Teaching in higher education: organic methodologies

References

• Berg, M., & Seeber, B. K. (2013). The slow professor: Challenging the culture of speed in the academy. Transformative Dialogues: Teaching & Learning Journal, 6(3), 1–7.
   Google Scholar
• Blixen, K. (1965). Babette’s feast. The ring. Oslo: J.W. Cappelens Forlag A/S.
   Google Scholar
• Blixen, K. (1978). Samlede essays [Anecdotes of destiny]. Viborg: Gyldendals Tranebøger.
   Google Scholar
• Deleuze, G. (1995). Negotiations 1972–1990. New York: Columbia University Press.
   Google Scholar
• Deleuze, G. (2001). Pure immanence: Essays on a life. New York: Zone Books.
   Google Scholar
• Deleuze, G., & Guattari, F. (2004). A thousand plateaus: Capitalism and schizophrenia. London: Continuum.
   Google Scholar
• Hickey-Moody, A. C. (2013). Deleuze’s children. Educational Philosophy and Theory, 45(3), 272–286.
   Web of Science ®Google Scholar
• Johannesen, N. (2002). Det glemte språket. Hvordan de minste barna i barnehagen bruker imitasjon i kommunikasjonen seg imellom [The forgotten language. How the smallest children in kindergarten use imitation when communicating with each other] (Master’s thesis) Oslo, Oslo University College.
   Google Scholar
• Johannesen, N. (2013). Overflowing every idea of age, very young children as educators. Studies in Philosophy and Education, 32(3), 285–296. doi:https://doi.org/10.1007/s11217-012-9351-2
   Web of Science ®Google Scholar
• Johannesen, N. (2016). Barnehagen som utdanningsarena? [Kindergarten as an arena for education?]. In N. Sandvik (Ed.), Småbarnspedagogikkens komplekse komposisjoner [The Toddler pedagogy’s complex compositions] (pp. 151–175). Bergen: Fagbokforlaget.
   Google Scholar
• Larsen, A. S. (2016). Å føre sine begynnelser til verden [Bringing new beginnings into the world]. In N. Sandvik (Ed.), Småbarnspedagogikkens komplekse komposisjoner [The Toddler pedagogy’s complex compositions] (pp. 115–132). Bergen: Fagbokforlaget.
   Google Scholar
• Larsen, A. S. (2017). Når vanskeligheter vernes om og ønskes velkommen. [When difficulties are protected and welcomed]. In G. Christensen, & M. Blok-Johansen (Eds.), Kognition & Pædagogik. Tidsskrift om Gode Læringsmiljøer (106(27), pp. 32–45). København: Dansk Psykologisk Forlag. https://dpf.dk/produkt/tidsskrift/kognition-paedagogik-nr-106
   Google Scholar
• Løvlie, L. (2015). John Dewey, phenomenology, and the reconstruction of democracy. Nordisk tidsskrift for pedagogikk og kritikk, 1/2015, 1–13.
   Google Scholar
• Manning, E. (2009). What if it didn’t all begin and end with containment? Towards a leaky sense of self. Body and Society, 15(3), 33–45.
   Web of Science ®Google Scholar
• Manning, E. (2013). Always more than one. Individuation’s dance. Durham: Duke University Press.
   Google Scholar
• Manning, E. (2014). Wondering the world directly – Or, how movement outruns the subject. Body & Society, 20(3–4), 162–188. doi:https://doi.org/10.1177/1357034X14546357
   Web of Science ®Google Scholar
• Manning, E. (2016). The minor gesture. Durham: Duke University Press.
   Google Scholar
• Manning, E. (2019). Minor gesture in 16 movements. Lecture, Østfold University College, 16 Sept. 2019 [unpublished manuscript].
   Google Scholar
• Manning, E., & Massumi, B. (2014). Thought in the act. Passages in the ecology of experience. Minneapolis: University of Minnesota Press.
   Google Scholar
• Massumi, B. (2002a). Parables for the virtual: Movement, affect, sensation. Durham: Duke University Press.
   Google Scholar
• Massumi, B. (2002b). Navigating movements. Retrieved from 9 January 2009. http://www.brianmassumi.com/interviews/NAVIGATING%20MOVEMENTS.pdf.
   Google Scholar
• Massumi, B. (2015). Politics of affects. London: Polity Press.
   Google Scholar
• Nyhus, M. R., & Sandvik, N. (Forthcoming). De yngste barnas tilnærminger i verden: smittebærende affekter i kunstmaskineriet StemmeStammen.[Toddleŕs approaches in the world: contagious affects in an art machinery]. Bergen: Fagbokforlaget.
   Google Scholar
• Olsson, L. M. (2012). Eventicizing curriculum: Learning to read and write through becoming a citizen of the world. Journal of Curriculum Theorizing, 28(1), 88–107.
   Google Scholar
• Olsson, L. M. (2013). Taking children’s questions seriously: The need for creative thought. Global Studies of Childhood, 3(3), 230–253. doi:https://doi.org/10.2304/gsch.2013.3.3.230
   Google Scholar
• Olsson, L. M., Dahlberg, G., & Theorell, E. (2016). Displacing identity – Placing aesthetics: Early childhood literacy in a globalized world. Discourse: Studies in the Cultural Politics of Education, 37(5), 717–738. doi:https://doi.org/10.1080/01596306.2015.1075711
   Web of Science ®Google Scholar
• Rossholt, N. (2018). Thinking in/through movements: Working with/in affect within the context of Norwegian early years education and practice. Educational Philosophy and Theory, 50(1), 28–38. doi:https://doi.org/10.1080/00131857.2017.1315801
   Web of Science ®Google Scholar
• Sandvik, N. (ed.). (2016). Småbarnspedagogikkens komplekse komposisjoner [Complex compositions of toddler pedagogy – Learning meets philosophy]. Bergen: Fagbokforlaget.
   Google Scholar
• Sandvik, N. (2020). When the whole sky falls down: Minor gestures towards play out of place/time in toddler groups. Contemporary Issues in Early Childhood, 21(1), 33–45. doi:https://doi.org/10.1177/1463949118799917
   Web of Science ®Google Scholar
• Sandvik, N., Larsen, A. S., Johannesen, N., & Ulla, B. (2019). Working with text (-ures) in academia: Be fast, even while standing still!. In L. Thomas, & A. Reinertsen (Eds.), Academic writing and identity constructions: Performativity, space and territory in academic workplaces (pp. 115–134). Cham: Palgrave Macmillan.
   Google Scholar
• Taylor, A. T., & Bailey, A. (eds.). (2019). Posthumanism and higher education: Reimagining pedagogy, practice and research. Cham: Palgrave Macmillan.
   Google Scholar
• Thomas, L. M., & Reinertsen, A. B. (eds.). (2019). Academic writing and identity constructions: Performativity, space and territory in academic workplaces. Cham: Palgrave Macmillan.
   Google Scholar
• Ulla, B. (2016). (B)læring i ein intrikat mosaikk av disiplinering [Bladder-learning in a complex mosaic of disipline]. In N. Sandvik (Ed.), Småbarnspedagogikkens komplekse komposisjoner [The Toddler pedagogy’s complex compositions] (pp. 64–89). Bergen: Fagbokforlaget.
   Google Scholar
• Ulla, B. (2017). Reconceptualising sleep: Relational principles inside and outside the pram. Contemporary Issues in Early Childhood, 18(4), 400–408. doi:https://doi.org/10.1177/1463949117742781
   Web of Science ®Google Scholar
• Ulla, B., Sandvik, N., Larsen, A. S., Nyhus, M. R., & Johannesen, N. (2019). Sounds of scissors: Eventicising curriculum in higher education. In A. Bayley, & C. A. Taylor (Eds.), Posthumanism and higher education: Reimagining pedagogy, practice and research (pp. 31–53). Cham: Palgrave Macmillan.
   Google Scholar