Greta Marthinussen

• Marthinussen, Greta (2026). Recognition as an educational concept in teacher education. In Eikeland, Helen & Stephens, David (Ed.), Teacher Education as Cultural Re-appropriation: Critical and Theoretical Perspectives from across the Globe. Routledge. ISSN 9781041092698. p. 12–21. doi: 10.4324/9781003649267-2. Full text in Research Archive Show summary

  This genuinely novel, cutting-edge volume advocates for a teacher education system that re-balances the influences of modernity and tradition, providing a theoretical, critical examination of West-centred notions of teacher education development in order to demonstrate what a culturally re-appropriated teacher education programme of the future might look like. This book explores theoretical and research-focused ways to understand re-appropriation as a new and radical approach to international development generally and teacher training specifically, promoting experiential learning and the integration of indigenous perspectives with a modern system. Chapters showcase a rich variety of research and evidence from field-based studies, looking at contexts such as a mathematics teacher education programme in Nepal; migrant teacher experience in Norwegian schools; play-based pedagogy in early childhood education in Ghana; and conflict and climate education in teacher education in South Sudan. The book explores the concept of ‘recognition’ in teacher education institutions, that is, the linking of taught content to students’ lifeworlds in order to bring the world of the classroom closer to the lived worlds of the teacher and pupil. This volume will appeal to scholars, researchers, and postgraduate students in the fields of teacher education, education and development, and educational policy and politics. Policymakers working at national and international levels, as well as NGOs will also find the volume of use.

• Lazareva, Aleksandra; Gravås, Marianne; Kornbrekke, Janne; Marthinussen, Greta & Tveiten, Silje Stakland (2024). Vocational Education Teacher's Understanding of what deep learning entails and how to assess it. ICERI Proceedings. doi: 10.21125/iceri.2024.0503. Full text in Research Archive

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• Marthinussen, Greta (2026). KI er djevelens verk og leder til fortapelse. doi: https:/www.aftenbladet.no/meninger/debatt/i/L4WG5Q/ki-er-djevelens-verk-og-leder-til-fortapelse. Full text in Research Archive Show summary

  «Jeg er enig med Tore Renberg som sammenligner KI med djevelen. Det KI-genererte er djevelens verk, eller som de gamle mesterne sa: all haste is of the devil. For KI er et hastighetsverktøy som brukes til å gjøre prosesser tilsynelatende mer effektive, mer lettvinte, mer perfekte…»

• Marthinussen, Greta (2026). Levande dauinger. doi: https:/klassekampen.no/utgave/2026-05-23/debatt-levande-dauinger. Full text in Research Archive Show summary

  Å høre en begravelsestale eller lese en tekst generert av KI interesserer meg like lite som Odd Nordstogas erotiske fantasier som nylig kom på trykk i boka Attrå…

• Marthinussen, Greta & Elmies-Vestergren, Alexander (2026). Tap-tap for alle partar | Klassekampen. Full text in Research Archive Show summary

  Fokuset på Pisa-testane har ikke gjort skulen til ein betre stad. Resultata har heller ikkje blitt betre.

• Mikkelsen, Chanette Catharina Bach; Elmies-Vestergren, Alexander; Willbergh, Ilmi; Marthinussen, Greta & Aasebø, Turid Skarre (2026). How accountability systems restrain democratic schooling. Full text in Research Archive Show summary

  Abstract How accountability systems restrain democratic schooling Mikkelsen, C. C. B., Willbergh, I., Elmies-Vestergren, A. Accountability in schooling originated a hundred years ago in the United States (Whitehead, 1929/1967) and is based on the Anglo-American educational concepts of schooling, teaching and learning (Gundem & Hopmann, 1998). The European tradition of Bildung-centered general didactics, founded on the tradition of pedagogy, represents an alternative view of schooling, teaching and learning, compared to the accountability-perspective. Education for democracy is a central goal in Bildung-centered general didactics. This paper will apply a Bildung-centered general didactic perspective with the aim to discuss the implications of accountability systems on education for democracy. We ask: How does accountability governance systems challenge education for democracy from a Bildung-centered general didactic perspective? This question is answered by presenting an analysis of accountability-critical articles from the period 2000-2024, using the general didactic perspective on education for democracy as an analytical lens. The core data of the study is 170 peer-reviewed journal articles in international journals. The method of the study is searching for accountability-critical studies in Academic Search Complete, snowballing in relevant research journals and thematic analysis (Alvesson & Sköldberg, 2018). The thematic analysis is conducted inductively and then the challenges are analyzed from a perspective of democracy and Nordic general didactic. The concept of accountability is in this paper defined broadly as governance systems based on standards-based evaluation and student outcomes (Hopmann, 2003). Educational researchers have published overview-studies addressing the weaknesses of the accountability system of school governance (Granger, 2008; Jones et al., 2017; Sahlberg, 2010; Slater & Griggs, 2015; Zhao, 2020). As Slater and Griggs (2015) explain is the direction of 2 accountability changed, so that accountability flows from educational stakeholders to centralized institutions. This means that neoliberal schooling is at its core an ontological struggle over subjectivity. Hence, it is a shift from a democratic social institution, accountable to the collectives of subjects of compulsory schooling given power though education, to a neoliberal reform that holds students and teachers accountable to corporate state mandates (Slater & Griggs, 2015). The primary dividing line among democratic traditions lies between the liberal perspectives, emphasizing individual freedom and self-determination, and republican perspectives, emphasizing community, obligation and the common good (Solhaug, 2021). Our understanding of education for democracy is based on Klafkis (1991/2001) educational aims self-determination, co-determination and solidarity, which, through the imbedded ideas of individual freedom and responsibility for others, encompass parts of both liberal and republican ideals (Elmies-Vestergren, 2025). In this Bildung-centered general didactic perspective (Klafki, 1991/2001; Willbergh, 2021) individual autonomy is central, translated into teaching practice through teachers’ and students’ collective interpretation of subject matter content in teaching, differing from the outcome-focus of accountability. We find that the main problems of accountability in education is: the de-professionalization of teachers, an undermining of student’s subjectivity, a narrowing of curricula and reinforced systematic inequality, which all are connected to and is undermining democratic education. We will contend that, within a Nordic context, the concepts of autonomy and community are uniquely challenged, which may also hold international significance. Alvesson, M., & Sköldberg, K., M. (2018). Reflexive methodology : new vistas for qualitative research (Third edition. ed.). Los Angeles, California: SAGE. Elmies-Vestergren, A. (2025). Frigjøring eller umyndiggjøring: Et kritisk perspektiv på læreplanens konsept om demokratisk deltakelse i skolen. Nordisk tidsskrift for pedagogikk og kritikk, 11(1), 3–20. http://doi.org/10.23865/ntpk.v11.6481 Granger, D. A. (2008). No Child Left Behind and the Spectacle of Failing Schools: The Mythology of Contemporary School Reform. Educational Studies: Journal of the American Educational Studies Association, 43(3), 206-228. doi:10.1080/00131940802117654 3 Hopmann, S. T. (2003). On the Evaluation of Curriculum Reforms. Journal of Curriculum Studies, 35(4), 459. Retrieved from http://www.tandfonline.com/doi/pdf/10.1080/00220270305520 Jones, K. L., Tymms, P., Kemethofer, D., O'Hara, J., McNamara, G., Huber, S., . . . Greger, D. (2017). The unintended consequences of school inspection: the prevalence of inspection side-effects in Austria, the Czech Republic, England, Ireland, the Netherlands, Sweden, and Switzerland. Oxford Review of Education, 43(6), 805-822. doi:10.1080/03054985.2017.1352499 Klafki, W. (1991/2001). Dannelsesteori og didaktik - nye studier (B. Christensen, Trans. 2nd ed.). Århus: Forlaget Klim. Sahlberg, P. (2010). Rethinking accountability in a knowledge society. Journal of Educational Change, 11(1), 45-61. doi:10.1007/s10833-008-9098-2 Slater, G. B., & Griggs, C. B. (2015). Standardization and Subjection: An Autonomist Critique of Neoliberal School Reform. The Review of education/pedagogy/cultural studies, 37(5), 438-459. doi:10.1080/10714413.2015.1091259 Solhaug, T. (2021). Skolen i demokratiet – demokratiet i skolen (2. utg.). Universitetsforlaget. Willbergh, I. (2021). Bildung-Centered General Didactics. In Oxford Research Encyclopedia of Education. doi:https://doi.org/10.1093/acrefore/9780190264093.013.1554 Zhao, Y. (2020). Two decades of havoc: A synthesis of criticism against PISA. Journal of Educational Change, 21, 245–266. https://doi.org/10.1007/s10833-019-09367-x

• Elmies-Vestergren, Alexander; Mikkelsen, Chanette Catharina Bach; Marthinussen, Greta; Sirevåg, Lene Cherize Haugland & Willbergh, Ilmi (2026). Hvordan innholdsorienterte læreplaner kan forbedre norsk skole. Full text in Research Archive Show summary

  Utforsk hvordan en vending mot innhold i skolen kan gi elever felles referanser og støtte læreres arbeid, samtidig som vi reduserer resultatstyringens negative effekter.

• Willbergh, Ilmi; Mikkelsen, Chanette Catharina Bach; Elmies-Vestergren, Alexander; Aasebø, Turid Skarre & Marthinussen, Greta (2026). Accountability governance systems and challenges from a Nordic general didactic perspective – a research overview. Full text in Research Archive
• Marthinussen, Greta (2026). Being Human Today: Art, Education and Mental Health in Conversation, Gert Biesta, Lisbet Skregelid and Tore Dag Bøe (eds) (2024). Journal of Applied Arts & Health. ISSN 2040-2457. 17(1), p. 132–134. doi: 10.1386/jaah_00225_5. Full text in Research Archive Show summary

  Review of: Being Human Today: Art, Education and Mental Health in Conversation , Gert Biesta, Lisbet Skregelid and Tore Dag Bøe (eds) (2024) Bristol: Intellect Books, 232 pp., ISBN 978-1-78938-884-8, p/bk, USD 49.95

• Olsen, Ida Marie & Marthinussen, Greta (2025). KI-boom i klasserommet, men hva med miljøsaken? p. 14–14. doi: https:/www.fvn.no/mening/kronikk/i/PpK8g7/ki-boom-i-klasserommet-men-hva-med-miljoesaken. Full text in Research Archive
• Marthinussen, Greta (2024). Kunsten å finne frem. Kritisk blikk på KI i skolen. Full text in Research Archive Show summary

  Foredrag på Arendalsuka (14. august 2024). Foredraget er første del av arrangementet "Er demokratiet truet? Kunstig intelligens, fake news og kildekritikk i skoleverket" under hovedtema Demokrati og medborgerskap. Andre del av arrangementet ble presentert av Jimi Thaule (UiA) og Marte Strand (UiA).

• Marthinussen, Greta (2024). Hva kan kunstig intelligens ikke gjøre i skolen? (Lørdagsuniversitetet, Grimstad bibliotek). Full text in Research Archive Show summary

  Kunstig intelligens er på full fart inn i skolen. Spesielt chatboter, som kan lage ferdige tekster, skaper noen nye og store utfordringer. Samtidig reiser denne teknologien noen viktige filosofiske og pedagogiske spørsmål om hva som er unikt menneskelig. Hva er det kunstig intelligens aldri vil kunne erstatte i skolen?

• Marthinussen, Greta & Elmies-Vestergren, Alexander (2024). Teknologi umyndiggjør. Full text in Research Archive Show summary

  https://www.fvn.no/mening/kronikk/i/0QPyM6/teknologi-umyndiggjoer

• Willbergh, Ilmi; Marthinussen, Greta; Elmies-Vestergren, Alexander & Mikkelsen, Chanette Catharina Bach (2024). Accountability-critical educational research – a review. Full text in Research Archive
• Marthinussen, Greta (2024). Technology makes us more human? Critical perspectives on the use of AI in education. Full text in Research Archive Show summary

  Paper presentation. Democracy Week: The values of democracy under pressure - How can education play a role?

• Marthinussen, Greta (2023). En Slappelse paa Legeme og Sjæl. Full text in Research Archive Show summary

  https://klassekampen.no/artikkel/2023-07-29/en-slappelse-paa-legeme-og-sjael

• Marthinussen, Greta (2023). Bridging the known and the unknown: A study of the phenomenon of recognition (‘anagnórisis’) as a general didactic principle. Full text in Research Archive
• Gravås, Marianne; Kornbrekke, Janne; Tveiten, Silje Stakland; Lazareva, Alexandra & Marthinussen, Greta (2023). Deep Learning in Science Subjects in Vocational Education in Norway: Skills, Strategies, and Assessment. Full text in Research Archive
• Marthinussen, Greta (2023). En Slappelse paa Legeme og Sjæl?: Pedagogisk-filosofiske perspektiver på bruk av KI/ChatGPT i skolen. Full text in Research Archive
• Marthinussen, Greta (2023). Pronett: Pedagogisk-filosofiske betraktninger rundt bruk av chatboter i skolen. Full text in Research Archive
• Marthinussen, Greta (2022). Exploring deep learning from a Bildung-centered general didactic perspective. Possibilities and limitations. Full text in Research Archive

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