Citations (29)
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Turid Skarre Aasebø & Ilmi Willbergh. (2022) Empowering minority students: a study of cultural references in the teaching content. Journal of Curriculum Studies 54:5, pages 618-631.
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Violetta Kopińska. (2022) Towards an exclusive community? Political shift and changes to the school core curricula in Poland: a discourse analysis. Journal of Curriculum Studies 54:4, pages 520-535.
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Essam Abdelrasul Bubaker Elkorghli. (2021) The impact of neoliberal globalisation on (global) citizenship teacher education in Norway. Globalisation, Societies and Education 19:5, pages 610-624.
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Audrey Osler & Jon Arne Skarra. (2021) The rhetoric and reality of human rights education: policy frameworks and teacher perspectives. Multicultural Education Review 13:3, pages 191-210.
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Inkeri Rissanen. (2021) School principals’ diversity ideologies in fostering the inclusion of Muslims in Finnish and Swedish schools. Race Ethnicity and Education 24:3, pages 431-450.
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Marta Bivand Erdal & Mette Strømsø. (2021) Interrogating boundaries of the everyday nation through first impressions: experiences of young people in Norway. Social & Cultural Geography 22:1, pages 119-140.
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Linn Normand. (2021) From blind spot to hotspot: representations of the ‘immigrant others’ in Norwegian curriculum/schoolbooks (1905-2013). Journal of Curriculum Studies 53:1, pages 124-141.
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Audrey Osler. (2020) Education, migration and citizenship in Europe: untangling policy initiatives for human rights and racial justice. Intercultural Education 31:5, pages 562-577.
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Inkeri Rissanen. (2020) Negotiations on Inclusive Citizenship in a Post-secular School: Perspectives of “Cultural Broker” Muslim Parents and Teachers in Finland and Sweden. Scandinavian Journal of Educational Research 64:1, pages 135-150.
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Hans Siebers. (2019) Are education and nationalism a happy marriage? Ethno-nationalist disruptions of education in Dutch classrooms. British Journal of Sociology of Education 40:1, pages 33-49.
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Audrey Osler & Hugh Starkey. (2018) Extending the theory and practice of education for cosmopolitan citizenship. Educational Review 70:1, pages 31-40.
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Geir Skeie. (2017) Impartial teachers in religious education – a perspective from a Norwegian context. British Journal of Religious Education 39:1, pages 25-39.
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Audrey Osler. (2015) The stories we tell: exploring narrative in education for justice and equality in multicultural contexts. Multicultural Education Review 7:1-2, pages 12-25.
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Audrey Osler. (2015) Human Rights Education, Postcolonial Scholarship, and Action for Social Justice. Theory & Research in Social Education 43:2, pages 244-274.
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Articles from other publishers (15)
Hugh Starkey. (2024) Reasonable accommodations and security agendas in multicultural societies: Secular and faith-based approaches to citizenship education in Canada, France and England. Education, Citizenship and Social Justice.
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Musa GELİCİ. (2023) Rasmus Paludan ve Kur’an-ı Kerim’i Yakma Eylemleri Üzerine Bir DeğerlendirmeAn Evaluation on Rasmus Paludan and the Actions of Burning the Qur’an. Tasavvur / Tekirdağ İlahiyat Dergisi 9:2, pages 1123-1142.
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Anabel Corral-Granados, Eli Smeplass, Anna Cecilia Rapp & Gunilla Eide Isaksen. (2023) A study on Children perceptions of social exclusion and the structural drivers of discrimination in Norwegian elementary schools. Children and Youth Services Review 154, pages 107063.
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Essam Abdelrasul Bubaker Elkorghli & Sylvia S. Bagley. (2022) Cognitive mapping of critical global citizenship education: Conversations with teacher educators in Norway. PROSPECTS 53:3-4, pages 371-388.
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Esther Del Campo & David Hernández Corrochano. (2023) Las rutas de indefinición y las dimensiones de la cohesión social. La desigualdad como dimensión distintiva. Revista Mexicana de Ciencias Políticas y Sociales 63:249.
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Sue E. Gollifer. (2022) Challenges and possibilities for transformative human rights education in Icelandic upper secondary schools. Human Rights Education Review.
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Tony Burner & Audrey Osler. (2021) Language, citizenship and schooling: A minority teacher’s perspective. London Review of Education 19:1.
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Alyssa Marie Kvalvaag & Gabriela Mezzanotti. 2021. Migration, Recognition and Critical Theory. Migration, Recognition and Critical Theory
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Marta Bivand Erdal. (2019) Negotiation dynamics and their limits: Young people in Norway deal with diversity in the nation. Political Geography 73, pages 38-47.
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Knut Vesterdal. (2019) Championing human rights close to home and far away: human rights education in light of national identity construction and foreign policy in Norway. Human Rights Education Review 2:1, pages 05-24.
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Anna Rastas. 2019. Relating Worlds of Racism. Relating Worlds of Racism
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Kristin Gregers Eriksen. (2018) The indigenous Sami citizen and Norwegian national identity: tensions in curriculum discourses. Human Rights Education Review 1:2, pages 25-45.
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Marta Bivand Erdal & Mette Strømsø. (2018) Children’s rights, participatory research and the co-construction of national belonging. Human Rights Education Review 1:1, pages 25-45.
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Audrey Osler & Hein Lindquist. (2018) Rase og etnisitet, to begreper vi måsnakke mer om. Norsk pedagogisk tidsskrift 102:1, pages 26-37.
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Yin Cheong Cheng & Timothy W.W. Yuen. (2017) Broad-based national education in globalisation. International Journal of Educational Management 31:3, pages 265-279.
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