Ann Christin Eklund Nilsen

• Nilsen, Ann Christin Eklund; Twikirize, Janestic Mwende & Mugumya, Firminus (2026). The Future of Community Social Labs, Community Social Labs and Social Work. Routledge. ISSN 9781003582175. Fulltekst i vitenarkiv Vis sammendrag

  This book introduces an innovative, experiential and participatory approach to social work education and community transformation. Community Social Labs (CSL) is systematically presented as both an epistemological framework and methodology for co-creating locally grounded solutions to problems that confront communities in the global south. With a focus on empirical experiences from Uganda, Rwanda, and Tanzania, this volume challenges readers to recognize communities as co-creators and owners of knowledge, whilst appreciating the role of universities as useful catalysts for societal change. As pedagogy, CSLs offer experiential and context-responsive learning, and they aim to democratize the curriculum to embed local knowledges. Stories directly from the field are used to demonstrate this, narrated first hand by students who participated in this innovative methodology. Thus, this collection offers a balanced and objective assessment of the potential of the approach, and the challenges that come with it. Contributing new insights to the decolonization and indigenization of social work, this book will be a useful tool for scholars and students who wish to advance and challenge their knowledge and social work practice, as well as professionals and organizations in both government and civil society.

• Twikirize, Janestic Mwende; Manyama, William & Nilsen, Ann Christin Eklund (2026). Introducing community social labs, Community Social Labs and Social Work. Routledge. ISSN 9781003582175. s. 1–23. doi: 10.4324/9781003582175-1. Fulltekst i vitenarkiv Vis sammendrag

  This book introduces an innovative, experiential and participatory approach to social work education and community transformation. Community Social Labs (CSL) is systematically presented as both an epistemological framework and methodology for co-creating locally grounded solutions to problems that confront communities in the global south. With a focus on empirical experiences from Uganda, Rwanda, and Tanzania, this volume challenges readers to recognize communities as co-creators and owners of knowledge, whilst appreciating the role of universities as useful catalysts for societal change. As pedagogy, CSLs offer experiential and context-responsive learning, and they aim to democratize the curriculum to embed local knowledges. Stories directly from the field are used to demonstrate this, narrated first hand by students who participated in this innovative methodology. Thus, this collection offers a balanced and objective assessment of the potential of the approach, and the challenges that come with it. Contributing new insights to the decolonization and indigenization of social work, this book will be a useful tool for scholars and students who wish to advance and challenge their knowledge and social work practice, as well as professionals and organizations in both government and civil society.

• Mukayisenga, Genereuse; Walakira, Eddy Josua; Sezibera, Vincent & Nilsen, Ann Christin Eklund (2026). Beyond Adversity: Resilience and Coping Strategies of Single Teen Mothers in Rwanda. Journal of social service research. ISSN 0148-8376. doi: 10.1080/01488376.2026.2651204. Fulltekst i vitenarkiv Vis sammendrag

  Teen motherhood is a growing global problem that affects thousands of young girls annually, especially in developing countries. It causes complex challenges that can affect the future opportunities of teen mothers if strong coping strategies are not in place. This study aims to explore resilience and coping strategies of single teen mothers in the face of adversity. This study employed a qualitative research approach. Life story interviews were conducted with 10 single teen mothers, and semi-structured interviews were conducted with six mothers of these single teen mothers. Using thematic analysis, recurring themes and patterns were identified in the participants’ narratives. Single teen mothers faced sleeplessness and energy loss, feelings of aimlessness and self-defeat, and limited social support networks as key hardships associated with early motherhood. Single teen mothers’ agency and resilience were supported by both informal and formal social support systems that enhanced coping skills, optimism, and access to some opportunities. Single teen mothers face complex adversities, for which solutions require resilience-oriented interventions that can thus lead to sustainable solutions grounded in the strengths of single teen mothers. As such, future research should explore single teen mothers’ perspectives on future opportunities by examining the long-term advantages of supporting interventions.

• Kalinganire, Charles; Ochen, Eric Awich; Twikirize, Janestic; Mabeyo, Zena Mnasi & Nilsen, Ann Christin Eklund (2026). Resilient education and mitigation of social problems: introducing community social labs in the social work curriculum. I Baikady, Rajendra (Red.), Teaching Social Work: International Perspectives on Co-Creating the Curriculum. Policy Press. ISSN 9781447377320. s. 97–114. Fulltekst i vitenarkiv Vis sammendrag

  Today’s high education institutions (HEIs) are faced with changes of different kinds and have to adapt themselves to the requirements of an incessantly changing world. In the social work domain, it is crucial to find new and innovative ways of developing knowledge and services that are in the best interests of the citizens, without leaving anyone behind. In this chapter we introduce ‘community social labs’ (CSLs) as an innovative social work methodology and share results from participatory research in Eastern Africa which applies this methodology. We examine the ways in which the social work curriculum can be designed to fit local (and global) realities in a sustainable manner, thus responding to the concern raised by several scholars globally of Indigenisation of social work curricula. We argue that local sensitivity and adaptation require community–university partnerships and, above all, a willingness for reimagination and co-creation of the social work curriculum. For this to happen, there is a need for collaboration between an equally diverse group of stakeholders with a particular focus on the involvement of learners in the elaboration process but also with respect to the key components of the curriculum and great consideration of the balance of the global with the local.

• Skarpenes, Ove & Nilsen, Ann Christin Eklund (2025). Utfordringer med utenforskap. I Nilsen, Ann Christin Eklund & Skarpenes, Ove (Red.), Det samfunnsskapte utenforskapet. Fagbokforlaget. ISSN 9788245058932. s. 185–196. doi: https:/fagbokforlaget.no/produkt/9788245058932-det-samfunnsskapte-utenforskap. Fulltekst i vitenarkiv
• Skarpenes, Ove & Nilsen, Ann Christin Eklund (2025). Et kunnskapssosiologisk perspektiv på utenforskap. I Nilsen, Ann Christin Eklund & Skarpenes, Ove (Red.), Det samfunnsskapte utenforskapet. Fagbokforlaget. ISSN 9788245058932. s. 37–52. doi: https:/fagbokforlaget.no/produkt/9788245058932-det-samfunnsskapte-utenforskap. Fulltekst i vitenarkiv
• Nilsen, Ann Christin Eklund & Skarpenes, Ove (2025). Utenforskap som samfunnsproblem. Hva er problemet med problemet? I Nilsen, Ann Christin Eklund & Skarpenes, Ove (Red.), Det samfunnsskapte utenforskapet. Fagbokforlaget. ISSN 9788245058932. s. 11–35. doi: https:/fagbokforlaget.no/produkt/9788245058932-det-samfunnsskapte-utenforskap. Fulltekst i vitenarkiv
• Nilsen, Ann Christin Eklund & Neumann, Cecilie Elisabeth Basberg (2025). Barn i risiko. Om hva risiko er og gjør med de profesjonelle, de risikable og de som er i risiko. I Nilsen, Ann Christin Eklund & Skarpenes, Ove (Red.), Det samfunnsskapte utenforskapet. Fagbokforlaget. ISSN 9788245058932. s. 53–69. Fulltekst i vitenarkiv
• Nilsen, Ann Christin Eklund (2024). Institusjonell etnografi. I Lorås, Lennart & Ness, Ottar (Red.), Håndbok i kvalitativ forskning: For psykologi, helsefag og sosialfag. Fagbokforlaget. ISSN 9788245034868. Fulltekst i vitenarkiv
• Mukayisenga, Genereuse; Walakira, Eddy J.; Sezibera, Vincent & Nilsen, Ann Christin Eklund (2024). Interplay of informal and formal social support systems for single teen mothers in Rwanda’s Gicumbi District. Journal of Social Work in Developing Societies (JSWDS). 6(3), s. 110–128. Fulltekst i vitenarkiv
• Nilsen, Ann Christin Eklund; Lund, Rebecca Waters Boldsen & Magnussen, May-Linda (2023). Contextualizing institutional ethnography. I Luken, Paul & Vaughan, Suzanne (Red.), Critical Commentary on Institutional Ethnography. IE Scholars Speak to Its Promise. Palgrave Macmillan. ISSN 9783031334016. s. 137–151. doi: 10.1007/978-3-031-33402-3. Fulltekst i vitenarkiv
• Magnussen, May-Linda & Nilsen, Ann Christin Eklund (2023). Skaping av avvik gjennom fortellinger, samhandling og diskurser. Smith, D.E. (1978). "K is Mentally ill": The Anatomy of a Factual Account. I Hestholm, Roger Ivan & Skarpenes, Ove (Red.), Sosiologisk analyse. Fagbokforlaget. ISSN 9788245045932. Fulltekst i vitenarkiv
• Nilsen, Ann Christin Eklund; Kalinganireb, Charles; Mabeyoc, Zena Mnasi; Manyamac, William; Ochend, Eric Awich & Revheim, Cecilie [Vis alle 7 forfattere av denne artikkelen] (2023). Re-imagining social work education in East Africa. Social Work Education. ISSN 0261-5479. 42(2), s. 169–184. doi: 10.1080/02615479.2022.2161503. Fulltekst i vitenarkiv Vis sammendrag

  To an increasing extent, scholars of social work have called for social work education and practice to be more responsive to local norms, customs and needs. Commonly referred to as indigenization, these scholars argue that social work curricula should incorporate practices, theories and understandings that are developed locally, eschewing the ‘professional imperialism’ that have come to dominate the discipline. This is also the case at universities in East Africa. Over the last decades, research emerging from local knowledge has developed substantially in the region. In this article we ask to what extent this is reflected in the social work curricula at three universities in Rwanda, Tanzania and Uganda, including a Norwegian comparative case. The article relies on a review of the curricula, addressing the characteristics of the teaching materials, the nationality and gender of the authors of the teaching materials, and the local relevance of the teaching materials, questioning whether they build on empirical data from a local or African context and to what extent they address issues of local or regional relevance. Our findings reveal that the presence of national or African authors and publications with a local empirical content is still marginal at the three East African universities.

• Jahreie, Josefine & Nilsen, Ann Christin Eklund (2023). Ideologiske koder som redskap for å utforske standardiserte forståelser av familier og barn. I Magnussen, May-Linda & Nilsen, Ann Christin Eklund (Red.), Erfaringer med institusjonell etnografi. Cappelen Damm Akademisk. ISSN 9788202714840. s. 187–203. doi: 10.23865/noasp.195.ch9. Fulltekst i vitenarkiv Vis sammendrag

  Ideological codes can be described as standardized and standardizing schematic constructions that determine in powerful ways how we understand the world and what we consider normal or deviant. In this chapter we explain what ideological codes are, how they can be discovered, and what the analytical potential of such discoveries is. As a frame of reference, we build on Griffith and Smith’s notable study “Mothering for schooling”, and their concept of the Standard North-American Family (SNAF). With reference to our own studies of kindergarten teachers’ work, we explore the “standard child” as a similar ideological code. We show how this code is mediated by texts that become instructive to how normalcy and deviance is understood, and which, in effect, produce and reproduce patterns of privilege

• Magnussen, May-Linda & Nilsen, Ann Christin Eklund (2023). Innledning: Å forske med institusjonell etnografi. I Magnussen, May-Linda & Nilsen, Ann Christin Eklund (Red.), Erfaringer med institusjonell etnografi. Cappelen Damm Akademisk. ISSN 9788202714840. s. 9–21. doi: 10.23865/noasp.195.ch0. Fulltekst i vitenarkiv
• Nilsen, Ann Christin Eklund (2021). Professional Talk: Unpacking Professional Language. I Luken, Paul & Vaughan, Suzanne (Red.), The Palgrave Handbook of Institutional Ethnography. Palgrave Macmillan. ISSN 9783030542214. s. 359–374. doi: 10.1007/978-3-030-54222-1_19. Fulltekst i vitenarkiv
• Kimathi, Eric & Nilsen, Ann Christin Eklund (2021). Managing categories: The role of social technology in kindergarten teachers’ work to promote early intervention and integration. Contemporary Issues in Early Childhood. s. 1–13. doi: 10.1177/14639491211045419. Fulltekst i vitenarkiv Vis sammendrag

  Early intervention and integration are highly valued ideals in kindergartens in Norway. Building on two research projects informed by institutional ethnography, the authors address how kindergarten teachers ‘do’ early intervention and integration in their everyday work. They argue that this work largely revolves around managing categories, whether making categories fit people or making people fit categories. In this work, the kindergarten teachers rely on social technology that is influenced by a ‘psy-discourse’. Despite good intentions, the social technology and the professionals’ use of it ends up constructing the categories they are intended to help or ‘heal’.

• Steen-Johnsen, Tale; Dulieu, Nicole & Nilsen, Ann Christin Eklund (2021). Mothering Practices in Cambodia: Making Sense of Physical Disciplining. Journal of Comparative Social Work. 16(1), s. 38–60. doi: 10.31265/jcsw.v16i1.368. Fulltekst i vitenarkiv Vis sammendrag

  The physical disciplining of children is widespread globally. To work towards ending physical disciplining, we need to understand this practice’s local and contextual justifications. In this article, we explore Cambodian mothers’ rationales for the physical disciplining of their children, as we seek to address two questions: 1) How do Cambodian mothers perceive physical discipline? and 2) How do they negotiate and justify physical disciplining practices? Based on 10 group interviews with mothers of small children and in different communities in Cambodia, we found that physical disciplining is a common practice that is used to correct behaviours that are considered unhelpful, impolite, or disrespectful. There are, however, ambivalent attitudes towards this. This suggests that physical discipline is not a static practice but is rather one that is constantly negotiated. We argue that Barbara Rogoff’s concept of cultural scripts for parenting is well suited for making sense of how physical discipline is justified amongst Cambodian mothers.

• Nilsen, Ann Christin Eklund & Skarpenes, Ove (2021). Quantification and classification in education: What is at stake? Policy Futures in Education. 20(1). doi: 10.1177/14782103211032049. Fulltekst i vitenarkiv Vis sammendrag

  Histories of statistics and quantification have demonstrated that systems of statistical knowledge participate in the construction of the objects that are measured. However, the pace, purpose, and scope of quantification in state bureaucracy have expanded greatly over the past decades, fuelled by (neoliberal) societal trends that have given the social phenomenon of quantification a central place in political discussions and in the public sphere. This is particularly the case in the field of education. In this article, we ask what is at stake in state bureaucracy, professional practice, and individual pupils as quantification increasingly permeates the education field. We call for a theoretical renewal in order to understand quantification as a social phenomenon in education. We propose a sociology-of-knowledge approach to the phenomenon, drawing on different theoretical traditions in the sociology of knowledge in France (Alain Desrosi eres and Laurent Th evenot), England (Barry Barnes and Donald MacKenzie), and Canada (Ian Hacking), and argue that the ongoing quantification practice at different levels of the education system can be understood as cultural processes of self-fulfilling prophecies.

• Nilsen, Ann Christin Eklund (2021). Childhood. I Maagerø, Eva (Red.), Norway: Society and Culture. Cappelen Damm Akademisk. ISSN 9788202566487. Fulltekst i vitenarkiv
• Nilsen, Ann Christin Eklund & Skarpenes, Ove (2020). Coping with Covid-19. Dugnad: A case of the moral premise of the Norwegian welfare state. International journal of sociology and social policy. ISSN 0144-333X. 42(3/4), s. 1–14. doi: 10.1108/ijssp-07-2020-0263. Fulltekst i vitenarkiv Vis sammendrag

  Purpose This paper provides an analysis of the notion of dugnad (collective effort) in the context of the first weeks of the outbreak of COVID-19 in Norway. By appealing to people's sense of collective effort (dugnadsånd) Norwegian leaders successfully managed to coordinate the actions of the population and beat the outbreak. Design/methodology/approach The argument builds on the pragmatic sociology associated with Boltanski and Thévenot and their “orders of worth”. Building on qualitative interview studies of the Norwegian middle and working classes a moral ideal type labelled “the socially responsible citizen” is identified. Findings The authors argue that dugnad is embedded in a moral repertoire of the socially responsible citizen that is indicative of a specific Norwegian welfare mentality and that is imperative for the sustainability and resilience of the Norwegian welfare model. This repertoire is found across social classes and has to be understood in light of the Norwegian welfare model and the role of civil society. Social implications The analysis explains the societal impact of the appeal and endorsement of the notion of dugnad in the context of the outbreak of COVID-19. Originality/value The paper explores the roots and impact of a social phenomenon that has not been a matter for much sociological analysis.

• Sørensen, Majken Jul; Nilsen, Ann Christin Eklund & Lund, Rebecca Waters Bolden (2019). Resisting the ruling relations: Discovering everyday resistance with Institutional Ethnography. I Lund, Rebecca Waters Bolden & Nilsen, Ann Christin Eklund (Red.), Institutional Ethnography in the Nordic Region. Routledge. ISSN 9780429019999. s. 203–213. doi: 10.4324/9780429019999. Fulltekst i vitenarkiv Vis sammendrag

  Resistance is a concept that may seem out of place in studies of Nordic welfare societies. However, several studies depict how people in these societies act in ways that, whether explicitly or not, question the current state of affairs in ways that may be understood as resistance. This chapter explores how insights developed within the field of everyday resistance studies can inform institutional ethnography (IE) studies in the Nordic countries in ways that sensitise us to discover acts of resistance. With reference to two empirical studies, we argue that resistance can be traced in oppositional or critical talk, in tacit acts of non-compliance or in the “twisting and bending” of regulations, as well as in acts that are explicitly aimed at opposing ruling.

• Nilsen, Ann Christin Eklund (2019). Making sense of normacy: bridging the gap betweenFoucault and Goffman. I Lund, Rebecca Waters Bolden & Nilsen, Ann Christin Eklund (Red.), Institutional Ethnography in the Nordic Region. Routledge. ISSN 9780429019999. s. 88–100. Fulltekst i vitenarkiv
• Nilsen, Ann Christin Eklund & Lund, Rebecca Waters Bolden (2019). Wrapping it all up: Future prospects of IE in the Nordics. I Lund, Rebecca Waters Bolden & Nilsen, Ann Christin Eklund (Red.), Institutional Ethnography in the Nordic Region. Routledge. ISSN 9780429019999. s. 214–216. Fulltekst i vitenarkiv
• Nilsen, Ann Christin Eklund & Lund, Rebecca Waters Bolden (2019). Introduction: conditions for doing institutional ethnography in the Nordics. I Lund, Rebecca Waters Bolden & Nilsen, Ann Christin Eklund (Red.), Institutional Ethnography in the Nordic Region. Routledge. ISSN 9780429019999. Fulltekst i vitenarkiv
• Nilsen, Ann Christin Eklund & Steen-Johnsen, Tale (2019). The Early childhood care and development mission and the institutional circuit of evidence. Journal of Early Childhood Research. ISSN 1476-718X. doi: 10.1177/1476718X19860558. Fulltekst i vitenarkiv
• Nilsen, Ann Christin Eklund & Hylland, Ole Marius (2018). A Bildung perspective on the Norwegian arts education model. Nordisk kulturpolitisk tidsskrift (NKT). ISSN 1403-3216. 21(1), s. 25–47. Fulltekst i vitenarkiv
• Nilsen, Ann Christin Eklund & Jane, Woddis (2018). Music for One and All? Music Education Policy in Norway and England. I Hylland, Ole Marius & Bjurstrøm, Erling (Red.), Aesthetics and Politics. A Nordic Perspective on How Cultural Policy Negotiates the Agency of Music and Arts. Palgrave Macmillan. ISSN 9783319778549. s. 95–135. Fulltekst i vitenarkiv
• Nilsen, Ann Christin Eklund (2018). Tidlig innsats. I Ask, Torunn Alise & Eide, Solveig Botnen (Red.), Barnevernets begreper - i bevegelse. Gyldendal Akademisk. ISSN 9788205503915. s. 138–155. Fulltekst i vitenarkiv
• Nilsen, Ann Christin Eklund (2017). When texts become action. The institutional circuit of early childhood intervention. European Early Childhood Education Research Journal. ISSN 1350-293X. 25(6), s. 918–929. doi: 10.1080/1350293X.2017.1380887. Fulltekst i vitenarkiv
• Wærdahl, Randi; Nilsen, Ann Christin Eklund; Svarstad, Christine & Jentoft, Nina (2017). Who’s at risk? Expanding the categorical understanding of children at risk of social exclusion through measures of self-esteem. Nordic Social Work Research. ISSN 2156-857X. 7(3), s. 201–211. doi: 10.1080/2156857X.2016.1277254. Fulltekst i vitenarkiv Vis sammendrag

  A strong focus on early intervention involves broad categories by which to assess children at risk of social marginalisation. Most of these categories relate to family characteristics and qualities. In this article, we explore social vulnerability from children’s perspectives and consider whether their self-esteem provides evidence for risk of social marginalisation, here understood as exclusion from social, academic, and cultural communities. The data are derived from a survey of 10-year-old children in the south of Norway on their everyday life and well-being (N = 1360). We have constructed an index of global self-esteem. First, we find a significant correlation between low global self-esteem and personal social vulnerability. Next, we quite surprisingly find no significant correlation between children’s global self-esteem and their family characteristics. The final analysis reveals a correlation between children’s global self-esteem and their social networks. These results prompt us to question some of the common assumptions about the association between family characteristics and social vulnerability. Our results show that more attention should be paid to children’s social networks, regardless of family characteristics. More importantly, the results show that global self-esteem – including self-evaluations of academic skills, athletic skills, feelings of self-worth, and sociability – is a fruitful approach to expanding our categorical understanding of children at risk.

• Nilsen, Ann Christin Eklund (2017). The expansion of early childhood development services and the need to reconceptualize evidence. Contemporary Issues in Early Childhood. 18(3), s. 269–280. doi: 10.1177/1463949117731021. Fulltekst i vitenarkiv
• Nilsen, Ann Christin Eklund (2017). Tverrprofesjonelt samarbeid i lokal tjenesteyting. Tidsskrift for professionsstudier. ISSN 2446-0273. 13(25), s. 84–95. doi: 10.7146/tfp.v13i25.96975. Fulltekst i vitenarkiv
• Nilsen, Ann Christin Eklund (2016). In-between discourses : early intervention and diversity in the Norwegian kindergarten sector. Journal of Comparative Social Work. 11(1), s. 22–22. doi: 10.31265/jcsw.v11i1.136. Fulltekst i vitenarkiv

Se alle arbeider i NVA

• Twikirize, Janestic Mwende & Nilsen, Ann Christin Eklund (2026). Community Social Labs and Social Work. Routledge. ISBN 9781003582175. doi: 10.4324/9781003582175. Fulltekst i vitenarkiv Vis sammendrag

  This book introduces an innovative, experiential and participatory approach to social work education and community transformation. Community Social Labs (CSL) is systematically presented as both an epistemological framework and methodology for co-creating locally grounded solutions to problems that confront communities in the global south. With a focus on empirical experiences from Uganda, Rwanda, and Tanzania, this volume challenges readers to recognize communities as co-creators and owners of knowledge, whilst appreciating the role of universities as useful catalysts for societal change. As pedagogy, CSLs offer experiential and context-responsive learning, and they aim to democratize the curriculum to embed local knowledges. Stories directly from the field are used to demonstrate this, narrated first hand by students who participated in this innovative methodology. Thus, this collection offers a balanced and objective assessment of the potential of the approach, and the challenges that come with it. Contributing new insights to the decolonization and indigenization of social work, this book will be a useful tool for scholars and students who wish to advance and challenge their knowledge and social work practice, as well as professionals and organizations in both government and civil society.

• Nilsen, Ann Christin Eklund & Skarpenes, Ove (2025). Det samfunnsskapte utenforskapet. Fagbokforlaget. ISBN 9788245058932. 230 s. Fulltekst i vitenarkiv
• Nilsen, Ann Christin Eklund & Breimo, Janne Paulsen (2023). Institusjonell etnografi. En innføring. Universitetsforlaget. ISBN 9788215029160. 134 s. Fulltekst i vitenarkiv
• Magnussen, May-Linda & Nilsen, Ann Christin Eklund (2023). Erfaringer med institusjonell etnografi. Cappelen Damm Akademisk. ISBN 9788202714840. 289 s. doi: 10.23865/noasp.195. Fulltekst i vitenarkiv
• Lund, Rebecca Waters Bolden & Nilsen, Ann Christin Eklund (2019). Institutional Ethnography in the Nordic Region. Routledge. ISBN 9780429019999. 244 s. Fulltekst i vitenarkiv

Se alle arbeider i NVA

• Nilsen, Ann Christin Eklund & Skarpenes, Ove (2026). Vårt kollektive selvbedrag. Fulltekst i vitenarkiv Vis sammendrag

  Samtidig som PISA-undersøkelsene viser dårligere resultater enn noensinne stiger karakternivået i skolen. Hvordan kan dette paradokset forstås?

• Nilsen, Ann Christin Eklund (2026). Fra krakk til kamp: en sosiologisk analyse av folket og fiffen i 1880-tallets Arendal. Fulltekst i vitenarkiv
• Skarpenes, Ove & Nilsen, Ann Christin Eklund (2026). Utenforskap. doi: https:/dkg.org/. Fulltekst i vitenarkiv
• Skarpenes, Ove & Nilsen, Ann Christin Eklund (2026). Hva skaper utenforskap?  - Universitetet i Agder. Fulltekst i vitenarkiv Vis sammendrag

  Januarutgaven av Eilerts salong handler om hvordan vi forstår utenforskap i det offentlige ordskiftet.

• Skarpenes, Ove & Nilsen, Ann Christin Eklund (2026). – Kan tiltak forsterke utenforskap? [Internet]. Kilden . Fulltekst i vitenarkiv Vis sammendrag

  Dette paradokset er utgangspunktet for en ny bok om temaet: – Vi ønsker å røske opp i samfunnsdebatten om utenforskap, sier redaktørene. 

• Nilsen, Ann Christin Eklund (2025). Community Social labs (CSL) – a methodology for university-community collaboration. Fulltekst i vitenarkiv
• Nilsen, Ann Christin Eklund & Skarpenes, Ove (2025). Når tiltakene kun rettes mot individet, kan de paradoksalt nok skape mer utenforskap | Fontene.no. doi: https:/fontene.no/debatt/nar-tiltakene-kun-rettes-mot-individet-kan-de-paradoksalt-nok-skape-mer-utenforskap-6.631.1175315.494d1b8864. Fulltekst i vitenarkiv Vis sammendrag

  Det snakkes stadig om at flere faller utenfor, de blir dropouts, navere eller ungdomskriminelle. Men kan det være at det er blitt for trangt å være innenfor?

• Skarpenes, Ove; Nilsen, Ann Christin Eklund & Djupedal, Elise Farstad (2025). Boksamtale om utenforskap. doi: https:/www.facebook.com/events/skiboli/sosiologifestival/1258589242708628/. Fulltekst i vitenarkiv Vis sammendrag

  Bokbad med Ann Christin Eklund Nilsen og Ove Skarpenes om boka "Det samfunnsskapte utenforskapet".

• Nilsen, Ann Christin Eklund (2025). Sosiopodden - Det samfunnsskapte utenforskapet - Del 2 - Podcast UiB | Podcast on Spotify. Fulltekst i vitenarkiv Vis sammendrag

  Podcast UiB · Episode

• Nilsen, Ann Christin Eklund; Drange, Ida & Haakestad, Hedda (2025). Barnehagen i velferdsstaten og sosiologien. Norsk sosiologisk tidsskrift. 9(3-4), s. 4–4. doi: 10.18261/nost.9.3-4.1. Fulltekst i vitenarkiv
• Nilsen, Ann Christin Eklund (2025). En svensk teori om kjærlighet - Sosiologen. sosiologen.no. Fulltekst i vitenarkiv Vis sammendrag

  Har fellesskap blitt et gammeldags ideal? Filmen The Swedish Theory of Love får debatter om tradwives og fallende fødselstall til å klinge litt mer urovekkende.

• Nilsen, Ann Christin Eklund & Skarpenes, Ove (2025). Når tiltakene kun rettes mot individet, kan de paradoksalt nok skape mer utenforskap | Fontene.no. Fulltekst i vitenarkiv Vis sammendrag

  Det snakkes stadig om at flere faller utenfor, de blir dropouts, navere eller ungdomskriminelle. Men kan det være at det er blitt for trangt å være innenfor?

• Nilsen, Ann Christin Eklund & Skarpenes, Ove (2025). Tiltak mot utenforskap kan forsterke problemet. [Journal]. forskning.no. Fulltekst i vitenarkiv
• Nilsen, Ann Christin Eklund & Skarpenes, Ove (2025). Forskere i ny bok: Måten vi snakker om utenforskapet, kan skape det. [Journal]. Aftenposten. Fulltekst i vitenarkiv
• Skarpenes, Ove & Nilsen, Ann Christin Eklund (2025). Utenforskap. [Radio]. Nrk. Fulltekst i vitenarkiv
• Skarpenes, Ove & Nilsen, Ann Christin Eklund (2025). Seminar og lansering av bok. Fulltekst i vitenarkiv
• Skarpenes, Ove & Nilsen, Ann Christin Eklund (2025). Presentasjon av boka Det samfunnsskapte utenforskapet. Fulltekst i vitenarkiv
• Nilsen, Ann Christin Eklund; Skarpenes, Ove; Neumann, Cecilie Elisabeth Basberg; Magnussen, May-Linda & Steen-Johnsen, Tale (2025). (+) Er foreldrene problemet? Fulltekst i vitenarkiv Vis sammendrag

  Forebyggende tiltak som settes inn mot familier, kan bidra til at utenforskapet forsterkes.

• Skarpenes, Ove & Nilsen, Ann Christin Eklund (2025). Boklansering. Fulltekst i vitenarkiv
• Skarpenes, Ove & Nilsen, Ann Christin Eklund (2025). Bokbad om Det samfunnsskapte utenforskapet. Fulltekst i vitenarkiv
• Skarpenes, Ove & Nilsen, Ann Christin Eklund (2025). Utenforskap. Fulltekst i vitenarkiv
• Skarpenes, Ove & Nilsen, Ann Christin Eklund (2025). Problemet med utenforskapsproblemet. sosiologen.no. doi: https:/sosiologen.no/aktuelt/nytt-fra-forskningsfronten/problemet-med-utenforskapsproblemet/. Fulltekst i vitenarkiv
• Nilsen, Ann Christin Eklund (2025). Universities as partners for sustainable development. Fulltekst i vitenarkiv
• Twikirize, Janestic Mwende; Handulle, Ayan Abdi Mohamoud & Nilsen, Ann Christin Eklund (2025). Decolonizing Social Work in Africa (Editorial). Journal of Comparative Social Work. 20(1). doi: 10.31265/jcsw.v20i1.905. Fulltekst i vitenarkiv
• Nilsen, Ann Christin Eklund (2025). Dorothy E. Smith. Fulltekst i vitenarkiv
• Nilsen, Ann Christin Eklund (2024). Institusjonell etnografi. En introduksjon. Fulltekst i vitenarkiv
• Nilsen, Ann Christin Eklund (2024). Institutional Ethnography. An introduction. Fulltekst i vitenarkiv
• Fredwall, Terje Emil; Nilsen, Ann Christin Eklund; Michaelsen, Ottar Michael & Kristiansen, Aslaug (2024). Tverrfaglig forskning og samarbeid er viktigere enn noensinne . 150(36), s. 16–16. Fulltekst i vitenarkiv
• Nilsen, Ann Christin Eklund (2023). Doing institutional ethnography: an introduction. Fulltekst i vitenarkiv
• Nilsen, Ann Christin Eklund (2023). Parenting interventions in ECD. An argument for “conversational” indigenization. Fulltekst i vitenarkiv
• Nilsen, Ann Christin Eklund (2023). The import of early childhood intervention in US into a Nordic and global context & Approaching normalcy/deviance in childhood from an institutional ethnography perspective. Fulltekst i vitenarkiv
• Nilsen, Ann Christin Eklund & Urstad, Sivert Skålvoll (2023). Skammen på Sørlandet. sosiologen.no. Fulltekst i vitenarkiv
• Nilsen, Ann Christin Eklund (2023). Doing Institutional Ethnpgraphy: An Introduction. Fulltekst i vitenarkiv
• Nilsen, Ann Christin Eklund; Haaland, Hanne; Leer-Helgesen, Arnhild; Revheim, Cecilie & Reichert, Frank (2023). En verden av muligheter? Fulltekst i vitenarkiv
• Nilsen, Ann Christin Eklund & Skarpenes, Ove (2022). Dugnadens forfall. Fulltekst i vitenarkiv
• Nilsen, Ann Christin Eklund (2022). Eilerts Salong: Livsmestring og skolevegring (debattleder). Fulltekst i vitenarkiv
• Nilsen, Ann Christin Eklund (2022). Nysgjerrig i 80 år. Et intervju med Gunhild O. Hagestad. [Journal]. sosiologen.no. Fulltekst i vitenarkiv
• Nilsen, Ann Christin Eklund (2022). A world of opportunities? University partnership beyond the west (debattleder). Fulltekst i vitenarkiv
• Nilsen, Ann Christin Eklund; Revheim, Cecilie & Rustad, Eirik (2022). Globalt partnerskap for å utvikle kunnskap i sosialt arbeid. Fulltekst i vitenarkiv
• Nilsen, Ann Christin Eklund (2022). Contextualizing institutional ethnography. Fulltekst i vitenarkiv
• Nilsen, Ann Christin Eklund (2022). En faglærers bekjennelser. sosiologen.no. Fulltekst i vitenarkiv
• Nilsen, Ann Christin Eklund & Magnussen, May-Linda (2022). Innledning. Norsk sosiologisk tidsskrift. 6(1), s. 4–8. doi: 10.18261/nost.6.1.1. Fulltekst i vitenarkiv
• Nilsen, Ann Christin Eklund & Revheim, Cecilie (2021). Re-imagining social work education in East Africa. Fulltekst i vitenarkiv
• Nilsen, Ann Christin Eklund (2021). Introduction to Institutional Ethnography Doing Institutional Ethnography. Fulltekst i vitenarkiv
• Nilsen, Ann Christin Eklund (2021). Coping with Covid – the role of “dugnad” as a cultural form. Fulltekst i vitenarkiv
• Nilsen, Ann Christin Eklund (2021). Skaper tidlig innsats «bekymringsbarn»? Fulltekst i vitenarkiv
• Nilsen, Ann Christin Eklund & Nome, Dag Øystein (2021). Vurdering av barns språkkompetanse. Hvorfor ikke? Fulltekst i vitenarkiv
• Nilsen, Ann Christin Eklund (2021). Institutional ethnography in the Nordic region. A ‘hybrid’ approach. Fulltekst i vitenarkiv
• Nilsen, Ann Christin Eklund (2021). IE in the Nordic region. Contextualizing experience. Fulltekst i vitenarkiv
• Nilsen, Ann Christin Eklund (2020). Å intervjue profesjonelle: Hvordan kan man «pakke ut» profesjonelt språk? Fulltekst i vitenarkiv
• Nilsen, Ann Christin Eklund; Steen-Johnsen, Tale; Magnussen, May-Linda; Kvamme, Ingunn & Skatvedt, Astrid Helene (2020). Må vi virkelig snakke om dette fremdeles? Fulltekst i vitenarkiv
• Nilsen, Ann Christin Eklund; Steen-Johnsen, Tale; Magnussen, May-Linda & Skarpenes, Ove (2020). (Smitte)skammens funksjoner. Fulltekst i vitenarkiv
• Nilsen, Ann Christin Eklund (2020). Institutional Ethnography in the Nordic region: a relevant methodology? Fulltekst i vitenarkiv
• Nilsen, Ann Christin Eklund & Skarpenes, Ove (2019). Nei, undervisning er ikke en tidstyv. Khrono.no. ISSN 1894-8995. Fulltekst i vitenarkiv
• Skarpenes, Ove & Nilsen, Ann Christin Eklund (2019). Tidstyver i akademia. Hva gjør viten­skapelig ansatte egentlig. Khrono.no. ISSN 1894-8995. Fulltekst i vitenarkiv
• Nilsen, Ann Christin Eklund (2018). Tekster i omløp. Utdrag fra en institusjonell etnografi av tidlig innsats. Fulltekst i vitenarkiv
• Nilsen, Ann Christin Eklund (2018). Between discourse and social interaction: What does institutional ethnography have to offer? Fulltekst i vitenarkiv
• Wærdahl, Randi; Nilsen, Ann Christin Eklund & San, Sophany (2018). Between labour and learning. Parental rationales for children’s schooling and work participation in two Cambodian communities. Fulltekst i vitenarkiv
• Steen-Johnsen, Tale; Nilsen, Ann Christin Eklund & Dulieu, Nicole (2017). Violence and Violence in Cambodian Parenting Practices. Fulltekst i vitenarkiv
• Nilsen, Ann Christin Eklund (2017). Bekymringsbarn blir til. En institusjonell etnografi av tidlig innsats som styringsrasjonal i barnehagen. Universitetet i Agder. ISSN 9788271178499. Fulltekst i vitenarkiv
• Nilsen, Ann Christin Eklund; Støkken, Anne Marie & Skarpenes, Ove (2017). «Bekymringsbarn blir til. En institusjonell etnografi av tidlig innsats som styringsrasjonal i barnehagen.». UiA. Fulltekst i vitenarkiv

Se alle arbeider i NVA