Margarita Olnova

• Olnova, Margarita & Moseid, Elin Arnesen (2026). Dynamisk identitet – en analyse av identitetsforhandlinger og litterær flerspråklighet i Karpes lyrikk. I Bjorvand, Agnes-Margrethe & Slettan, Svein (Red.), Nye ungdomsboklesninger. Cappelen Damm Akademisk. ISSN 9788202924652. s. 145–164. doi: 10.23865/cdf.288.ch8. Fulltekst i vitenarkiv Vis sammendrag

  This chapter examines three of Karpe’s song lyrics texts that can be placed in a youth literary context and have identity as their main theme. The chapter explores how identity negotiations and literary multilingualism are expressed within these texts. It also emphasizes language as a dynamic tool that can be creatively employed to illustrate the complexity of identity. This approach creates a sense of recognition among many young people, regardless of their multilingual backgrounds. Literary multilingualism is manifested through language mixing. We seek to explore the significance of this phenomena while taking a closer look at how song lyrics texts can accommodate a larger repertoire for presenting multilingualism. The research question we have chosen to investigate is: In what ways do Karpe’s texts portray youth experiences, and how is literary multilingualism used to convey identity?

• Olnova, Margarita & Olsen, Torild Marie (2023). Fra arbeidsfellesskap til et mangfoldig læringsfellesskap: En analyse av begrepet fellesskap i Generell del av læreplanen fra 1997 (L97) og Overordnet del i gjeldende læreplanverk (LK20). http://noa.cappelen.no (noa nett). Fulltekst i vitenarkiv
• Olnova, Margarita & Olsen, Torild Marie (2023). Fra arbeidsfellesskap til et mangfoldig læringsfellesskap: En analyse av begrepet fellesskap i Generell del av læreplanen fra 1997 (L97) og Overordnet del i gjeldende læreplanverk (LK20). NOA - Norsk som andrespråk. ISSN 0801-3284. 39(2), s. 37–60. Fulltekst i vitenarkiv Vis sammendrag

  The article presents an analysis of community in “Core curriculum” from 1997 (L97) and “Core curriculum – values and principles for primary and secondary education” from current curriculum (LK20). Requests to build an inclusive and diverse community in school are constantly encountered in various public documents. Therefore, we find it relevant to examine what is the basis of the community according to the expired Core Curriculum and current Core Curriculum. The examination of the documents is inspired by critical discourse analysis as a method and is based on Tjora’s (2018) theoretical framework. By analysing and cate56  Margarita Olnova og Torild Marie Olsen gorizing formulations with the word community in the material, we find two keywords work and common. Further analysis shows a development from working community in “Core Curriculum” from 1997 to diverse learning community in “Core Curriculum” in LK20. While in the expired Core Curriculum it was primarily the pupils who were assigned responsibility for submitting to communities based on established cultural frameworks, the teachers’ responsibility to take account of the individual pupil in the meeting with the community is pointed out in current “Core curriculum” (LK20). Teachers are thus given a double task – to build a community in the school and acknowledge every pupil.

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• Olnova, Margarita (2022). Flerspråklighet som en ressurs. Fulltekst i vitenarkiv
• Wergeland, Birgitte & Olnova, Margarita (2021). Om flerspråklighet som ressurs med Margarita Olnova. [Internet]. https://player.captivate.fm/episode/09452d07-5b03-4bf0-bac3-. Fulltekst i vitenarkiv
• Wergeland, Birgitte & Olnova, Margarita (2021). "Om flerspråklighet som ressurs" - en podkast episode i "Klassens time" med Birgitte Wergeland (UiA). [Radio]. UiA podkast, Spotify, Soundcloud . Fulltekst i vitenarkiv Vis sammendrag

  https://soundcloud.com/birgitte-wergeland/flerspraklighet-som-en-ressurs-med-margarita-olnova

• Olnova, Margarita (2021). From "dissemination of knowledge about other cultures" to "identity and cultural diversity" as one of the values for education. Fulltekst i vitenarkiv
• Kubens, Valerie & Olnova, Margarita (2021). "Ikke alle barn får bruke språket sitt" https://www.fvn.no/magasin/i/66X2G8/faar-ikke-brukt-spraaket-sitt. [Journal]. Fædrelandsvennen. Fulltekst i vitenarkiv

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