Browsing Institutt for pedagogikk, religion og samfunnsfag by Author "Jobst, Solvejg"
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Challenges Faced in Pioneering Practices Tackling Educational Inequalities in Europe
Tokheim, Ivan; Dyngeland, Espen Søreide; Jobst, Solvejg; Skrobanek, Jan (Peer reviewed; Journal article, 2024)One of the most significant aspects of increased inequalities in society are those pertaining to educational inequality, or disparities related to access, uptake and completion of education. Of decisive interest in this ... -
Educable or not? Teacher’s alternatives when connecting curriculum to pupils
Hestholm, Grethe Nina; Jobst, Solvejg (Journal article; Peer reviewed, 2019)When working to connect homogeneous curricula with heterogeneous groups of pupils, teachers have to sort pupils according to the categories allowed for in the national school system. In this article, we compare German ... -
Facilitating agency in Norwegian pupils struggling to stay in school—An alternative approach to emancipatory education
Tokheim, Ivan; Jobst, Solvejg; Dyngeland, Espen Søreide; Kråkenes, Maria Sundfør; Skrobanek, Jan (Peer reviewed; Journal article, 2024)In this article we discuss a Norwegian alternative educational program which aids pupils struggling to stay in school. The practice displays an unconventional but promising approach to emancipatory education by facilitating ... -
The Impact Of Covid-19 On Immigration: The Transformation Of Norwegian Migration Policy On Asylum Seekers
Skrobanek, Jan; Jobst, Solvejg (Peer reviewed; Journal article, 2021)Until just a year ago, hardly anyone believed that the increasingly unrestrained growth in mobility could be so abruptly interrupted by a radical immobilisation of large population groups. Neither mobility studies nor other ... -
Is the Concept of Bildung Still Relevant? Rethinking Bildung From a Praxeological Perspective.
Jobst, Solvejg (Peer reviewed; Journal article, 2023)Education is a term that plays a central role in the self-image of modern societies, but it is also one that generates many different associations. The article aims to specify education as a scientific term without negating ... -
Janus-faced discourse in contemporary Norwegian policy framing for tackling educational inequality? A critical analysis of contemporary tensions and contradictions
Jensen, Joakim; Skrobanek, Jan; Jobst, Solvejg (Peer reviewed; Journal article, 2024)This paper focuses on contemporary tensions and contradictions in current Norwegian educational policy discourse. Based on critical discourse analysis (CDA) of Norwegian governmental white papers our analysis reveals that ... -
PIONEERED: Elaborating the link between social and educational policies for tackling educational inequalities in Europe
Hadjar, Andreas; Alieva, Aigul; Jobst, Solvejg; Skrobanek, Jan; Grecu, Alyssa; Gewinner, Irina; de Moll, Frederick; Toom, Auli (Journal article, 2021)Although a number of policies tackling educational inequalities have been introduced in recent decades in Europe, educational inequalities exist to a varying extent both in different sub- and supranational contexts. In ... -
The Principle of Hope: Bloch’s contribution to the praxiological understanding of education
Jobst, Solvejg (Peer reviewed; Journal article, 2021)The ongoing capitalization of education provokes an alternative way of thinking about education – one that draws attention to social practice and recognizes its autonomy and complexity. Bloch's theory has great potential ... -
Researching ‘liquid integration’: breaking new ground for processual and contingent methodology.
Skrobanek, Jan; Jobst, Solvejg (Peer reviewed; Journal article, 2022)Although there has been a broad and controversial debate on the concept of integration in social science over the last couple of decades the methodological debate of how to measure the processual, contingent side of ... -
«Skolen har jo som mandat å utjevne sosial ulikhet» – lærerpraksis i en utjevningspolitisk kontekst
Kvaale-Conateh, Lamin Andre; Jobst, Solvejg (Peer reviewed; Journal article, 2024)Hensikten med denne artikkelen er å bidra til mer kunnskap om forholdet mellom utjevningspolitikk og lærerpraksis, gjennom å undersøke praksisbeskrivelser fra lærere som er tilknyttet en skoleorientert områdesatsing. ...