Elin Sæther

• Sæther, Elin; Kjørven, Ole Kolbjørn; Dewilde, Joke & Skrefsrud, Thor Andre (2024). Listening to young people’s voices: Attempts at developing context- and participant-sensitive approaches. Childhood. ISSN 0907-5682. s. 1–16. doi: 10.1177/09075682241246394. Fulltekst i vitenarkiv
• Sæther, Elin (2022). Miljø og medborgerskap: Hva betyr det å være medborger når kloden koker? I Børhaug, Kjetil; Hunnes, Odd Ragnar & Samnøy, Åshild (Red.), Nye spadestikk i samfunnsfagdidaktikken. Fagbokforlaget. ISSN 9788245037913.
• Ødegaard, Marianne; Knain, Erik; Kvamme, Ole Andreas & Sæther, Elin (2021). Making sense of frustration and complexity when introducing sustainability in teacher education. Acta Didactica Norden (ADNO). ISSN 2535-8219. 15(3), s. 1–23. doi: 10.5617/ADNO.8184. Fulltekst i vitenarkiv
• Dewilde, Joke; Kjørven, Ole Kolbjørn; Skrefsrud, Thor Andre & Sæther, Elin (2021). Young people’s experiences and meaning-making at a multicultural festival in Norway. Journal of Peace Education. ISSN 1740-0201. s. 1–19. doi: 10.1080/17400201.2021.1911792. Fulltekst i vitenarkiv Vis sammendrag

  This article explores young people’s experiences and meaning-making at a multicultural festival. Multicultural festivals aim to promote inclusion and challenge problem-oriented discourses in current debates on diversity and migration. Listening to youth voices from such a festival gives a sense of how young participants perceive representations of cultural difference, and how they relate these representations to their own identity and sense of belonging. The participants in our study are 86 young people from diverse cultural and linguistic backgrounds between the ages of 12 and 20. They recorded answers to our questions about what they did at the festival as well as the memories that participation evokes using a specially developed app. Interpreting the broad spectrum of their reflections in the light of theories about intercultural learning and citizenship, we found that the young people were eager to learn about the Other by experiencing cultural differences and engaging with traditions different to their own. In addition, they experienced the festival as an inclusive space, open for transnational identities, and evoking a sense of safety and belonging. We conclude by arguing that the young participants take with them experiences and memories of diversity as the norm rather than the exception.

• Dewilde, Joke; Kjørven, Ole Kolbjørn; Skrefsrud, Thor Andre & Sæther, Elin (2020). «Det er så koselig her at jeg tar av meg skoene»: Om betydningen av sted i en flerkulturell barne- og ungdomsfestival. I Sæther, Knut-Willy & Aschim, Anders (Red.), Rom og sted: Religionfaglige og interdisiplinære bidrag. Cappelen Damm Akademisk. ISSN 978-82-02-69675-7. s. 93–110. doi: 10.23865/noasp.110. Fulltekst i vitenarkiv Vis sammendrag

  In this article, we explore how children and youth participating in a multicultural festival in Norway construct space and place. Such events respond to the call to action for reducing prejudice and stereotypes, and they aim to promote inclusion, participation and community. Nonetheless, researchers have criticized such events for instead promoting categorical understandings of cultural identities; as such, some researchers regard multicultural festivals as counterproductive to the aim of promoting inclusion. However, previous research has directed scarce attention to the participants’ perspective, in particular viewpoints of children and youth. Inspired by perspectives on spatial justice (Soja, 1996, 2010), we interpret young people’s experiences and meaning making while attending a multicultural festival. We collected data through an app, which allowed us to conduct structured interviews with children and youths on site. The findings bring out the significance of space and place when interpreting young people’s participation and meaning making at such events. We conclude the article by reflecting on the potential of perspectives on space and place to nuance an often one-sided criticism of multicultural events.

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• Gleiss, Marielle Stigum & Sæther, Elin (2021). Forskningsmetode for lærerstudenter : å utvikle ny kunnskap i forskning og praksis. Cappelen Damm Akademisk. ISBN 9788202572525. 224 s.

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• Heie, Magnus; Pollen, Birgitte Grydeland; Gudmundsdottir, Greta Björk; Mathé, Nora Elise Hesby & Sæther, Elin (2023). Tre nye meritterte utdannere ved Institutt for lærerutdanning og skoleforskning. [Internett]. www.uv.uio.no.
• Eidsvik, Erlend; Buseth, Jill Tove; Pettersen, Anne Rakstad; Sæther, Elin; Løken, Ingrid & Sætre, Per Jarle (2023). Panelsamtale: Urolige tider i geografien? Statusrapport tre år inn i LK20.
• Hidle, Kari-Mette Walmann & Sæther, Elin (2022). Samfunnsfagets bidrag til å utvikle potensialet i det tverrfaglige temaet bærekraftig utvikling.
• Sæther, Elin & Hidle, Kari-Mette Walmann (2022). Forenkling og kompleksitet: Bærekraft og samfunnsfagene i norsk skole. POLIS - tidsskrift for samfundsfagdidaktik. 3(5). Fulltekst i vitenarkiv
• Knain, Erik; Jornet Gil, Alfredo; Smørdal, Ole & Sæther, Elin (2022). Nøkkelen FNs klimapanel ikke snakker om. Klassekampen. ISSN 0805-3839.
• Hidle, Kari-Mette Walmann & Sæther, Elin (2022). Sustainability in social studies education: What does it mean to educate for the future? .
• Hidle, Kari-Mette Walmann & Sæther, Elin (2022). Global policy in national curriculum - a case study of the didactisation of UN efforts to shape a better world for all into social studies education in Norway .
• Hidle, Kari-Mette Walmann & Sæther, Elin (2022). Sustainability and other good purposes in social studies education: What does it mean to educate for the future? .
• Kvamme, Ole Andreas; Ødegaard, Marianne; Knain, Erik & Sæther, Elin (2021). Bærekraft i lærerutdanningen - gi mening til frustrasjon og kompleksitet.
• Hidle, Kari-Mette Walmann & Sæther, Elin (2021). Hegemonisk pluralisme: Bærekraft og andre 'gode formål' i samfunnsfaget.
• Mathé, Nora Elise Hesby & Sæther, Elin (2021). Klasseledelse og utvikling av ytringsnormer i samfunnsfag. I Erdal, Silje Førland & Granlund, Lise (Red.), Samfunnsfagdidaktikk. Universitetsforlaget. ISSN 9788215031019. s. 310–324.
• Hidle, Kari-Mette Walmann & Sæther, Elin (2021). Thinking Critically through Human Rights Education in Social Studies.
• Kvamme, Ole Andreas & Sæther, Elin (2020). Bærekraftdidaktikk – et kritisk og konstruktivt perspektiv.
• Furberg, Anniken; Rødnes, Kari Anne; Silseth, Kenneth; Arnseth, Hans Christian; Kvamme, Ole Andreas & Lund, Andreas [Vis alle 12 forfattere av denne artikkelen] (2023). Fagfornyelsen i møte med klasseromspraksiser: Læreres planlegging og gjennomføring av undervisning om tverrfaglige tema. Universitetet i Oslo. ISSN 978-82-93847-11-3. Fulltekst i vitenarkiv

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