede, pædagogik og magt: Postmoderne optikker i det billedpædagogiske felt, Fredriksberg: Samfundslitteratur.
     [Google Scholar]
  64. Illeris, Helene (2005), ‘Young people and contemporary art’, International Journal of Art & Design Education, 24:3, pp. 231–42, https://doi.org/10.1111/j.1476-8070.2005.00446.x.
     [Google Scholar]
  65. Illeris, Helene (2009), ‘Visual events and the friendly eye: Modes of educating vision in new educational settings in Danish art galleries’, Museum and Society, 7:1, pp. 16–31.
     [Google Scholar]
  66. Illeris, Helene (2020), ‘Intimacy, solidarity, fragility: Everyday objects and ecological awareness in arts and crafts education’, in K. Bergaust, R. Smite and D. Silina (eds), Oslofjord Ecologies: Artistic Research on Environmental and Social Sustainability, Riga and Oslo: RIXC Center for New Media Culture and Oslo Met, pp. 153–68.
     [Google Scholar]
  67. Illeris, Helene, Knudsen, Kristian N. and Skregelid, Lisbet (2022), ‘A/r/Tografi som tilgang til udvikling af en sanselig bæredygtighedsdidaktik i kunstfagene’, Nordic Journal of Art and Research, 11:1, https://doi.org/10.7577/information.5067.
     [Google Scholar]
  68. Irwin, Rita L. (2012), ‘A/r/tography’, in L. M. Given (ed.), The SAGE Encyclopedia of Qualitative Research Methods, Thousand Oaks: SAGE Publishing, pp. 27–28.
     [Google Scholar]
  69. Irwin, Rita L. (2013), ‘A/r/tography’, in M. L. Buffington and S. Wilson McKay (eds), Practice Theory: Seeing the Power of Teacher Researchers, Reston: National Art Education Association, pp. 104–08.
     [Google Scholar]
  70. Johnsrud, Ellen, Skregelid, Lisbet and Svingen-Austestad, Anna (2015), ‘Poetic strategies as event: On actions in the art, craft and design classroom’, in A. Göthlund, H. Illeris and K. W. Thrane (eds), EDGE : 20 Essays on Contemporary Art Education, København: Multivers, pp. 110–23.
     [Google Scholar]
  71. Jul-Larsen, Kristoffer (2012), ‘Alle og enhver: Et intervju med Jacques Rancière’, Agora, 4:12, pp. 224–35.
     [Google Scholar]
  72. Kjosavik, Steinar (1998), ‘Fra ferdighetsfag til forming: Utviklingen fra tegning, sløyd og håndarbeid til forming sett i et læreplanhistorisk perspektiv’, Ph.D. thesis, Oslo: University of Oslo.
     [Google Scholar]
  73. Kjosavik, Steinar, Koch, Randi H., Skjeggestad, Edith and Aakre, Bjørn M. (2003), Kunst og håndverk i L97: Nytt fag - ny praksis? Notodden: Telemarksforsking.137
     [Google Scholar]
  74. Klein, Emily J., Taylor, Monica, Onore, Cynthia, Strom, Kathryn and Abrams, Linda (2016), ‘Exploring inquiry in the third space: Case studies of a year in an urban teacher-residency program’, The New Educator, 12:3, pp. 243–68, https://doi.org/10.1080/1547688X.2016.1187980.
     [Google Scholar]
  75. Klungland, Monica (2021), ‘Materiell-kollektiv praksis: En tilnærming til fagdidaktikk for kunst og håndverk utviklet I veveprosjektet Veve i åpne dører’, Ph.D. thesis, Kristiansand: University of Agder.
     [Google Scholar]
  76. Knudsen, Kristian N. (2017), ‘#iLive – kontureneerfonerformativev dramadidaktik i en digital samtid’, Ph.D. thesis, Trondhjem: NTNU, http://hdl.handle.net/11250/2465071. Accessed 13 November 2022.
     [Google Scholar]
  77. Kolsnes, Hanne (2019), ‘Blikk på Lesvos’, Fletta, 005, p. 32.
     [Google Scholar]
  78. Kulturdepartementet (2018), Meld: St.8 (2018–2019): Kulturens kraft: Kulturpolitikk for framtida, 23 November, https://www.regjeringen.no/contentassets/9778c28ab1014b789bbb3de0e25e0d85/nn-no/pdfs/stm201820190008000dddpdfs.pdf. Accessed 13 November 2022.
  79. Kulturdepartementet (2021), Meld: St. 18 (2020–2021): Oppleve, skape, dele: kunst og kultur for, med og av barn og unge, 19 March, https://www.regjeringen.no/no/dokumenter/meld.st.-18-20202021/id2839455/. Accessed 13 November 2022.
  80. Kulturtanken (2020), Årsrapport Den kulturelle skolesekken 2019, Oslo: Kulturtanken, https://cdn.innocode.digital/kulturtanken/uploads/2020/11/DKS_arsrapport_2019.pdf. Accessed 13 November 2022.
     [Google Scholar]
  81. Kulturtanken (2021), DKS i skolen: Kulturtanken, Oslo: Kulturtanken, https://www.denkulturelleskolesekken.no/dks-i-skolen/. Accessed 13 November 2022.
     [Google Scholar]
  82. Kunnskapsdepartementet (2015), NOU 2015: 8 (2015)Fremtidens skole: Fornyelse av fag og kompetanser, https://www.regjeringen.no/no/dokumenter/nou-2015-8/id2417001/. Accessed 13 November 2022.
  83. Kunnskapsdepartementet (2016), NOU 2016: 28 (2016): Fag – fordypning – forståelse – en fornyelse av Kunnskapsløftet, https://www.regjeringen.no/no/dokumenter/meld.-st.-28-20152016/id2483955/. Accessed 13 November 2022.
  84. Kunnskapsdepartementet (2019a), Skaperglede, engasjement og utforskertrang: Praktisk og estetisk innhold i barnehage, skole og lærerutdanning, Oslo: Kunnskapsdepartementet, https://www.regjeringen.no/no/dokumenter/skaperglede-engasjement--og-utforskertrang/id2665820/. Accessed 13 November 2022.
     [Google Scholar]
  85. Kunnskapsdepartementet (2019b), Praktiske og estetiske fag skal styrkes i skolen, barnehagen og lærerutdanningen, Oslo: Kulturdepartementet, https://www.regjeringen.no/no/aktuelt/praktiske-og-estetiske-fag-skal-styrkes-i-skolen-barnehagen-og-larerutdanningen/id2665832/. Accessed 13 November 2022.
     [Google Scholar]
  86. Kwon, M. (2004), One Place after Another: Site-Specific Art and Locational Identity, Cambridge, MA: The MIT Press.
     [Google Scholar]
  87. Lagerstrøm, Bengt O. (2007), Kompetanse i grunnskolen: hovedresultater 2005 2006, Oslo Kongsvinger: Statistisk Sentralbyrå, https://www.udir.no/tall-og-forskning/finn-forskning/rapporter/Kartlegging-av-lar-erkompetanse-i-grunnskolen-2007/. Accessed 13 November 2022 [link no longer available].
     [Google Scholar]
  88. LeBlanc, Natalie and Irwin, Rita L. (2019), ‘A/r/tography’, in G. Noblit (ed.), Oxford Research Encyclopedia of Education, New York: Oxford University Press, pp. 1–21.138
     [Google Scholar]
  89. Lewis, Tyson E. (2012), Aesthetics of Education: Theatre, Curiosity, and Politics in the Work of Jacques Rancière and Paulo Freire, New York: Continuum.
     [Google Scholar]
  90. Lidén, Hilde (2001), Den kulturelle skolesekken: Modeller for kultur-skole samarbeid, sett nedenfra, Oslo: Norsk Museumsutvikling.
     [Google Scholar]
  91. Lingis, Alfonso (2007), The First Person Singular, Evanston: Northwestern University Press.
     [Google Scholar]
  92. Løvlie, Lars (2007), ‘The pedagogy of place’, Nordisk Pedagogik, 27:1, pp. 32–36.
     [Google Scholar]
  93. Lowenfeld, Viktor and Brittain, Lambert, W. ([1947] 1976), Kreativitet og vækst: En redegørelse for den tegnepsykologiske udvikling hos børn og unge og nogle pædagogiske konsekvenser, København: Gjellerup.
     [Google Scholar]
  94. Lutnæs, Eva (2011), ‘Standpunktvurdering i grunnskolefaget Kunst og håndverk: Læreres forhandlingsrepertoar’, Ph.D. thesis, Oslo: Arkitektur- og designhøgskolen i Oslo.
     [Google Scholar]
  95. Madsen, Ole J. (2018), Generasjon prestasjon: Hva er det som feiler oss? Oslo: Universitetsforlaget.
     [Google Scholar]
  96. Maniotes, Leslie K. (2005), ‘The transformative power of literary third space’, Ph.D. thesis, Boulder: University of Colorado.
     [Google Scholar]
  97. Massumi, Brian (2015), The Power at the End of the Economy, Durham, NC: Duke University Press.
     [Google Scholar]
  98. Morton, Timothy (2018), Being Ecological, London: Penguin Books.
     [Google Scholar]
  99. Mouffe, Chantal (2000), The Democratic Paradox, London and New York: Verso.
     [Google Scholar]
  100. Mouffe, Chantal (2005), On the Political, New York: Routledge.
     [Google Scholar]
  101. Mouffe, Chantal (2013), Agonistics: Thinking the World Politically, London and New York: Verso.
     [Google Scholar]
  102. Näumann, Ragnhild, Riis, Kristine and Illeris, Helene (2020), Bærekraftdidaktikk i kunst og håndverk: Gjenbruke, oppvinne, skape, Oslo: Cappelen Damm Akademisk.
     [Google Scholar]
  103. Nielsen, Joachim (2016), ‘Iiu Susiraja on redefining portrait photography’, Culture Trip, 22 December, https://theculturetrip.com/europe/finland/articles/iiu-susiraja-redefining-portrait-photography/. Accessed 13 November 2022 [link no longer available].
  104. Østern, Anna L. and Knudsen, Kristian N. (2019), Performative Approaches in Arts Education: Artful Teaching, Learning, and Research, New York: Routledge.
     [Google Scholar]
  105. Østern, Tone P., Dahl, Thomas, Strømme, Alex, Petersen, Jesper A., Østern, Anna L. and Selander, Staffan (2019), Dybdelæring: En flerfaglig, relasjonell og skapende tilnærming, Oslo: Universitetsforlaget.
     [Google Scholar]
  106. Østrem, Veslemøy H. (2012), ‘I Norge er kultur koselig, men ikke særlig viktig’, Aftenposten, 16 April, pp. 42–43.
     [Google Scholar]
  107. O'Sullivan, Simon (2001), ‘The aesthetics of affect: Thinking art beyond representation’, Angelaki, 6:3, pp. 125–35, https://doi.org/10.1080/09697250120087987.
     [Google Scholar]
  108. Pedersen, Ove K. (2011), Konkurrencestaten, København: Hans Reitzel Forlag.
     [Google Scholar]
  109. Pelletier, Caroline (2009), ‘Emancipation, equality and education: Rancière's critique of Bourdieu and the question of performativity’, Discourse: Studies in the Cultural Politics of Education, 30:2, pp. 137–50, https://doi.org/10.1080/01596300902809054.
     [Google Scholar]
  110. Raja, Abid and Melbye, Guri (2021), ‘Kultur for de unge’, Klassekampen, 11 May, https://klassekampen.no/utgave/2021-05-11/debatt-kultur-for-de-unge. Accessed 13 November 2022.
  111. Rancière, Jacques (1989), The Nights of Labor: The Workers’ Dream in Nineteenth-Century France, Philadelphia: Temple University Press.139
     [Google Scholar]
  112. Rancière, Jacques (1991), The Ignorant Schoolmaster: Five Lessons in Intellectual Emancipation, Stanford: Stanford University Press.
     [Google Scholar]
  113. Rancière, Jacques (1999), Dis-Agreement: Politics and Philosophy, Minneapolis: University of Minnesota Press.
     [Google Scholar]
  114. Rancière, Jacques (2003a), Short Voyages to the Land of the People, Stanford: Stanford University Press.
     [Google Scholar]
  115. Rancière, Jacques (2003b), The Philosopher and His Poor, Durham, NC: Duke University Press.
     [Google Scholar]
  116. Rancière, Jacques (2004), The Politics of Aesthetics, London: Continuum.
     [Google Scholar]
  117. Rancière, Jacques (2006), Aesthetics, Politics, Philosophy, Edinburgh: Edinburgh University Press.
     [Google Scholar]
  118. Rancière, Jacques (2009), The Emancipated Spectator, London: Verso.
     [Google Scholar]
  119. Rancière, Jacques (2010), Dissensus on Politics and Aesthetics, London and New York: Continuum.
     [Google Scholar]
  120. Rancière, Jacques (2011), ‘The thinking of dissensus: Politics and aesthetics’, in P. Bowman and R. Stamp (eds), Reading Rancière, New York: Continuum, pp. 1–17.
     [Google Scholar]
  121. Rancière, Jacques (2012), Den emansiperte tilskuer, Oslo: Pax.
     [Google Scholar]
  122. Rancière, Jacques (2013), Aisthesis: Scenes from the Aesthetic Regime of Art, London: Verso.
     [Google Scholar]
  123. Ricoeur, Paul, Ballard, Edward G. and Embree, Lester (1967), Husserl: An Analysis of His Phenomenology, Evanston: Northwestern University Press.
     [Google Scholar]
  124. Rimstad, Åsta (2014), ‘Teikn- og meiningsskaping i studentars arbeid med installasjonar’, Ph.D. thesis, Tromsø: Universitetet i Tromsø Norges arktiske universitet.
     [Google Scholar]
  125. Røed, Kjetil (2014), ‘Elevens frigjøring: fra Rousseau til Rancière’, Kunstløftet, 17 April, pp. 34–35, http://www.kulturradet.no/kunstloftet/vis-artikkel/-/kl-artikkel-2014-rousseau-ranciere-kjetil-roed. Accessed 13 November 2022.
     [Google Scholar]
  126. Rogoff, Irit (2006), ‘Academy as potentiality’, 1:7, http://documents.mx/documents/rogoffacademy-as-potentiality.html. Accessed 13 November 2022.
  127. Rogoff, Irit (2008), ‘Turning’, e-flux, 0:11, pp. 1–10.
     [Google Scholar]
  128. Rogoff, Irit (2010), ‘FREE’, e-flux, 14:3, pp. 1–11.
     [Google Scholar]
  129. Rousseau, Jean-Jacques ([1762] 1979), Emile, or on Education: Introduction, Translation and Notes by Allan Bloom, New York: Basic Books.
     [Google Scholar]
  130. Rutherford, Jonathan (1990), ‘The third space: Interview with Homi Bhabha’, in J. Rutherford (ed.), Identity: Community, Culture, Difference, London: Lawerence and Wishart, pp. 207–21.
     [Google Scholar]
  131. Samuelsen, Arne M. (2003), ‘Kunstformidling for barn i kunstmuseum og skole: Med vekt på formidlerrollen’, Ph.D. thesis, Oslo: University of Bergen.
     [Google Scholar]
  132. Sattrup, Lise (2015), ‘Jamen, hva skal vi lige kigge efter? En undersøkelse af hvordan kunstmuseer muliggjør børns medborgerskab’, Ph.D. thesis, Roskilde: Roskilde Universitet.
     [Google Scholar]
  133. Schiller, Friedrich ([1795] 1991), Om menneskets estetiske oppdragelse i en rekke brev, Oslo: Solum.
     [Google Scholar]
  134. Sjklovskij, Viktor B. ([1917] 1988), ‘Art as technique’, in A. Barrrenechea (ed.), Modern Criticism and Theory: A Reader, London and New York: Longman, pp. 15–30.
     [Google Scholar]
  135. Skaalvik, Einar M. and Federici, Roger A. (2015), ‘Prestasjonspresset i skolen’, Utdanningsforskning.no, 15 September, https://utdanningsforskning.no/artikler/2015/prestasjonspresset-i-skolen/. Accessed 13 November 2022.
  136. Skregelid, Lisbet (2005), ‘“Det var ganske gøy faktisk”: En undersøkelse om formidling av samtidskunst rettet mot ungdomskoleelever’, master's thesis, Oslo: Høgskolen i Oslo.140
     [Google Scholar]
  137. Skregelid, Lisbet (2016), ‘Tribuner for dissens: En studie av ungdomsskoleelevers møter med samtidskunst i en skole- og kunstmuseums kontekst’, Ph.D. thesis, Oslo: University of Oslo.
     [Google Scholar]
  138. Skregelid, Lisbet (2017), ‘Tilbakeblikk på TrafoTransit’, Trafo.no, 21 December, https://www.trafo.no/nyheter/3572-Tilbakeblikk-på-TrafoTransit. Accessed 13 November 2022.
  139. Skregelid, Lisbet (2019a), Tribuner for dissens: Ungdoms møter med samtidskunst, Oslo: Cappelen Damm Akademisk.
     [Google Scholar]
  140. Skregelid, Lisbet (2019b), ‘Dissens makes sense: Mellom mening og motstand i møter med Kunst’, in S. Böhnisch and R. M. Eidsaa (eds), Kunst og Konflikt: Teater, Visuell Kunst og Musikk i Kontekst, Oslo: Universitetsforlaget, pp. 166–88, https://doi.org/10.18261/9788215032344-2019-8.
     [Google Scholar]
  141. Skregelid, Lisbet (2020a), ‘A call for dissensus in art education!’ International Journal of Education through Art, 16:2, pp. 161–76, https://doi.org/10.1386/eta_00024_1.
     [Google Scholar]
  142. Skregelid, Lisbet (2020b), ‘Tensed possibilities: The cultural schoolbag as dissensus in teacher education’, in H. Örtegren and A. Widén (eds), Lärarutbildning & konstpedagogik: Några Nordiska Nedslag, Tilde rapport no. 17 2020, Umeå: Umeå universitet.
     [Google Scholar]
  143. Skregelid, Lisbet (2020c), ‘Art in crisis and the arrival of the I’, in R. Vella, Â. Saldanha, M. Maksimovic and J. Johnston (eds), Art Education: Conflict and Connections, Viseu: InSEA Publications, pp. 64–87, http://insea.org/wp-content/uploads/2021/08/Art-Education-Conflicts-and-Connections.pdf. Accessed 13 November 2022.
     [Google Scholar]
  144. Skregelid, Lisbet (2020d), ‘Kunstens betydning og skolens rolle’, Fædrelandsvennen, 28 September, https://www.fvn.no/mening/kronikk/i/x3RpwV/kunstens-betydning-og-skolens-rolle. Accessed 2 July 2024.
  145. Skregelid, Lisbet (2021a), ‘Zoom in on Dry Joy: Dissensus, agonism and democracy in art education’, Education Sciences, 11:1, p. 28, https://doi.org/10.3390/educsci11010028.
     [Google Scholar]
  146. Skregelid, Lisbet (2021b), ‘Encounters with the world through cultural schoolbag workshops for teacher students’, Nordic Journal of Art and Research, 10:2, https://doi.org/10.7577/information.4449.
     [Google Scholar]
  147. Skregelid, Lisbet (2021c), ‘Dissensuality and affect in education’, International Journal of Art and Design Education, 40:4, pp. 690–701, https://doi.org/10.1111/jade.12381.
     [Google Scholar]
  148. Skregelid, Lisbet (2021d), ‘Digitale kunstmøter: Åpner opp for nye muligheter’, Uia.no, 13 April, https://www.uia.no/om-uia/fakultet/fakultet-for-kunstfag/flere-nyheter-fra-kunstfag/digitale-kunstmoeter-aapner-opp-for-nye-muligheter. Accessed 13 November 2022.
  149. Skregelid, Lisbet (2022). ‘Når kunsten tar over: Betydningen av kunst som overordnet prinsipp i skolen’, in L. Skregelid and K. N. Knudsen (eds), Kunstens betydning? Utvidede perspektiver på kunst og barn & unge, Oslo: Cappelen Damm Akademisk, pp. 43–68, https://doi.org/10.23865/noasp.163.ch2.
     [Google Scholar]
  150. Skregelid, Lisbet (2024a), ‘The art of teaching: A proposition for pedagogy of dissensus’, in A. Sinner and T. Osler (eds), Propositions for Museum Education: International Art Educators in Conversation, Bristol: Intellect Books, pp. 343–56.141
     [Google Scholar]
  151. Skregelid, Lisbet (2024b), ‘The art of running and being (or just running and being?)’, in G. Biesta, L. Skregelid and T. D. Bøe (eds), Being Human Today: Art, Education and Mental Health in Conversation, Bristol: Intellect Books, pp. 35–56.
     [Google Scholar]
  152. Skregelid, Lisbet and Biesta, Gert J. J. (2022), ‘Art keeps us in and with the world: Gert Biesta in conversation with Lisbet Skregelid’, in L. Skregelid and K. N. Knudsen (eds), Kunstens betydning? Utvidede perspektiver på kunst og barn & unge, Oslo: Cappelen Damm Akademisk, pp. 29–42, https://doi.org/10.23865/noasp.163.ch1.
     [Google Scholar]
  153. Skregelid, Lisbet and Knudsen, Kristian Nødtvedt (2022), Kunstens betydning? Utvidede perspektiver på kunst og barn & unge, Oslo: Cappelen Damm Akademisk.
     [Google Scholar]
  154. Slagstad, Rune (2018), ‘Når OECD tar makten: om de nye skolepolitiske kunnskapsregime’, Utdanningsnytt, 8 November, https://www.utdanningsnytt.no/fagartikkel/nar-oecd-tar-makten--om-det-nye-skolepolitiske-kunnskapsregime/171571. Accessed 13 November 2022.
  155. Soja, Edward W. (1996), Thirdspace: Journeys to Los Angeles and other Real-and-Imagined Places, Oxford: Basil Blackwell.
     [Google Scholar]
  156. Solhjell, Dag (1995), Kunst-Norge: En sosiologisk studie av den norske kunstinstitusjonen, Oslo: Universitetsforlaget.
     [Google Scholar]
  157. Sørlandets Kunstmuseum (2008), Visuelle Samtaler: Et tankevekkende møte med Sørlandets Kunstmuseum, Kristiansand: Sørlandets Kunstmuseum.
     [Google Scholar]
  158. Springgay, Stephanie, Irwin, Rita L. and Kind, Sylvia W. (2005), ‘A/r/tography as living inquiry through art and text’, Qualitative Inquiry, 11:6, pp. 897–912, https://doi.org/10.1177/1077800405280696.
     [Google Scholar]
  159. Svingen-Austestad, Anna (2017), ‘Questions … concerning the production of subjectivity – on aesthetic practices in art, craft and design’, Ph.D. thesis, Oslo: Arkitektur- og designhøgskolen i Oslo.
     [Google Scholar]
  160. Tanggaard, Lene, Birk, Rasmus and Ernø, Steffen (2012), Daginstitutioners betydning for udvikling af børns kreativitet: et forskningsreview, Aalborg: Institut for Kommunikation, Aalborg Universitet.
     [Google Scholar]
  161. Tanke, Joseph J. (2011a), Jacques Rancière: An Introduction, London: Continuum.
     [Google Scholar]
  162. Tanke, Joseph J. (2011b), ‘What is the aesthetic regime?’ Parrhesia, 12, pp. 71–81.
     [Google Scholar]
  163. Teeman, T. (2017), ‘Ai Weiwei is wrong to ape picture of dead 3-year-old Aylan Kurdi’, The Daily Beast, 1 February, https://www.thedailybeast.com/ai-weiwei-is-wrong-to-ape-picture-of-dead-3-year-old-aylan-kurdi. Accessed 13 November 2022.
  164. Tessem, Liv B. (2011), ‘Kunst gir bedre karakterer’, Aftenposten, 13 March, https://www.aftenposten.no/norge/i/JJWv4/kunst-gir-bedre-karakterer. Accessed 13 November 2022.
  165. Thavenius, Jan (2005), ‘Om den radikala estetiken’, Utbildning & Demokrati, 14:1, pp. 11–33, https://doi.org/10.48059/uod.v14i1.788.
     [Google Scholar]
  166. United Nations (1989), Convention on the Rights of the Child, https://www.ohchr.org/en/instruments-mechanisms/instruments/convention-rights-child. Accessed 13 November 2022.
  167. Utdanningsdirektoratet (2019a), Læreplan i kunst og håndverk, Utdanningsdirektoratet, https://data.udir.no/kl06/v201906/laereplaner-lk20/KHV01-02.pdf. Accessed 10 January 2024.
     [Google Scholar]
  168. Utdanningsdirektoratet (2019b), Læreplanverket for Kunnskapsløftet 2020, Utdanningsdirektoratet, https://www.udir.no/lk20/overordnet-del-samlet/. Accessed 13 November 2022.142
     [Google Scholar]
  169. Wilson, Nick and O'Neill, Paul (2010), Curating and the Educational Turn, London: Open Editions.
     [Google Scholar]
  170. Winner, Ellen, Goldstein, Thalia R. and Vincent-Lancrin, Stéphan (2013), Art for Art's Sake? Overview, OECD Publishing, Centre for Educational Research and Innovation, https://www.oecd.org/education/ceri/ART%20FOR%20ART'S%20SAKE%20OVERVIEW_EN_R3.pdf. Accessed 13 November 2022.
     [Google Scholar]
  171. Yahya, Raudhah and Wood, Elizabeth A. (2016), ‘Play as third space between home and school: Bridging cultural discourses’, Journal of Early Childhood Research, 15:3, pp. 305–22, https://doi.org/10.1177/1476718X15616833.
     [Google Scholar]
  172. Young, Holly (2019), ‘Desperate refugees face up to closure of Moria camp’, Al Jazeera, 27 November, https://www.aljazeera.com/news/2019/11/27/desperate-refugees-face-up-to-closure-of-moria-camp. Accessed 13 November 2022.
  173. Zeichner, Kenneth (2010), ‘Rethinking the connections between campus courses and field experiences in college- and university-based teacher education’, Journal of Teacher Education, 61:1&2, pp. 89–99, https://doi.org/10.1177/0022487109347671.
     [Google Scholar]

  • From This Site

    /content/books/9781789389838.bm01
    dcterms_title,dcterms_subject,pub_keyword
    -contentType:Contributor -contentType:Concept -contentType:Institution
    10
    5
/content/books/9781789389838.bm01
dcterms_title,dcterms_subject,pub_keyword
-contentType:Contributor -contentType:Concept -contentType:Institution
10
5
Chapter
content/books/9781789389838
Book
false
en
Loading
This is a required field
Please enter a valid email address
Approval was a success
Invalid data
An error occurred
Approval was partially successful, following selected items could not be processed due to error
Please enter a valid_number test