Lisbeth Ljosdal Skreland

• Skreland, Lisbeth Ljosdal & Vegge, Silje (2026). Regler i pedagogisk ledelse – regelrytteri eller skjønnsutøvelse? I Bøe, Marit; Hognestad, Karin & Tholin, Kristin Rydjord (Red.), Utvikling og utdanning av barnehagelæreres pedagogiske ledelse. Cappelen Damm Akademisk. ISSN 9788202911843. s. 269–287. doi: 10.23865/cdf.284. Fulltekst i vitenarkiv Vis sammendrag

  In this chapter, we aim to draw attention to how rules are an essential and prominent part of the leadership work carried out by pedagogical leaders. At the same time, we will explore their value-based leadership and the exercise of professional judgment when facing conflicts between rules and values. Using case narratives as a method (Fennefoss & Jansen, 2008; Jansen, 2013), we will explore, analyze, and discuss various aspects of what we have chosen to call ‘rule-based leadership’. The chapter highlights and demonstrates that pedagogical leadership, with a focus on staff management in kindergartens, also takes place in the space between the structural frameworks and regulations of the organization and the individuals’ cooperation and resistance. We will examine three narratives that help illustrate how pedagogical leaders resort to rules, how staff members follow them, and why. A key part also concerns the ways in which professional judgment plays a crucial role in the formulation of kindergarten rules, as well as in general leadership practices.

• Steen-Johnsen, Tale; Skreland, Lisbeth Ljosdal & Kimathi, Eric (2026). Trauma-Based Care as Marginalising Practice. I Piazza, Roberta; Ringrow, Helen; Maruenda-Bataller, Sergio & Gregori-Signes, Carmen (Red.), The Language of Marginality and Subjectivity in a Global Context. Bloomsbury Academic. ISSN 9781350448582. s. 37–54. doi: 10.5040/9781350448612.ch-2. Fulltekst i vitenarkiv Vis sammendrag

  In this article, we discuss in what ways trauma-informed care (TIC) can be understood as a marginalising practice. Trauma-informed care is an interactional approach to care based on attachment theory and neuroscience and is becoming a widely used tool in institutions caring for children and youth (Jørgensen 2013: 10). Through a study of kindergarten teachers who have been trained in TIC, we describe how the use of this approach takes precedence over other pedagogical principles. Although we acknowledge that attention to trauma is based on good intentions and potentially helpful for traumatised children, we suggest that attention to trauma runs the risk of influencing everyday practices and understandings of children and childhoods in kindergartens as well as categorising an entire social group. Understanding TIC as a discursive social technology enables us to interrogate the political power behind it as a tool meant to ensure that a specific social group is enabled to participate in society. This article explores how the TIC discourse influences refugee children’s capacity to interact actively, equitably and productively in the societies in which they take part.

• Melhuus, Else Cathrine & Skreland, Lisbeth Ljosdal (2025). Doing woollen clothing: perspectives on materiality in preschool teachers’ work with immigrant parents in Norwegian kindergartens. Ethnography and Education. ISSN 1745-7823. 20(4), s. 349–361. doi: 10.1080/17457823.2025.2513913. Fulltekst i vitenarkiv Vis sammendrag

  This article, based on fieldnotes and interviews, discusses how refugee parents experience their first meeting with Norwegian kindergartens outdooring practices. The mothers’ long trip to Norway where protection of their child was always in front, made their meetings with a kindergarten practice where the children are expected to cope with cold and harsh climate challenging. We found clothes as a significant and entangled part of this common Norwegian outdoor pedagogy. Woollen clothes are active in the material practices with the refugee parents and teachers; creating proximity and distance at the same time, in a process we have called agential bridging. Frykman claims that the meeting between the person and object shape cultural structures [Frykman 2005]. Barad [2007. Meeting the Universe Halfway. Quantum Physics and the Entanglement of Matter and Meaning. Durham] underlines how agency between humans and non-humans are involved in ongoing material practices. Both opening up for what we found as entanglements between persons, clothes and environments.

• Steen-Johnsen, Tale & Skreland, Lisbeth Ljosdal (2025). Neuroscience and emotional labour of teachers in a Norwegian kindergarten: filling the ‘holes’ in children’s brains. Critical Studies in Education. ISSN 1750-8487. doi: 10.1080/17508487.2025.2457324. Fulltekst i vitenarkiv Vis sammendrag

  This article uses the theoretical lens of emotional labour to show how the trauma-informed care (TIC) approach has become a dominant discourse which influences ways of reasoning and interacting in a Norwegian kindergarten. The TIC approach is based on insights from attachment theory and neuroscience and provides guidelines for how potentially traumatised children should be cared for while ensuring their safety, thereby enabling them to connect with others and regulate their emotions. By using interview data developed from interviews with kindergarten teachers, we demonstrate how a focus on trauma and its potential impact on children’s brains compels kindergarten teachers to perform significant emotional labour to accommodate the principles of what can be described as the ‘feeling rules’ of TIC. We illustrate how the underpinnings of TIC, which aims to prevent children from incurring future harm, coincide with the professional values of kindergarten teachers. We suggest that this might motivate them to perform the emotional labour required by TIC. The concept of emotional labour enables us to identify changes in the institutional values of kindergartensin this case, more specifically how a neuroscientific approach takes precedence over established pedagogical principles for interacting with children.

• Hofslundsengen, Hilde Christine; Skreland, Lisbeth Ljosdal; Bøe, Marit & Hognestad, Karin (2024). Forskningstrender i norske doktorgradsavhandlinger innen barnehagefeltet: en litteraturgjennomgang fra 2012 til 2022. Nordisk barnehageforskning (NBF). 21(3), s. 37–57. doi: 10.23865/nbf.v21.548. Fulltekst i vitenarkiv Vis sammendrag

  Doktoravhandlinger er sentrale forskningsbidrag som kan videreutvikle kunnskap for barnehagefeltet. Hensikten med denne litteraturgjennomgangen er å få oversikt over trender innen barnehageforskning. Mer presist, hvilke metodiske tilnærminger som har blitt brukt i doktoravhandlinger og hvilke temaer som har blitt prioritert. Vi søkte i Cristin etter doktoravhandlinger, og supplert med Google-søk og snøballmetoden. Det endelige utvalget bestod av 109 avhandlinger. Mellom 9 og 11 avhandlinger har blitt godkjent årlig i perioden, hvorav flesteparten av avhandlingene har vært artikkelbaserte. Resultatene viste at kvalitativt design ble brukt i 78 av avhandlingene, med observasjon og intervju som typiske datainnsamlingsmetoder. Kvantitativt design ble brukt i 17 avhandlinger og flermetodisk design i 14. Utvalget var oftest barnehagelærer (88) og/eller barnehagebarn (77). Flesteparten av doktorandene (96) var kvinner. Rundt halvparten (59) av doktorandene hadde selv barnehagelærerutdanning, noe som tyder på at mye av avhandlingsarbeidet har et innenfra-perspektiv. Vi identifiserte 13 temaer, hvor fagområder fra rammeplanen som forskningsfokus, overordnet profesjonspraksis og inkludering, mangfold og spesialpedagogikk var hyppigst undersøkt, mens temaene vitenskapelige metoder og barnehagelærerutdanningen var minst undersøkt. Samlet etterlyses økt metodevariasjon og flere studier hvor de yngste barna, foreldre og/eller styrerne inngår i utvalget.

• Steen-Johnsen, Tale & Skreland, Lisbeth Ljosdal (2023). Epistemic injustice in a parenting support programme for refugees in Norway. Families, Relationships and Societies. ISSN 2046-7435. 12(4), s. 448–463. doi: 10.1332/204674321X16687031331255. Fulltekst i vitenarkiv Vis sammendrag

  In this article, we discuss epistemic injustice in the International Child Development Programme (ICDP), a universalised parenting support programme in Norway that is mandatory for all newly arrived refugees. We show that despite the programme’s good intentions, it constitutes a form of epistemic injustice because it enforces a state-endorsed epistemology that proffers the ‘right’  way of parenting. Using data collected during ICDP training for a group of newly arrived refugee parents from Syria, we explore how the ideals embedded in the programme influence the interactions and epistemic exchanges between participants and mentors. This study contributes to discussions on parenting support for marginalised groups by revealing the functioning of epistemic injustice as new inhabitants in a welfare state are targeted by a social support programme aimed at enhancing their parenting skills.

• Kovac, Velibor Bobo; Nome, Dag Øystein; Jensen, Andreas Reier & Skreland, Lisbeth Ljosdal (2023). The why, what and how of deep learning: critical analysis and additional concerns. Education Inquiry. doi: 10.1080/20004508.2023.2194502. Fulltekst i vitenarkiv Vis sammendrag

  The concept of deep learning has become a popular and well recognised term in contemporary educational literature and inter-national political documents. Deep learning typically induces posi-tive connotations and represents the learning strategy that educational institutions should adopt in order to assure a sustainable future in modern societies. However, a major chal-lenge with deep learning is the fact that the concept is used in many different scientific fields with a variety of definitions, under-standings and applications. Thus, there is an imbalance between the quantity of governing documents in education that endorse the use of deep learning as a main learning strategy and the amount of academic theory and research examining its defini-tional clarity and related unresolved questions. The aim of the present theoretical analysis is threefold. First, we examine the concept of deep learning in light of the three fundamental ques-tions “why”, “what”, and “how” and make assessments concerning its status in contemporary literature. Second, we discuss the com-patibility between the idea of deep learning and the concepts of educational inclusion and adapted instruction. Finally, we make several recommendations for future development and application of the term deep learning in educational contexts.

• Nome, Dag Øystein; Olsen, Anne Karin Vikstøl; Skreland, Lisbeth Ljosdal & Spieler, Kristin Severinsen (2021). Prosjektarbeid i barnehagen - mellom bekvemmelighet og medvirkning. Nordisk tidsskrift for pedagogikk og kritikk. 7, s. 273–286. doi: 10.23865/ntpk.v7.2615. Fulltekst i vitenarkiv
• Steen-Johnsen, Tale & Skreland, Lisbeth Ljosdal (2021). The politics of emotion in a parenting support programmes for refugees in Norway. Emotions and Society. ISSN 2631-6897. doi: 10.1332/263169021X16152829478746. Fulltekst i vitenarkiv Vis sammendrag

  Enhancing social skills among citizens who are considered at risk is one of the ways in which a welfare state handles marginalised groups (Prieur et al, 2020). Universalised programmes represent a common way of strengthening the social capabilities of groups deemed in need of such skills (for example, Pettersvold and Østrem, 2019). In this article, we show that emotions perform a political role in such programmes. We proffer our arguments on the basis of data from five training sessions in the International Child Development Programme (ICDP) in a mid-sized Norwegian municipality. Mentors who are teaching the ICDP course use emotions to signal the superiority of the ICDP as a parenting ideal in the Norwegian welfare context. Positive other-emotions are used to signal equality and to welcome the refugees to take part in the ICDP. The mentors also control the balance of emotional energy and display sympathy. The emotions displayed by mentors underline the ICDP values as superior. Our analysis draws on the theoretical perspectives of emotions as place claims by Candace Clark (1990; 2007) and the cultural politics of emotion by Sarah Ahmed (2014). With the help of these perspectives, we suggest that the performativity of emotions during ICDP training aligns with broader political processes that imply that refugees are welcomed on the premise that they adapt to parenting practices that are acceptable in the new welfare-state context in which they are situated.

• Skreland, Lisbeth Ljosdal & Steen-Johnsen, Tale (2021). The lamination machine and laminating as thing-power in early childhood pedagogical practice. Children's Geographies. ISSN 1473-3285. doi: 10.1080/14733285.2021.1965089. Fulltekst i vitenarkiv
• Cameron, David Lansing; Stray, Ingunn Elisabeth & Skreland, Lisbeth Ljosdal (2021). Lower secondary school pupils’ written descriptions of their experiences with bullying and the tendency to seek help. International Journal of Adolescence and Youth. ISSN 0267-3843. 26(1), s. 487–500. doi: 10.1080/02673843.2021.2001348. Fulltekst i vitenarkiv
• Skreland, Lisbeth Ljosdal & Fasting, Merete Lund (2021). Forskerkroppen. I Fasting, Merete Lund; Skreland, Lisbeth Ljosdal & Kampmann, Jan (Red.), Å forske blant barn : Kvalitative metoder. Cappelen Damm Akademisk. ISSN 9788202689025. s. 19–35. Fulltekst i vitenarkiv
• Skreland, Lisbeth Ljosdal (2021). Barnehagelærerrollen og regler. I Bøyum, Sigrid & Hofslundsengen, Hilde Christine (Red.), Barnehagelærerrollen. Mangfold, mestring og likeverd. Universitetsforlaget. ISSN 9788215040721. s. 68–81. Fulltekst i vitenarkiv
• Gulløv, Eva & Skreland, Lisbeth Ljosdal (2020). Den tabuiserede skamudøvelse. Dansk pædagogisk tidsskrift. ISSN 0904-2393. 3, s. 50–68. Fulltekst i vitenarkiv
• Gulløv, Eva & Skreland, Lisbeth Ljosdal (2016). Ethnographic studies of Young children. I Prior, Jess & Herwegen, Jo Van (Red.), Practical Research with children. Routledge. ISSN 9781138937895. s. 127–144. Fulltekst i vitenarkiv
• Skreland, Lisbeth Ljosdal (2015). Regler i barnehagen - en demokratisk blindflekk? I Jansen, Kirsten Elisabeth; Kaurel, Jon & Pålerud, Turi (Red.), Demokratiske praksiser i barnehagen. Fagbokforlaget. ISSN 9788245016529. s. 85–98. Fulltekst i vitenarkiv

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• Fasting, Merete Lund; Skreland, Lisbeth Ljosdal & Kampmann, Jan (2021). Å forske blant barn : Kvalitative metoder. Cappelen Damm Akademisk. ISBN 9788202689025. 164 s. Fulltekst i vitenarkiv
• Skreland, Lisbeth Ljosdal (2016). På mandager er det ikke lov med papirfly. En studie av regler og yrkesutøvelse. Universitetet i Agder. ISBN 9788271178338. 259 s. Fulltekst i vitenarkiv

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• Skreland, Lisbeth Ljosdal; Olsen, Anne Karin Vikstøl; Vegge, Silje & Rostøl, Vilde Træland (2026). Barnehagens tradisjoner og egenart. Fulltekst i vitenarkiv
• Skreland, Lisbeth Ljosdal & Leirpoll, Beate Kristin (2026). Bringing time on one's side: The temporal dimension in children’s right to participation. Fulltekst i vitenarkiv Vis sammendrag

  Children’s right to participate is a central tenet of kindergarten pedagogy in Norway. In this presentation, we will examine the temporal dimension in children’s participation and how it shapes possibilities for creating a sustainable culture by and for children and a pedagogy that move at a humane pace. The empirical data we build this presentation on is retrieved from fieldwork in kindergartens where we observed the interaction between children and teachers and how children’s dawdling are both welcomed and challenging in the everyday life of kindergartens. The following discussion is grounded in pedagogical-philosophical perspectives, drawing particularly on the work of Walter Benjamin and Byung-Chul Han. For Benjamin the child’s pace is in the rhythm of dawdling [somling]. They dwell in repetitions, small delays, and wandering detours. Byung-Chul Han contends that since contemporary society is marked by a constant imperative for individuals to be useful, active, and productive we must not forget the value of stillness and inactivity. According to Han, the hurried individual remains confined to what is already established; only in stillness and quietude can something genuinely new emerge. We consider dawdling not as distractions, but as a childlike mode of being with a different temporal logic and ethics of attention. In the alienating tempo of our accelerated contemporary societies, the dawdling child offers, in our view, a necessary resistance: a tempo where care, attention and connection outweigh efficiency and progress. Children remind us that slowness, stillness, and purposelessness are not deficiencies but vital conditions for a flourishing life. We argue that children’s right to participation is a question of time, about ways of inhabiting time, attentively and unhurried and that it is a pedagogical challenge to make room for a rhythm where time is allowed to linger, and where children's processes are not hastened but permitted to unfold.

• Carlsen, Martin; Skreland, Lisbeth Ljosdal & Brodal, Per Alf (2024). Hva skjer med leken i den «lekbaserte læringen»? Fulltekst i vitenarkiv
• Brandt, Lisa Annika; Binfield-Skøie, Tina; Skreland, Lisbeth Ljosdal & Dale, Trine Smiseth (2023). Barnehagestrategien – tomme løfter eller økt profesjonsfellesskap? Fulltekst i vitenarkiv
• Engtrø, Randi; Dale, Trine Smiseth; Skreland, Lisbeth Ljosdal & Steen-Johnsen, Tale (2023). Hva henger på veggen? Barnehagens pauserom som inngang til å forstå personalets arbeidsfellesskap. Fulltekst i vitenarkiv
• Skreland, Lisbeth Ljosdal (2022). Epistemic Injustice in a Parenting Support Programme for Refugees in Norway. Fulltekst i vitenarkiv
• Engtrø, Randi; Dale, Trine Smiseth; Skreland, Lisbeth Ljosdal & Binfield-Skøie, Tina (2022). What's hanging on the wall? Fulltekst i vitenarkiv
• Stray, Ingunn Elisabeth & Skreland, Lisbeth Ljosdal (2019). Bullying– from the pupils’ point of view. Fulltekst i vitenarkiv
• Skreland, Lisbeth Ljosdal (2017). CHILDREN'S VOICES IN DISSENT, AGENCY AND CHALLENGE IN RULE-MAKING. Kindergarten rules. Fulltekst i vitenarkiv
• Skreland, Lisbeth Ljosdal (2017). Regler i barnehagen 6. Verktøykassa/ Pedagogisk Forum. Fulltekst i vitenarkiv
• Skreland, Lisbeth Ljosdal (2017). Regler i barnehagen 3. Verktøykassa/ Pedagogisk Forum. Fulltekst i vitenarkiv
• Skreland, Lisbeth Ljosdal (2017). Regler i barnehagen 7. Verktøykassa/ Pedagogisk Forum. Fulltekst i vitenarkiv
• Skreland, Lisbeth Ljosdal (2017). Regler i barnehagen 2. Verktøykassa/ Pedagogisk Forum. Fulltekst i vitenarkiv
• Skreland, Lisbeth Ljosdal (2017). A study of the Teacher’s professional work and their practice of rules. Fulltekst i vitenarkiv
• Skreland, Lisbeth Ljosdal (2017). Regler i barnehagen 5. Verktøykassa/ Pedagogisk Forum. Fulltekst i vitenarkiv
• Skreland, Lisbeth Ljosdal (2017). Regler i barnehagen 4. Verktøykassa/ Pedagogisk Forum. Fulltekst i vitenarkiv
• Skreland, Lisbeth Ljosdal (2016). Regler i barnehagen. Verktøykassa/ Pedagogisk Forum. Fulltekst i vitenarkiv
• Steen-Johnsen, Tale & Skreland, Lisbeth Ljosdal (2015). Negotiating norms and values in conflict situations in kindergartens. Fulltekst i vitenarkiv
• Skreland, Lisbeth Ljosdal (2014). Kindergarten rules and space. Fulltekst i vitenarkiv
• Skreland, Lisbeth Ljosdal & Homme, Lisbet (2012). "Ein lyt vere varsam". Barnehagefolk. ISSN 1500-6905. 28(2), s. 28–42. Fulltekst i vitenarkiv
• Jensen, Andreas Reier & Skreland, Lisbeth Ljosdal (2012). Fra Christiansand stiftseminar til Universitetet i Agder. Fulltekst i vitenarkiv
• Skreland, Lisbeth Ljosdal & Homme, Lisbet (2008). Barn og barndom på bygda. Barnehagefolk. ISSN 1500-6905. 4, s. 88–96. Fulltekst i vitenarkiv
• Skreland, Lisbeth Ljosdal & Homme, Lisbet (2008). Barndom og barnehage på bygda. Barnehagefolk. ISSN 1500-6905. 4, s. 88–96. Fulltekst i vitenarkiv
• Leirpoll, Beate Kristin; Andersen, Camilla Eline; Alstad, Gunhild Tomter & Skreland, Lisbeth Ljosdal (2023). Tid, berøring og inderlighet: Lesninger av utøvd barnehagefaglighet i lys av Walter Benjamins tankebilder. Universitetet i Innlandet. ISSN 9788283804553. Fulltekst i vitenarkiv Vis sammendrag

  Abstract: Sammendrag på engelsk This thesis explores how enacted kindergarten-pedagogy is expressed through early childhood education and care teachers’ bodies and their ways of moving. Based on descriptions and illustrations from filmed material of two early childhood education and care teachers’ practices during nap-time, I perform readings of enacted kindergarten-pedagogy in relation to two of Walter Benjamin’s thought-images: The angel of history (Benjamin, 2014a, s. 184) and the too-late child (Benjamin, 2014c, s. 109). This study shows how the early childhood education and care teachers’ pedagogical knowledge is expressed in rhythms of aesthetics and ethics where time, touch and heartfelt warmth, are discernible as central tones. The theoretical perspective is a montage of ideas from Maxine Sheets-Johnstone, Iris Murdoch and Walter Benjamin’s writings. With a phenomenological starting-point Sheets-Johnstone understands our existence and knowledge as something fundamentally anchored in our bodies and movements. Murdoch’s (1970/2021) philosophical two-way-movement, between the concrete and the speculative, has been important for my reading of Benjamin’s thought-images and the way my readings of the empirical material has taken shape. Benjamin’s thought-images play an organizing and initiating role for the empirical-readings. I also find theoretical support in the epistemological value Benjamin saw in the fragment and his view of the montage as an academically justifiable form. In the readings of the empirical material, I am also inspired by Eisner’s (2017) connoisseurship and critique-approach. In Eisner’s view, connoisseurship is about the art of appreciation, and critique about the art of disclosure. This thesis is a philosophical-empirical contribution to an early childhood education and care research-field that recognizes the need to acknowledge and appreciate the early childhood teachers embodied epistemological repertoire (see Ulla, 2015; Ilje-Lien, 2020; Pedersen, 2022; Pröckl, 2020).

• Myrann, Maria Kristianne & Skreland, Lisbeth Ljosdal (2016). «Men dere øver på det hjemme?» : realiseringen av det delte oppdragermandat: en fortolkende studie av kommunikativ praksis i barnehagens foreldresamtaler. Universitetet i Agder. Fulltekst i vitenarkiv Vis sammendrag

  Det primære pedagogiske mandat, hovedansvaret for barnas oppdragelse, ligger hos foreldrene (Evenshaug & Hallen, 1997). Samtidig skal barnehagen i samarbeid med hjemmet «fremme læring og danning som grunnlag for allsidig utvikling» (barnehageloven, 2006, § 1). Denne kvalitative studien belyser hvordan hjem og barnehage i foreldresamtalen kommuniserer angående oppdragelse. Det empiriske materialet består av åtte foreldresamtaler og etterfølgende intervjuer med foreldre. Med utgangspunkt i Habermas’ (1984) teori om kommunikativ handling, fortolker jeg pedagogers og foreldres bruk av strategisk og kommunikativ handling. Videre drøfter jeg hvilke implikasjoner den kommunikative praksisen kan medføre for foreldresamtalen og det delte oppdragermandat. I foreldresamtaler benytter både pedagog og foreldre vekselvis strategisk og kommunikativ handling, med noe ulik vekting i de forskjellige samtalene. De skjulte strategiske handlingene fremstår i hovedsak som ubevisste, det vil si at manipuleringen ikke gjøres med overlegg. Flere foreldre etterspør dessuten strategisk handling fra pedagogens side. Dette tyder på at enkelte foretrekker at pedagogen inntar ekspertrollen også i tilknytning til barneoppdragelse. Skjult strategisk handling kan også forstås som en form for omsorg, når denne handlingstypen benyttes for å skåne foreldrene (Tveit, 2009). Samtidig kan strategisk handling fremstå som hensiktsmessig dersom partene har tidsknapphet, ønsker effektivitet og opplevde «resultater». Kommunikativ handling benyttes også, der pedagog og foreldre gjensidig kommer frem til en felles forståelse av det drøftede temaet. Distinksjonen mellom svak og sterk kommunikativ handling innebærer at kommunikativ handling kan forekomme også når pedagog og foreldre i utgangspunktet ikke er enige i premissene for forståelsen, men sammen oppnår konsensus. Kommunikativ handling tolkes i denne studien som foretrukken ved samarbeid mellom pedagog og foreldre i foreldresamtalen. Kommunikativ handling kan bidra til at foreldre anses som kompente og likeverdige deltakere i samtalen, og medføre en åpenhet mellom partene. Strategisk handling innebærer derimot en form for målrettet påvirkning, og makt- og asymmetriaspektet blir relevant. Bruk av strategisk handling synes å støtte opp et perspektiv der pedagogen anses som «ekspert», også innen barneoppdragelse. De ulike kommunikasjonstypene medfører dermed ulike implikasjoner for forståelsen av ansvars- og rollefordeling mellom hjem og barnehage ved det delte oppdragermandat. Oppgaven argumenterer for at kommunikativ handling bør bli stående som ideal, men at strategisk handling tidvis også kan ha en hensikt. Utdanningsinstitusjoner og arbeidsgivere kan bidra til å økt refleksjon rundt den kommunikative praksisen i barnehagens 4 foreldresamtaler. Slik kan en fremme bevisstgjøring rundt barnehagens og pedagogens rolle og ansvar i samarbeidet rundt det delte oppdragermandat, realisert i foreldresamtalen. Stikkord Barnehage - Foreldresamtale - Delt oppdragermandat - Strategisk og kommunikativ handling

• Skreland, Lisbeth Ljosdal (2008). Kropp i profesjon. Universitetet i Sørøst-Norge/Universitetet i Søraust-Noreg. Fulltekst i vitenarkiv

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