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Forstyrrelsers paradoksale kraft: En studie av hvordan forstyrrelser kan virke produktivt i pedagogisk arbeid i barnehagen

Larsen, Ann Sofi.
Doctoral thesis
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URI
http://hdl.handle.net/11250/300773
Date
2015
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  • Institutt for pedagogikk og livslang læring [1891]
Abstract
This thesis aims to develop knowledge about how disruptions may work productively in pedagogical settings. It suggests seeing disruptions as action forces that motivates by putting habitual thoughts and practices in motion. From a poststructural inspired research position the thesis focuses on pedagogical practices and Early Childhood Educational institutions as discursive fields both for children and pedagogues. As a central premise language is regarded as performative in line with the linguistic turn. Putting empirical material to work with philosophical concepts the thesis provides examples of how language co-carries contradictions, negations and differences. Thus language endlessly refers to other differential traces. Furthermore the thesis destabilizes the idea of texts as neutral and transparent. Disruptions, repetition and re-thinking are seen as key research tools, used to deal with ethics and justice in Early Childhood Education. This is elaborated and examined in order to create new questions about educational work.
Has parts
Paper 1: Larsen, Ann Sofi. Dokumentasjoners kraft til å skape bevegelse og oppmerksomhet. I: Læring og medvirkning. Universitetsforlaget 2010

Paper 2: Larsen, Ann Sofi. Hvordan stopp skapte nye vilkår for praksis. I: Inkludering : perspektiver i barnehagefaglige praksiser. Universitetsforlaget 2012

Paper 3: Larsen, Ann Sofi. Dwelling,hesitating, but still acting.The aporia of pedagogical work. I: Education for Social Justice, Equity and Diversity. LIT Verlag 2012 ISBN 978-3-643-90255-9. s. 221-241

Paper 4: Larsen, Ann Sofi. Potensialer i ubestemmelige øyeblikk. Nordisk Barnehageforskning 2014 ;Volum 8.(4) s. 1-13 http://dx.doi.org/10.7577/nbf.888 Navngivelse 4.0 Internasjonal (CC BY 4.0) https://creativecommons.org/licenses/by/4.0/deed.no
Publisher
NTNU
Series
Doctoral thesis at NTNU;2015:151

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