Turid Skarre Aasebø

• Birkeland, Nils Rune; Cameron, David Lansing & Aasebø, Turid Skarre (2022). Bruk av mixed methods-design som forskningstilnærming - erfaringer fra en studie av arbeidsplassbasert banehagelærerutdanning. I Moxnes, Anna Rigmor; Wilhelmsen, Terese; Øvreås, Steinar; Santana, Marianne Olsen & Aslanian, Teresa K. (Red.), Barnehagelærerutdanning i endring : å forske på egen undervisningspraksis i høyere utdanning. Universitetsforlaget. ISSN 9788215060705. s. 174–187. Fulltekst i vitenarkiv
• Aasebø, Turid Skarre & Willbergh, Ilmi (2022). Empowering minority students: a study of cultural references in the teaching content. Journal of Curriculum Studies. ISSN 0022-0272. 54(5), s. 618–631. doi: 10.1080/00220272.2022.2095877. Fulltekst i vitenarkiv Vis sammendrag

  Using references to the world outside the classroom is an intrinsic part of teaching content. Cultural references, however, might present a challenge for minority students. This paper investigates how teaching can contribute to the empowerment of all students through a qualitative observational case study of two Norwegian primary and secondary schools. Plenary teaching in two classes at each school was observed for two weeks. Using an abductive research process inspired by linguistic translatory research and Bildung-centred general didactics, we developed categories of universal and particular cultural references in classroom teaching. Universal references are general topics concerning all human beings, while particular references presuppose knowledge of specific cultures. The results are discussed in relation to multicultural research, as well as the ‘postcolonial paradox’. The article concludes that teaching can contribute to the empowerment of all students by combining universal and particular cultural references so that different realms of the human condition are displayed. The challenge for the teacher in this endeavour is to increase the use of non-Western references and to be aware of the postcolonial paradox as an inevitable dilemma when teaching in culturally diverse classrooms.

• Aasebø, Turid Skarre (2021). Fortellinger om gutters krise, jenters fremgang og skolens utfordringer med sosiale ulikheter. Nordisk tidsskrift for pedagogikk og kritikk. 7, s. 1–15. doi: 10.23865/ntpk.v7.2178. Fulltekst i vitenarkiv
• Birkeland, Nils Rune; Cameron, David Lansing; Aasebø, Turid Skarre & Wergeland-Yates, Marit (2019). Kunnskapsdeling i Arbeidsplassbasert barnehagelærerutdanning. Fra ideal til praktisk virkelighet. Uniped - Tidsskrift for universitets- og høgskolepedagogikk. ISSN 1500-4538. 42(3), s. 319–334. doi: 10.18261/issn.1893-8981-2019-03-07. Fulltekst i vitenarkiv Vis sammendrag

  Artikkelen drøfter resultater fra en kombinasjonsstudie (mixed methods design) som undersøker hvorvidt Arbeidsplassbasert barnehagelærerutdanning (ABLU) bidrar til forbedret praksis for kunnskapsdeling i et utvalg involverte barnehager. Datamaterialet består av en spørreskjemaundersøkelse rettet mot ABLU-studenter og deres mentorer, og fokusgruppesamtaler med personalet i fire ABLU-barnehager. Et sentralt funn er at ABLU-studiets bidrag til økt kunnskapsdeling i barnehagen først og fremst ligger i studiets kapasitet til å øke studentens kommunikative kompetanse og teoretiske forståelse, samt stimulere til å anvende denne i praksis. Vi finner også at ved å satse mer på opplæring i veiledning av barnehagepersonalet generelt og oppfølging av mentorer spesielt, vil både ABLU-studenten og ABLU-barnehagen kunne få mer igjen for studiet. Våre funn underbygger tidligere forskning som viser viktigheten av ledelsens engasjement og tilrettelegging for at studiet skal kunne ha innvirkning på barnehagen som kunnskapsvirksomhet. Et slikt engasjement krever tydelige strukturer for samarbeid fra utdanningsinstitusjonenes side, for å involvere barnehageledelsen og slik indirekte kunne formidle forventninger om forsterket deltakelse også til øvrige medarbeidere.

• Willbergh, Ilmi & Aasebø, Turid Skarre (2018). ‘Sociability before individuality’: lesson structure in lower secondary classrooms. Journal of Curriculum Studies. ISSN 0022-0272. doi: 10.1080/00220272.2018.1558458. Fulltekst i vitenarkiv
• Aasebø, Turid Skarre (2017). Classroom discussions: Possibilities and limitations for democratic classroom practices. International Journal of Educational Reform. ISSN 1056-7879. 2(1), s. 1–16. Fulltekst i vitenarkiv
• Birkeland, Nils Rune; Aasebø, Turid Skarre; Nome, Dag Øystein & Wergeland-Yates, Marit (2016). Bacheloroppgaven som møteplass mellom praktisk og teoretisk profesjonsforståelse i barnehagelærerstudiet :. Uniped - Tidsskrift for universitets- og høgskolepedagogikk. ISSN 1500-4538. 39(3), s. 211–227. doi: 10.18261/issn.1893-8981-2016-03-03. Fulltekst i vitenarkiv
• Willbergh, Ilmi; Midtsundstad, Jorunn H. & Aasebø, Turid Skarre (2015). Mellom danning og resultater? Undervisning i Sogn og Fjordane og Aust-Agder. I Langfeldt, Gjert (Red.), Skolens kvalitet skapes lokalt: Presentasjon av funn fra forskningsprosjektet "Lærende regioner". Fagbokforlaget. ISSN 9788245018615. s. 217–234. Fulltekst i vitenarkiv
• Aasebø, Turid Skarre (2015). Teachers' discourses about the Norwegian national tests. I Hillen, Andrea Stefanie & Aprea, Carmela (Red.), Instrumentalism in Education - Where is Bildung left?. Waxmann Verlag. ISSN 9783830930549. s. 59–71. Fulltekst i vitenarkiv
• Aasebø, Turid Skarre; Midtsundstad, Jorunn H. & Willbergh, Ilmi (2015). Teaching in the age of accountability: Restrained by school culture? Journal of Curriculum Studies. ISSN 0022-0272. 49(3), s. 273–290. doi: 10.1080/00220272.2015.1072249. Fulltekst i vitenarkiv
• Aasebø, Turid (2013). Skole og utdanning som likestillingens motor. I Stousland, Hanne & Witsø, Hilde (Red.), Likestilling 2013. Kunnskap og innovasjon på Agder. Portal forlag. ISSN 9788292712771. s. 59–72. Fulltekst i vitenarkiv
• Aasebø, Turid (2012). 'Litt forskjell på hvordan folk tar ansvar, da': Veier til voksenhet i en pedagogisk kontekst. Norsk pedagogisk tidsskrift. ISSN 0029-2052. 96(6), s. 476–490. Fulltekst i vitenarkiv
• Aasebø, Turid Skarre (2011). Anti-schoolness in context: the tension between the youth project and the qualifications project. Social Psychology of Education. ISSN 1381-2890. 14(4), s. 503–518. doi: 10.1007/s11218-011-9153-3. Fulltekst i vitenarkiv Vis sammendrag

  In this ethnographic study conducted in two classrooms in Norway, grade nine (14-year-olds) in lower secondary school and the first year (16-year-olds) of upper secondary school, attention is drawn to how classroom culture is constituted through relationships between students. Through processes of power, dominance, hegemony and marginalisation, classroom culture forms the conditions for a learning environment, and has different opportunities, dilemmas and costs for the students. As classroom culture is negotiated in contextual and relational processes, classroom culture and ways of performing masculinities and femininities vary in the different classrooms, even within the same school. This article explores two classroom cultures, a “rule-breaking” classroom culture and a classroom culture in which the fear of being labelled a “nerd” dominates, to show how boys and girls use different solutions to balance the development of their identity as youths (the youth project) and the acquisition of academic competence and skills (the qualifications project).

• Aasebø, Turid Skarre (2011). The Professional Student - a Matter of Gender? : Learner Responsibility in Upper Secondary Schools. I Hillen, Andrea Stefanie; Sturm, Tanja & Willbergh, Ilmi (Red.), Challenges facing contemporary didactics: Diversity of students and the role of new media in teaching and learning. Waxmann Verlag. ISSN 9783830925897. s. 77–92. Fulltekst i vitenarkiv Vis sammendrag

  This anthology raises the issue on current empirical and theoretical research approaches in the field of didactics, in respect to diversity, gender and new media. The intention is to show the related contemporary use and the reflections on didactic approaches based on the tradition of Allgemeine Didaktik. The brainchild to use English as publication language pursues the idea to make the concept of didactics accessible for the English speaking world. The attempt is to mirror differences of provisions incurrent societal phenomena: new media, gender, and diversity which educational institutions are facing. It will reveal and demonstrate that this is a common issue which is to be addressed for satisfying the demands and necessities in today’s schooling out of the national educational perspectives given through the different educational systems. This anthology follows the idea to present approaches with their theoretical or empirical results. Thus, the reader will find a bunch of procedures, suggestions, and methods as well as critical questions shaped by the empirical and theoretical reflective work of the Norwegian, Austrian, US-American, and German authors, who contributed to the book.

• Aasebø, Turid Skarre (2010). Kjønn og skoletrøbbel. Norsk pedagogisk tidsskrift. ISSN 0029-2052. 94(5), s. 371–383. Fulltekst i vitenarkiv Vis sammendrag

  I klasserommet utspiller det seg kompliserte prosesser der kjønn, makt, dominans og marginalisering mellom elevene skaper vilkår for den enkeltes posisjon. Dette gjelder særlig dersom en vil være blant de populære elevene. Klasseromskulturen som utvikles skaper dermed grunnlag ikke bare for læringsmiljøet, men også for hvordan det er mulig - eller umulig - for elevene å delta i de læreprosessene som forventes av dem. Denne klasseromsstudien i en ungdomsskoleklasse viser hvordan ulike elever balanserer sine væremåter og innsats i en klasseromskultur preget av regelbrudd.

• Aasebø, Turid Skarre (2008). Kønnede kundskabsforhandlinger i klasseværelset. Dansk pædagogisk tidsskrift. ISSN 0904-2393. s. 36–45. Fulltekst i vitenarkiv Vis sammendrag

  Med afsæt i et norsk etnografisk forskningsprojekt om Kønnede kundskabsforhandlinger i klasseværelset diskuterer Turid Skarre Aasebø, hvorledes norske gymnasieelever forholder sig til skolekundskab som kapital og hvordan deres positioneringer i forhold hertil hænger sammen med køn og skolekompetence. Der er de nørdede drenge med høje faglige ambitioner og de socialt overophedede piger, der betragter skolen, som en social tumleplads. Og så er der de piger der formår at balancere faglige og sociale udfordringer, og de drenge, der betragter socialt liv og faglige præstationer, som en uoverkommelig modsætning.

• Aasebø, Turid Skarre (2006). School achievements: how social structures and cultural discourses are negotiated in students' relationship to school, Hidden Dimensions of Education. Waxmann Verlag. s. 10–10. Fulltekst i vitenarkiv
• Aasebø, Turid Skarre (2005). Television as a marker of boys' construction of growing up. Young - Nordic Journal of Youth Research. ISSN 1103-3088. 13(Vol. 13, no. 2), s. 185–203. Fulltekst i vitenarkiv Vis sammendrag

  Media play an important role in children’s and young people’s construction of identity and construction of experience in Western cultures. Masculine identity can be constructed by the ways boys use, relate and talk about media; but construction of identity is not only gendered, it is also ‘age-related’. This article seeks to figure out how particularly television constitutes a framework for interpretation, where boys may demonstrate individual growth by marking themselves as young boys in opposition to their earlier life as younger boys.It describes some of the binary oppositions that constitute boys’ concepts of growing older compared with being younger, and shows that the concept of development is powerful compared to newer thinking of childhood as a valued period in its own right. The analysis is based on interviews of boys aged 15 to 17, who have grown up in three different areas of Norway.

• Aasebø, Turid Skarre (2002). "... og så kan du være dama til Batman." Fiktive helter, realistiske heltinner, Kaldestad, Per Olav & Vold, Karin Beate (red.). Årboka. Litteratur for barn og unge. Det Norske Samlaget. s. 80–83. Fulltekst i vitenarkiv
• Aasebø, Turid Skarre (2002). Kjønn - en saga blott? Å snakke om kjønn i lys av nyere kjønnsteori. Norsk pedagogisk tidsskrift. ISSN 0029-2052. s. 162–173. Fulltekst i vitenarkiv Vis sammendrag

  I seinere tid er det igjen reist spørsmål om kjønn i forskning; om kjønn er en brukbar analytisk kategori, om det finnes bedre og andre måter å snakke om kjønn på eller om en bør snakke om kjønn, spesielt kvinner, i det hele tatt. Kritikken av kjønn som kategori kommer fra flere hold. Først og fremst er den influert av postmoderne eller poststrukturalistisk tenkning, tenkning som sterkt har influert både nordisk og internasjonal forskning i seinere tid, men også av forskere med sosialkonstruksjonistiske perspektiver. Artikkelen tar for seg noen hovedpunkter i den poststrukturalistiske kritikken og knytter dem til diskusjonen om hvorvidt kjønn er egnet som kategori i forskning. Enkelte sosialkonstruksjonistiske momenter er også berørt.

• Aasebø, Turid Skarre (2001). Hverdagslivets heltinner. Barn. ISSN 1357-4256. s. 97–112. Fulltekst i vitenarkiv

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• Aasebø, Turid Skarre (2021). Kjønn, utdanning og bærekraft. Agder vitenskapsakademi. ISBN 9788283900774. 8 s. Fulltekst i vitenarkiv
• Aasebø, Turid Skarre (2012). Kunnskapsforhandlinger i klasserommet. Fagbokforlaget. ISBN 9788245012170. 256 s. Fulltekst i vitenarkiv
• Aasebø, Turid Skarre & Melhuus, E. Cathrine (2007). Rom för barn - rom för kunskap Kropp, kön, vänskap som pedagogiska utmaningar. Liber. ISBN 9789147084050. 181 s. Fulltekst i vitenarkiv
• Aasebø, Turid Skarre & Melhuus, E. Cathrine (2005). Rom for barn - rom for kunnskap. Kropp, kjønn, vennskap og medier som pedagogiske utfordringer. Fagbokforlaget. ISBN 9788245003185. Fulltekst i vitenarkiv

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• Mikkelsen, Chanette Catharina Bach; Elmies-Vestergren, Alexander; Willbergh, Ilmi; Marthinussen, Greta & Aasebø, Turid Skarre (2026). How accountability systems restrain democratic schooling. Fulltekst i vitenarkiv Vis sammendrag

  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

• 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. Fulltekst i vitenarkiv
• Willbergh, Ilmi & Aasebø, Turid Skarre (2024). Postkolonial didaktikk: En mangfoldig elevgruppe trenger et mangfoldig innhold. Bedre Skole. ISSN 0802-183X. s. 56–60. Fulltekst i vitenarkiv
• Willbergh, Ilmi & Aasebø, Turid Skarre (2023). Cultural references in teaching: Challenges for general didactic theory. Fulltekst i vitenarkiv
• Willbergh, Ilmi & Aasebø, Turid Skarre (2023). Kunderollen svekker kvaliteten i ph.d.-utdanninga. Fulltekst i vitenarkiv
• Willbergh, Ilmi & Aasebø, Turid Skarre (2022). InCom prosjektet på skolebesøk. Formidling og drøfting av forskningsresultater på skole som har deltatt som informanter i forskningsprosjektet. Fulltekst i vitenarkiv
• Aasebø, Turid Skarre & Willbergh, Ilmi (2022). Teaching for a sustainable democracy through cultural references in the classroom - a Bildung-centred general didactic perspective. Fulltekst i vitenarkiv Vis sammendrag

  This paper deals with diversity and democracy in school and individuals’ possibilities to grow, change, and transform. Diversity in school is a challenge to school when all the students enter the same curriculum. Teaching in classrooms is a matter of connecting new knowledge to knowledge bases familiar to the unique students present. It means that teachers build upon what the students already know; students' current world views and domains of experience. The assumption can be traced back to Aristotle as well as Comenius, Herbart, Pestalozzi, Dewey, and Klafki. The concept of mimesis, the aesthetic representations of content (Aristotle), and cultural references as words that refer to specific objects and ideas in a given culture (Florin) are central concepts. We ask what kind of cultural references characterizes the teaching of Norway, how these cultural references may include and exclude diverse groups of students, and how to develop a set of concepts and descriptions of teachers’ ways to act to improve learning and development for all students in school. The study is ac classroom study inspired by ethnographic methods. Being in each classroom for two weeks, we have observed the teaching and interaction between teachers and students in grades 5 and 6, and grades 7 and 8. The focus has been on talk. We present some of the analysis of the data material concerning types of cultural references used in teaching. It discusses them as including or excluding and develops some key-concepts based on examples from the data material.

• Aasebø, Turid Skarre & Willbergh, Ilmi (2021). Beyond the postcolonial paradox – empowerment of students in a Bildung-centered general didactics perspective. Fulltekst i vitenarkiv
• Willbergh, Ilmi & Aasebø, Turid Skarre (2021). The Bildung of students by cultural references in teaching. Fulltekst i vitenarkiv
• Aasebø, Turid Skarre (2020). Fremstillinger av kjønn i skole og utdanning, et middel til produksjon av likestilling eller ulikhet? Fulltekst i vitenarkiv
• Aasebø, Turid Skarre (2019). Å særbehandle gutter – en feil vei å gå. Fulltekst i vitenarkiv
• Aasebø, Turid Skarre (2019). 'Etter Stoltenbergsutvalagets rapport'. Panelinnlegg og paneldebat. Fulltekst i vitenarkiv
• Aasebø, Turid Skarre (2019). Mener vi overdriver kjønnsforskjellene. [Journal]. Fædrelandsvennen. Fulltekst i vitenarkiv
• Cameron, David Lansing; Birkeland, Nils Rune; Wergeland-Yates, Marit & Aasebø, Turid Skarre (2018). Possibilities for knowledge sharing? Workplace-based kindergarten teacher education. Fulltekst i vitenarkiv
• Willbergh, Ilmi & Aasebø, Turid Skarre (2018). The influence of outcome-based instructional activities – bridled by tradition? A study of lesson structure in Norwegian Lower Secondary classrooms. Fulltekst i vitenarkiv
• Willbergh, Ilmi & Aasebø, Turid Skarre (2018). The implicit inclusion and exclusion of cultural references in classroom teaching. Fulltekst i vitenarkiv
• Willbergh, Ilmi & Aasebø, Turid Skarre (2017). Skoletimenes struktur med henblikk på undervisningsaktiviteter – et klasseromsforskningsprosjekt i norske ungdomsskoler. Fulltekst i vitenarkiv
• Aasebø, Turid Skarre (2015). Danning og didaktisk praksis. Fulltekst i vitenarkiv
• Aasebø, Turid Skarre (2015). Student positions in the perspective of democratic identity formation. Fulltekst i vitenarkiv
• Aasebø, Turid Skarre & Willbergh, Ilmi (2015). Teaching General Didactics in Teacher Education. Fulltekst i vitenarkiv
• Willbergh, Ilmi & Aasebø, Turid Skarre (2015). Allowing Students Opportunities to Experince Meaning in Teaching - An Empirical Study from Norwegian Lower Secondary School. Fulltekst i vitenarkiv
• Aasebø, Turid Skarre (2015). Veier til voksenhet. Fulltekst i vitenarkiv
• Willbergh, Ilmi; Midtsundstad, Jorunn H. & Aasebø, Turid Skarre (2015). Klasseromskommunikasjon i skolen i Aust-Agder og Sogn og Fjordane. Fulltekst i vitenarkiv
• Aasebø, Turid (2015). Nye perspektiver på betydningen av kjønn. Bedre Skole. ISSN 0802-183X. s. 96–97. Fulltekst i vitenarkiv
• Aasebø, Turid (2015). 'Student positions in teaching communication'. Fulltekst i vitenarkiv
• Willbergh, Ilmi; Midtsundstad, Jorunn H. & Aasebø, Turid (2014). KLARAS i Aust-Agder. Fulltekst i vitenarkiv
• Willbergh, Ilmi; Aasebø, Turid & Midtsundstad, Jorunn H. (2014). Meningsfull klassromskommunikasjon’ og elevprestasjoner. Fulltekst i vitenarkiv
• Willbergh, Ilmi; Aasebø, Turid & Midtsundstad, Jorunn H. (2014). KLARAS på skolebesøk. Fulltekst i vitenarkiv
• Willbergh, Ilmi; Aasebø, Turid & Midtsundstad, Jorunn H. (2014). Meaningful ‘teaching communication’ as teachers’ and students joint effort of verbal interpretation. Fulltekst i vitenarkiv Vis sammendrag

  The study accounted for in the paper contributes with empirical data from Norwegian secondary school classrooms elucidating the following research question: What kind of meaning construction is carried out in classrooms in schools with high and low student achievements? The theoretical foundation of this study lies within the German Didaktik tradition, or Allgeimeine Didaktik (Hillen, 2011; Klafki, 2001; Midtsundstad & Willbergh, 2010; Westbury, Hopmann, & Riquarts, 2000), which was established as the leading professional language of teachers and teacher education in the nineteenth century in Germany and the Nordic countries (Hopmann, 2007). School as an institution promoted the need for autonomous teachers to adapt the national curriculum to the local schools. Didactics is in this way understood as a teacher’s professionalized art of argument and deliberation over how to construct interpretations of curriculum perceived as meaningful by the students. Hence, the purpose of teaching is to make visible interpretations of subject matter, making a connection to the life world and experiences of students and their future prospects (Comenius, 1627; Herbart, 1806). Students do not encounter the curriculum itself; on the contrary, they encounter the curriculum as classroom communication: Talk taking place in the classroom will turn into different stories of curriculum, representing various local interpretations and local meaning. Interpretations of subject matter uttered in the classroom during whole-class activity are further shared by teacher and students, building the unique class’ culture as a common memory (Willbergh, 2011). Consequently communication in different classrooms will hold varying degrees of meaningfulness from a Bildung-perspective and this may or may nor correlate with high student achievements.The paper’s contribution is qualitative data on how meaningful teaching is constructed by classroom talk on subject matter in whole-class activities, embedded in different regional and national contexts and the possible correlation with student achievements.

• Aasebø, Turid; Willbergh, Ilmi & Midtsundstad, Jorunn H. (2014). KLARAS på skolebesøk 2 og 3. Fulltekst i vitenarkiv
• Aasebø, Turid & Midtsundstad, Jorunn H. (2013). Undervisningskommmunikasjon. Fulltekst i vitenarkiv
• Willbergh, Ilmi; Midtsundstad, Jorunn H. & Aasebø, Turid (2013). Klasseromskommunikasjon i skolen i Aust-Agder og Sogn og Fjordane. Fulltekst i vitenarkiv
• Willbergh, Ilmi; Aasebø, Turid & Midtsundstad, Jorunn H. (2013). Classroom Communication in Regional Contexts. Fulltekst i vitenarkiv
• Aasebø, Turid (2013). Likestilling i barnehagen. Fulltekst i vitenarkiv
• Aasebø, Turid (2013). Tekstsstruktur - et knippe eksempler på hvordan presentere og reflektere over metode og analyse. Fulltekst i vitenarkiv
• Aasebø, Turid (2012). Kjønn, makt og balansegang i elevkulturen. Fulltekst i vitenarkiv
• Aasebø, Turid (2012). Skoleprestasjoner og elevstrategier i klasserommet. Fulltekst i vitenarkiv
• Aasebø, Turid Skarre & Willbergh, Ilmi (2011). The meaning of the matter in classroom contexts. Fulltekst i vitenarkiv
• Aasebø, Turid Skarre (2011). Skoleprestasjoner og elevstrategier i ungdomsskolen. Fulltekst i vitenarkiv
• Aasebø, Turid Skarre (2011). Blodig alvor. Et sosiologisk blikk på barns lek. Fulltekst i vitenarkiv
• Aasebø, Turid Skarre (2009). The construction of interpretative frames for gendered positions in classroom. Fulltekst i vitenarkiv
• Aasebø, Turid Skarre (2009). Om å bli rett type jente - ekte eller tilgjort, strebersk eller støyende. Bulletine. ISSN 1891-1420. 22(1), s. 32–33. doi: https:/www.stk.uio.no/om/historie/bulletine/2009-1/. Fulltekst i vitenarkiv Vis sammendrag

  Hvordan fortolkes femininitet? Hvordan konstruerer jentene seg som normale jenter? Og hvordan skapes kjønn i forhold til andre kategorier som klasse og seksualitet? Dette var hovedtemaer da sosialantropologen Fanny Ambjörnsson fra Universitetet i Stockholm innledet på to seminarer i regi av STK og ISF i november.

• Aasebø, Turid Skarre (2009). Classroom culture and students' positions. Fulltekst i vitenarkiv Vis sammendrag

  Discussion regarding students¿ performance in the Western school in the wake of the PISA study, TIMMs and national testing has in Norway focused to a large degree on school content, curriculum, teacher skills etc. Studies in England show however that school quality accounts for less than twenty percent of individual performances. Most variations are explained by other factors, as gender, social class, family income, and ethnicity. But even these external factors are not fixed, but variable positions. One has to take into consideration that different groups of students, gendered as social classes, gather together in the classroom, influence each other and create classroom cultures, which again influence the learning environment and the students¿ positions. The main issue in this paper is to question what kind of cultural context the classroom constitutes for the students. It involves identifying the meaningful processes, which take place between the students, and between teachers and students. It also involves relating those processes to the social structure, which the classroom is a part of, and to the social agency of the students. Sherry Orter¿s concepts of agency of power, and agency of project, are used, which include the idea of power, dominance as well as resistance, and intentions and wishes as people¿s culturally constituted project in the world and their ability to engage and enact them. Classroom cultures in secondary school seem to contain two central projects which form the students¿ positions; the qualification project which is the task of society, and the youth project which is the students¿ own project, influenced by the idea of ¿youthscape¿. These two projects may not be regarded independently; youth identity is seen as a part of the various ways of relating, interpreting, and actualizing the demands of qualification and effort. Peer groups mean a lot to the student positioning, but peer groups are not equal in this process. Peer groups enter into processes of power, dominance and hegemony, which subordinate some and superior other, constitute the dominating classroom culture and decide the condition for learning and possibilities for individual positions.

• Aasebø, Turid Skarre (2009). 'Vinnere og tapere på kjønnsarenaen': Hvordan skapes kjønnsforskjeller og hvordan kan vi endre dem? Fulltekst i vitenarkiv
• Aasebø, Turid Skarre (2008). Falling Boys. Fulltekst i vitenarkiv
• Aasebø, Turid Skarre (2008). Classroom culture - between nerds and social overheated students. Fulltekst i vitenarkiv Vis sammendrag

  The discussions about Norwegian students¿ academic achievements after PISA, TIMMS and similar tests have to a great extent focused on school content and curriculum, the role of the teacher, etc. With the exception of certain discussions concerning what is perceived to be students¿ lack of self-discipline, focus on the students culture has been lacking. My ethnographic study of student strategies displayed during their first year of upper secondary school (in the general studies programme) attempts to show the relationship between the students¿ classroom culture, the schools¿ requirements for academic achievement and the different student groups¿ strategies for getting along at school. Inspired by various school and classroom studies (i.e. Frosh et al 2002; Ambjörnsen 2004; Staunæs 2004), classroom culture is regarded as a transformation area of different ongoing projects concerning identity. The identity projects are obviously a part of the students¿ negotiations and interpretations of the demands placed on them by school, especially those pertaining to knowledge acquisition. The developing classroom culture gives an interpretative framework for possible student positions, positions related to gender, ethnicity and social class, and - not least - to youth cultures. Simultaneously, classroom culture is itself persistently moving, as a result of those ongoing negotiations. The paper attempts to analyse different negotiations cited in the classroom between being a ¿nerd¿ and having a social life as well as the different gendered and ¿classed¿ positions coming into existence between these two extremes.

• Aasebø, Turid Skarre (2007). Trenger vi fritidspedagogikk. Fulltekst i vitenarkiv
• Aasebø, Turid Skarre (2007). Boys will be boys. Fulltekst i vitenarkiv
• Aasebø, Turid Skarre (2007). Kunnskapsforhandlinger i klasserommet. Fulltekst i vitenarkiv Vis sammendrag

  Hvordan kan en karakterisere klasseromskulturen i klasserommet i videregående skole? Hvordan forholder elever seg til skolekunnskap som kapital, og hvordan posisjonerer de seg og forhandler skolekunnskap? Særlig er begreper som nerd og taper sentral i en slik forhandling. Presentasjon og analysen er basert på en etnografisk undersøkelse av ?Skoleprestasjoner og elevstrategier? som er gjennomført i første klasse på allmennfaglig studieretning i en norsk videregående skole. Den tar utgangspunkt i at kjønn, klasse, etnisitet og ungdomskultur er viktig for hvordan elever posisjoner seg i forhold kunnskap og det sosiale livet i klasserommet. Undersøkelsen er gjennomført i form av deltakende observasjon i klasserommet, fokusgruppesamtaler og individuelle intervjuer.

• Aasebø, Turid Skarre (2007). Focusgroup research - construction or representation of meaning. Fulltekst i vitenarkiv Vis sammendrag

  Use of focus group research appears increasingly to be becoming more common in the gathering of empirical data in the field of social science. In a study of school achievements and student strategies at the upper secondary school level, we have utilised focus groups as a part of an ethnographic method. After a period of participatory observation in the classroom, students were then divided into groups and equipped with disposable cameras in order to take pictures of their schooldays ? both good and bad experiences - thereafter discussing these pictures in focus groups (Aasebø 2006). Focus group research uses group interaction in order to generate data, a factor which implies that at an analytical level, it is the group?s expression (as opposed to that of the individual) which is focused upon (Barbour and Kitzinger 1999). In this paper I wish to discuss the validity of focus group research. Validity is connected both with data?s characteristics and the type of discussions related to regarding the data as being credible and transferable. A validity discussion is dependent upon the theoretical frame of reference with which the research group research is regarded. Two concepts that can be traced back to various theoretical suppositions are construction and representation. In a constructivist paradigm the focus group is regarded as being a context for meaning construction, in which meaning is derived from the interaction in the specific context, so that the data are appropriate for demonstrating how social processes lead to definite content-based interpretations. In this situation the research itself creates the social process. The concept of representation may be connected with another tradition, one which does not utilise the focus group concept but rather the delineation group discussion method. This tradition originates in Cultural Studies. The groups established are regarded as being representatives for a larger macro-social unit, comprised of discursive formations or interpretive communities, such as social class, generation, immigrant culture (Bohnsack 2004). In this paper I will discuss the credibility and transferability of data, or its validity, in light of the concepts of construction and representation, showing the implications this has in relation to a collection of data material. This also relates to research?s generalisation and transferability.

• Aasebø, Turid Skarre (2006). Medieinfisert barnekultur - omnipotente helter og hverdagslige heltinner. Fulltekst i vitenarkiv
• Aasebø, Turid Skarre (2006). Being sociable in the school context. Fulltekst i vitenarkiv Vis sammendrag

  The purpose of an ethnographic study of School achievements is to explore how social structures and cultural discourses are negotiated in students? relationship to school, among students in Upper Secondary School, in a Norwegian town. This implies an examination of the ways students construct their identities as gender, as socio-economic group and as an ethnic group. The students? positioning affect the way students handle everyday life of school, the social life as well as the professional one. The students? constructions of different positions and strategies in relation to school are considered as students? school strategies. The students? school strategies thus imply different ways of meeting, opposing or rejecting the professional demands of school. The study also intends to examine the relations between the students? school strategies and educational achievements, particularly the diversities between ?well-doing? and ?not-well doing?. The study uses different approaches to obtain a picture of students? school strategies, approaches which give different ideas about what the context and the field are. The classroom observations define the field as the physical locality of the school, suitable for studying activities such as students asking and answering questions, making suppositions, arguing, negotiating, non-participating, communicating with peers, etc. Classroom observations show which student positions are possible related to the particular context, in interaction with the teacher and with other students. In Focus Group Interviews students were put into focus-groups, furnished with disposable cameras, and asked to take pictures of the school day, in all aspects. Afterwards, the groups were one by one invited to a conversation about the photos. The context serves as an opportunity to expand the ethnographic field ?classroom?, and follow the students around in other physical rooms which make sense in their daily life at school. The context of understanding is students? culture and students? relationship to each other. Finally, Individual interviews offer a biographic context of the students? school strategies. The paper will in particular explore the issue of ?being sociable? which seems to be an important part of the discourses the students construct of being youth. The paper will discuss the ways students look at themselves as ?being sociable?, and how different ways of ?being sociable? support and prevent the students? professional life in the classroom.

• Aasebø, Turid Skarre (2006). Focus group as part of ethnographic studies. Fulltekst i vitenarkiv
• Aasebø, Turid Skarre & Melhuus, E. Cathrine (2005). Children's construction of knowledge in children's culture: in opposition or in dialogue with educational knowledge? Fulltekst i vitenarkiv
• Aasebø, Turid Skarre (2005). Superman versus Askeladden. Fulltekst i vitenarkiv
• Aasebø, Turid Skarre (2004). 'Helt konge, skjønner ikke at jeg orka'. Tv-bruk i unge gutters tilbakeblikk. Fulltekst i vitenarkiv
• Aasebø, Turid Skarre (2004). Fiksjonsfigurer i fri flyt. Barnehagen : tidsskrift for barnehagefolk. ISSN 1501-9667. 6, s. 12–14. Fulltekst i vitenarkiv
• Aasebø, Turid Skarre (2003). Elektroniske medier som markører i gutters kjønnskonstruksjon. Fulltekst i vitenarkiv Vis sammendrag

  Elektroniske medier spiller en betydningsfull rolle mht å definere kulturell erfaring i barn og unges liv (Buckingham 2000, Silverstone 1994, Kline 1993). Mediemangfoldet innebærer at tolkningstilbudene er både forskjellige og flertydige. Når kjønn betraktes som performativt og relasjonelt, som noe som konstrueres gjennom dagliglivets diskurser (Frosh m fl 2002), vil elektroniske medier utgjøre en av hovedarenaene for konstruksjon og opprettholdelse kjønn, dvs av ulike versjoner av maskulinitet og femininitet, både i form av kulturelle representasjoner i medienes programinnhold, men også i form av konkrete bruksmønstre: I dette paperet vil jeg analysere hvordan elektroniske medier utgjør et verktøy og en fortolkningsramme for unge gutters erfaringer gjennom måten de forstår og markerer forskjell mellom det være unge gutters versus mindre gutter, dvs utfra dimensjonen før og nå. Hvordan gutter snakker om medier, særlig ulike typer av medier, genre og representasjoner, betydningen mediekunnskap og medieerfaring tillegges, hva guttene vurderer som bra og dårlig og hvordan egen smak avgrenser seg fra andres, betraktes dermed som ledd i en pågående konstruksjon av maskulinitet hos de unge guttene. Det legges spesielt vekt på hvordan guttene fremstiller sin mediebiografi; hvordan de ser seg selv som mediebrukere da de var mindre og hvordan de differensierer, avgrenser og vurderer mediebruk mellom før og nå. Analysen baserer seg på et kvalitativt intervjumateriale som er foretatt av 14 gutter i alderen 15-17 år. Disse guttene har tidligere deltatt i en empirisk undersøkelse om barns mediebruk da de var 4-5 år gamle. Ett av perspektivene i undersøkelsen er også å sammenligne posisjonene guttene inntar i forhold til medier i dag med posisjonen de inntok som små gutter i barnehagen, en posisjonering som den gang viste markante regionale ulikheter.

• Aasebø, Turid Skarre (2003). From kids to teenageers - patterns in boys' use of media. Fulltekst i vitenarkiv Vis sammendrag

  From kids to teenageers – patterns in boys’ use of media How do young boys construct their masculine identities through the ways they relate to and talk about media? Are there relations between the way young boys relate to media and their use of media when they were children? These issues are explored in a study based on data collected at two different stages in the boys’ lives. The first stage data derive from an etnographic study of children at the age of four and five, in three preschools, one placed in a city centre, on in a city suburb and one in a rural area. The second stage data come from qualitative interviews of the same boys, now aged from 15-17. The study combines a synchronic and diachronic analysis in order to explore how earlier experiences and interests might influence later self-construction and media positioning.

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