Anette Ringen Rosenberg

• Rosenberg, Anette Ringen (2025). Educational content selection in human rights education at the early childhood education and care level. Journal of Social Science Education (JSSE). ISSN 1611-9665. 24(2), p. 1–28. doi: 10.11576/jsse-7813. Full text in Research Archive Show summary

  Highlights: - Educational content is not a prioritised discussion when suggesting ideas for observing UN Day. - Empirical insight into ECEC teachers’ ideas on observing UN Day. - Difficult to work with human rights education without a connection to human rights. - The four dimensions can offer structures to select content from a subject-didactic perspective. - Non-governmental and intergovernmental organisations mainly produce educational resources for this level. Purpose: This study pays attention to educational content in human rights education (HRE) at the early childhood education and care (ECEC) level. It aims to discuss the function of four content selection dimensions for discussing HRE content at the ECEC level. Design/methodology/approach: The aim is explored through a directed content analysis of 73 online posts suggesting ideas for observing UN Day. Findings: In the ECEC teachers’ ideas, little attention is paid to educational content. Less than half of the posts include a connection to human rights. Preliminary findings indicate that the four dimensions can aid in structuring a subject-didactic approach to HRE content. Research limitations/implications: This study contributes to discussing HRE content in ECEC. It provides insight into prevalent ideas and discussions; it does not provide insight into how ECEC teachers practice HRE. Practical implications: The findings are a starting point for discussing support to ECEC teachers in selecting human rights educational content.

• Hidle, Kari-Mette Walmann & Rosenberg, Anette Ringen (2024). Menneskerettigheter som begynneropplæring i samfunnsfag – forenklet eller for enkelt? In Helgesen, Espen & Hidle, Kari-Mette Walmann (Ed.), Begynneropplæring i samfunnsfag. Fagbokforlaget. ISSN 9788245047141. p. 173–192. Full text in Research Archive Show summary

  Menneskerettighetene har en sentral rolle i skolefaget samfunnsfag, og kapitlet diskuterer det faglige innholdet i tre læreverks behandling av menneskerettigheter på første og andre trinn. Analysen tar utgangspunkt i seks hensyn for utvelgelse av faglig innhold til undervisningen: 1) Hensynet til elevenes alder og interesser, 2) progresjon, 3) samfunnsvitenskapelig menneskerettsinnhold, 4) barns egeninteresse, 5) perspektivmangfold og 6) gjeldende læreplan. Den viser at alle læreverkene følger læreplanens tolkning av hva som kommer først, forstått som en presentasjon av innholdet i barnekonvensjonen. Barnekonvensjonen problematiseres ikke, og det fremstår ukontroversielt å forstå begynneropplæring i menneskerettigheter som innføring i konvensjonens innhold. Læreverkenes oppbygging av progresjon i temaet er uklar og viser ikke kjennskap til barns erfaringer fra barnehagen. Alle bøkene inkluderer samfunnsfaglig og autentisk menneskerettsinnhold. Sosialisering til juridisk bevissthet er i elevenes egeninteresse, og denne muligheten svekkes ved at presentasjonen – som nødvendigvis er forenklet, i noen tilfeller mangler faglig forankring og presisjon. Barns rett til medvirkning (art. 12) trekkes ensidig frem som demokratisk rettighet, mens klassiske demokratiske rettigheter som ytringsfrihet, religions- og organisasjonsfrihet ikke nevnes. Det er også interessant at et skille mellom menneskeretts- og demokratiopplæring tilsier mer menneskerettsopplæring i bøkene.

• Rosenberg, Anette Ringen (2022). Children as Human Rights Activists?:Critical Perspectives on NGO and IGO Learning Materials Produced for Early Childhood Education and Care. The International Journal of Children's Rights. ISSN 0927-5568. 30(3), p. 675–702. doi: 10.1163/15718182-30020014. Full text in Research Archive
• Rosenberg, Anette Ringen (2020). Social studies in early childhood education and care: A scoping review focusing on diversity. Contemporary Issues in Early Childhood. 21(4), p. 312–324. doi: 10.1177/1463949120953911. Full text in Research Archive

View all works in NVA

• Rosenberg, Anette Ringen (2026). Can fundraising be part of children's human rights education? Full text in Research Archive
• Rosenberg, Anette Ringen & Seland, Monica (2026). Eco-certification and children’s agency. Full text in Research Archive
• Rosenberg, Anette Ringen (2026). Kritisk blikk på barn som menneskerettsforkjempere. Full text in Research Archive Show summary

  Et syn på barn som menneskerettsforkjempere er i ferd med å få fotfeste i internasjonal forskning på barns rettigheter og hos nasjonale og internasjonale interesseorganisasjoner med innflytelse på nasjonal utdannings- og oppvekstpolitikk. Barn er ikke lengre mottakere av rettigheter, men skal aktivt slutte opp om disse rettighetene og kjempe for dem. I Norge er menneskerettsopplæring en del av barnehagens innhold og denne opplæring søker blant annet å utvikle barns menneskerettslige handlingskompetanse – å kjempe for rettighetene kan være en del av denne kompetansen, men skal dette læres i barnehagen og småskolen eller bør dette komme senere? I foredraget problematiseres barn som menneskerettsforkjempere i lys av tidligere og pågående forskning, samt i lys av Barnekonvensjonen og fagdidaktisk teori.

• Rosenberg, Anette Ringen (2026). Innsamlingsaksjoner i barnehagen tilhører fortiden. Full text in Research Archive Show summary

  Debatt: – Hva er egentlig det didaktiske formålet med å gjennomføre innsamlingsaksjoner med små barn?

• Rosenberg, Anette Ringen (2025). Forskning pågår. Barnehagefolk. Full text in Research Archive
• Rosenberg, Anette Ringen (2025). Fagdidaktikken må styrkes! 4, p. 78–83. Full text in Research Archive
• Rosenberg, Anette Ringen (2025). Solidaritetsaksjoner – et møte mellom aktivisme og samfunnsfaglig opplæring? Full text in Research Archive
• Rosenberg, Anette Ringen & Holst, Vera (2025). Refleksjonsspill som læringsmateriell i SRLE. Full text in Research Archive
• Rosenberg, Anette Ringen (2025). Laudatioseminar. Full text in Research Archive
• Rosenberg, Anette Ringen (2025). Skriftlige, lydlige og fargerike veier til menneskerettigheter. Full text in Research Archive
• Rosenberg, Anette Ringen (2025). Educational content selection in human rights education at the early childhood education and care level. Full text in Research Archive
• Rosenberg, Anette Ringen (2025). Menneskerettsopplæring gjennom SFO. Full text in Research Archive
• Nordli, Arnt; Salvesen, Paal Eckhoff; Rosenberg, Anette Ringen & Janninger, Linda (2025). Sosial ulikhet i velferdsstaten. In Emilsen, Kari; Stordal, Gjertrud & Haugen, Gry Mette D. (Ed.), Barnehagelæreren i samfunnet. Reflektert og modig. Fagbokforlaget. ISSN 9788245044720. p. 121–130. Full text in Research Archive
• Rosenberg, Anette Ringen (2024). Hvilke implikasjoner har ulike perspektiver på barns utvikling for menneskerettsopplæring i barnehagen? Full text in Research Archive
• Rosenberg, Anette Ringen (2024). Barnekonvensjonen helt nedpå – for nedpå? Nordisk tidsskrift for pedagogikk og kritikk. 10(4). doi: 10.23865/ntpk.v10.6522. Full text in Research Archive Show summary

  Anmeldelse av Helene Kløcker og Malin Albrechtsen van der Hagen Barnekonvensjonen helt nedpå – enkelt og praktisk for barnehagen. Fagbokforlaget, 2024, 200 sider. «Boken er informativ og skrevet med et moderne, lettlest språk krydret med emojier, faktabokser, refleksjonsspørsmål og lesetips. Den er også skrevet med henblikk på interaktiv lesing hvor leseren oppfordres til å se diverse videoer. Forfatterne gjør jussen lett å forstå, men tidvis er språket så forenklet at det virker litt fordummende overfor leseren; særlig for barnehagelærere som har hatt opplæring i barns rettigheter som en del av sin barnehagelærerutdanning.»

• Rosenberg, Anette Ringen (2024). Barnekonvensjonen som grunnlag for arbeid med inkludering i barnehagen. Full text in Research Archive
• Hidle, Kari-Mette Walmann & Rosenberg, Anette Ringen (2023). Menneskerettigheter som begynneropplæring i samfunnsfag. Full text in Research Archive
• Hidle, Kari-Mette Walmann & Rosenberg, Anette Ringen (2023). Menneskerettigheter som begynneropplæring i samfunnsfag, en lærebokanalyse. Full text in Research Archive
• Rosenberg, Anette Ringen & Hidle, Kari-Mette Walmann (2023). Menneskerettigheter som begynneropplæring i samfunnsfag. Full text in Research Archive
• Rosenberg, Anette Ringen (2022). Children as human rights activists? Full text in Research Archive
• Rosenberg, Anette Ringen (2022). Rammeverk for å diskutere og evaluere menneskerettighetsopplæring i barnehagen og småskolen. Full text in Research Archive
• Rosenberg, Anette Ringen (2022). Månedens ph.d. [Internet]. Universitet i Agder. Full text in Research Archive
• Sandvik, Kristin Bergtora; Dugard, Jackie; Krutzinna, Jenny; Rosenberg, Anette Ringen; Otiene, Andrew & Tindstad, Marie [Show all 7 contributors for this article] (2021). Rethinking digitalization and the right to education post-COVID-19. Full text in Research Archive
• Rosenberg, Anette Ringen (2021). Citizenship in Human Rights Education - A Critical Analysis of the Child as a Citizen in Learning Materials Produced by NGOs for ECEC. Full text in Research Archive
• Rosenberg, Anette Ringen (2021). Human Rights Education in Social Studies for ECEC - A critical look at ECEC children as human rights activists – education for human rights. Full text in Research Archive
• Rosenberg, Anette Ringen (2020). Menneskerettighetsopplæring i barnehagen – et aksjonsforskningsprosjekt. Full text in Research Archive
• Rosenberg, Anette Ringen (2019). Developing social studies competency from early childhood. Full text in Research Archive
• Rosenberg, Anette Ringen (2019). New insight into profiled kindergartens. Full text in Research Archive
• Rosenberg, Anette Ringen (2018). Profiled kindergartens - a blessing or a curse? Full text in Research Archive
• Rosenberg, Anette Ringen (2024). Menneskerettsopplæring som faglig innhold i fagområdet nærmiljø og samfunn : En eksplorerende studie om samfunnsfagdidaktiske utfordringer som kan oppstå når menneskerettsopplæring skal tilpasses barnehager. Universitetet i Agder. ISSN 9788284272245. Full text in Research Archive Show summary

  The purpose of this social studies didactic project is to contribute with insight into human rights education in a social studies context and with tools for didactic discussions about working with human rights education. I do this by exploring which social studies didactic challenges can lie in the obligation of human rights education for early childhood education and care. The Framework Plan for kindergarten’s content and tasks (Ministry of Education and Research, 2017, s. 57) gives human rights education a prominent position in the local community and society learning area, known as social studies in early childhood education and care (ECEC). Aligning with ECEC’s societal mandate, the ECEC is a significant promulgator of values where ECEC teachers aim to transfer attitudes and values to children, a group that, according to Eidhammer and Leer-Salvesen (2023, s. 125), is very susceptible to influences and uncritical. At the same time, the ECEC shall also ensure that children can begin to develop critical thinking by making them capable of asking questions, seeking knowledge and showing resistance on behalf of themselves and others (Ministry of Education and Research, 2017). This double ambition creates a tension between legitimatising current attitudes, societal relations and institutions, as well as developing children’s ability to think critically. The local community and society learning area shall contribute to achieving the double ambition, which gives the topic of human rights a somewhat different objective than what the United Nations (UN) (2011) aims to achieve with human rights education. While the learning area has normative and objective ambitions, the UN has more normative ambitions. Therefore, it is essential to contribute with insight into human rights education in a social studies context. Diversity is an ethical imperative for human rights (cf. UNESCO, 2001, arts. 4 and 5). Therefore, this explorative study started with a literature review of previous social studies didactic research on diversity in ECEC. Research article 1 shows several problems which have implications for the realisation of human rights education, particularly regarding respect for diversity and children’s rights. Therefore, it was necessary to explore human rights education further. In research article 2, I analyse learning materials for non- and intergovernmental organisations. The analysis shows that the learning materials present an uncritical notion of human rights, position children in particular roles, and present a dichotomous image of either rights-respecting or non-respecting countries, which creates challenges for working with human rights education in the context of social studies. In research article 3, I analyse ECEC teachers’ self-developed resources used when observing UN Day. The analysis shows that ECEC teacher pay little attention to human rights content and prioritise a focus on diversity or fundraising, which creates further challenges for working with human rights education in the context of social studies. I demonstrate three overarching challenges with the obligation to work with human rights education. These are challenges with the educational content, engaging children in human rights-related actions, and thematising human rights and diversity in human rights education. This dissertation is an essential contribution to the didactic field of social studies and human rights education. According to Børhaug and Bøe (2022), there is little knowledge about ECEC teachers’ subject didactic choices. This might be linked to the fact that research about the local community and society learning area is still being established (Hidle & Krogstad, 2019). Although several countries included human rights education in their framework plans, there is little research on this education for children of kindergarten age (Hidle, 2021a; Phillips, 2016b; Quennerstedt, 2019, 2022a). Norwegian (Kipperberg, 2018), Irish (Long, 2022) and Scottish (Cassidy et al., 2014) ECEC teacher-students report that they feel they are not prepared for working with human rights education. These studies indicate a need to strengthen ECEC teachers’ knowledge base to make professional judgments for human rights education. Working with human rights education can be a complex and demanding task. First, scholars disagree with the UN’s formal definition of human rights education (Coysh, 2014; Keet, 2015). Secondly, there are many different approaches to human rights education (Bajaj, 2011; Louviot et al., 2019; Tibbitts, 2017; Vesterdal, 2021). Thirdly, it is possible to approach this education several professional angles and, fourthly, from different theoretical traditions. The influence dimension with the UN and non- and intergovernmental organisations is a fifth dimension. With little knowledge available, it can be challenging to conduct professional judgment of a demanding and complex task (Børhaug & Bøe, 2022). This underscores the need for contributing with research about that aims to adapt human rights education to different educational levels. This study has an exploratory and sequential design with one preliminary stage and two sequences. The empirical data material consists of previous research, ruling documents, and human rights education resources, which I analysed with different variations of text analysis. I discuss the study’s findings considering Walter Gagel’s social studies didactic theory, the social studies didactic agreement Beutelsbach Consensus and the concept of societal law from below. These theoretical perspectives offer an opportunity to discuss the overarching research problem considering the normative and objective ambitions for human rights education in the context of social studies at the ECEC level.

View all works in NVA