Afshan Bibi

ph.d.-kandidat

English version of this page

E-post afshan.bibi@iped.uio.no

Brukernavn

Pressebilde Last ned visittkort

Faglige interesser

Kvalitative forskningsmetoder
Historisk analyse
Internasjonal utdanning
Kunnskapens rolle i samfunnet

Pågående aktiviteter

Doktorgradsstipendiat i forskningsprosjektet Den nordiske utdanningsmodellen (NordEd).
Prosjektet mitt handler om framveksten av reformpedagogikk i mellomkrigstida i Norge, og lærernes rolle i denne.
Del av forskergruppa Humaniorastudier i pedagogikk (HumStud).

Bakgrunn

Mastergrad i internasjonale relasjoner, Norges Miljø- og Biovitenskapelige Universitet (NMBU)
Bachelorgrad i internasjonale miljø- og utviklingsstudier, NMBU
2013–2017: Akademisk skriveveileder ved Skrivesenteret, NMBU

Emneord: Pedagogikk, Komparative og internasjonale utdanningsstudier, Kvalitativ metodologi, historie

Bibi, Afshan (2022). Schoolteachers, Child-Centered Education, and the Nordic Education Model; Danish and Norwegian Experiences, 1920–1935 . I Tröhler, Daniel; Hörmann, Bernadette; Tveit, Sverre & Bostad, Inga (Red.), The Nordic Education Model in Context. Historical Developments and Current Renegotiations. Routledge. ISSN 9781032110462. s. 75–91. Vis sammendrag
The ongoing implementation and centrality of child-centered education has long been associated with the Nordic education model and the Nordic region more broadly. Understanding the emergence of this association has provided insight into the model’s historical development, illuminating a nexus of relations between schoolteachers, regional and international movements and discourses, and existing Nordic educational ideas. The chapter discusses a historical study using primary and secondary source document analysis. It focuses on the involvement of schoolteachers Anna Sethne and Georg Julius Arvin in two arenas of educational knowledge and practice exchange—the Nordic School Meetings and the New Education Fellowship conferences. The impact of N. F. S. Grundtvig’s educational ideas on Norwegian and Danish educational developments in combination with 19th-century Scandinavianism and 20th-century Nordic cooperation has functioned as preconditions for the development and transfer of—and receptivity towards—child-centered, progressive education ideas. The analysis has reinforced a notion that the transfer of ideas demands an interplay of people, places, and temporal contexts, and it adds to a body of literature studying the Nordic education model from an increasingly international perspective.

Se alle arbeider i Cristin

Bibi, Afshan (2022). The 8th Nordic Education History Conference in Aalborg, Denmark. Book chapter pre-launch presentation - "Schoolteachers, Child-Centered Education, and the Nordic Education Model; Danish and Norwegian Experiences, 1920-1935".
Bibi, Afshan (2022). Lecture presentation of book chapter - "Schoolteachers, Child-Centered Education, and the Nordic Education Model; Danish and Norwegian Experiences, 1920-1935" at the Nordic Education Model Book launch. .
Bibi, Afshan (2022). HumStud forskergruppe seminar for PhD-kandidater - presentasjon av andre artikkelen.
Bibi, Afshan (2022). NordEd PhD candidates writing workshop – presentation of second article draft.
Bibi, Afshan (2022). Norsk utdanningshistorisk nettverk - deltakelse i seminar av det nylig etablert Utdanningshistorisk nettverket i Norge.
Bibi, Afshan (2022). The 8th Nordic Education History Conference in Aalborg, Denmark. "International progressive education ideas in Norway - the role of schoolteachers and educationalists in the Norwegian New Education Fellowship (NEF) section from 1929-1935".
Bibi, Afshan & Christensen, Marit Eline Lervik (2022). Lærere reiste i dagevis for å skape en bedre skole for barna. [Internett]. UiO website and on Forskning.no.