I am now dosent emerita at the department of Education at the University of Agder as docent.
I have earlier worked in different kindergardens, which led med to take a degree in kindergarden pedagogics, and get employed at the University of Agder. My fields of interest are tuition and tuition projects in cooperation with the field of pracise which our students are connected to. My research interests have been sosialisation, peer relations, and the connections between aesthetics and pedagogy. In my resent research children and places, and democracy in kindergartens, and a meeting between phenomenology and post- human theories been in focus. My latest research project is with refugee children, named Refugee childrens meetings with kindergardens and local communities on Agder (Norway).
Refugee childrens meeting with kindergartens and local communities on Agder (Norway).
This research project is finansed by the Agder Municipality and the University of Agder, and we are a group of 6 researchers, and I am the leader. It focuses on the meeting between refugee children, their families and kindergartens in Agder, Norway. Kindergartens will for many families be one of the first experience with Norwegian govermental and local society. Our intention is to follow some refugee children in 4 different kindergartens in Agder, as part of their participatory processes. We will especially fokus on how the children and parents experienced their first meeting and being part of the everyday kindergarten life. The project will also investigate how the kindergarten employees and other relvant professionals organize and experience the children's integrationprocesses and cooperation with the parents.
Questions worth probing into can be: Is the kindergarten a cultural meeting point or does unintended segregation processes take place? Do the children have possibilites to participate in society , and which social and cultural norms and barriers can be set at stake? Do the professionals feel they have enough competance to meet these challenges? How do the environements interplay with all the participants, and which discursive practices take place?
In what way do kindergarten places participate in refugee families lives? How do kindergarten spaces and all the things present influence refugee childrens understanding of the kindergarten and them selves?
I teach in the kindergartenteacher training program and mastercourses in kindergarten knowledge. My topics are mainly peer relations, play, body, children and place, materiality and the multicultural society.
In english i haved had following publications:
Outdoor day-care centres – a culturalization of nature: how do children relate to nature as educational practice? European Early Childhood Education Research Journal Vol. 20, No.3, September 2012, s. 455-467.
Larsen, I.B. and C. Melhuus 2012. The presence of things: a study of the Lego brick and the medication box.
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