A focus on lived and learned democracy involves studying how democracy aspects are understood, applied and developed by students and teachers. Our projects include intercultural education and education for an unpredictable future, both in a democratic Bildung perspective and a capability perspective. Understanding aspects that might be constraints to lived democracy is also important. National school tests are top-down governed, creating a paradoxical situation where teachers’ democratic legitimized autonomy is put at risk. Moreover, a focus on tested learning outcomes favours fact learning more than capacity processes. Teaching in rural communities may present additional challenges to teacher aspects of lived democracy due to limited resources and professional environments.
How to understand lived democracy in education together with conditions for lived democracy requires a range of multidisciplinary approaches: theoretical, political, philosophical and empirical. The epistemology of the projects is rooted in critical pedagogy and embraces critical civic education, critical mathematical education and critical reflection in general. The research area is studied with a variety of methodologies and designs.
Ongoing research projects
- Lived Democracy in School
- Pre-service teachers expressions of mathematical critic during educational modelling activities focusing on real world model use
- Climate Change, Critical Mathematic Education and Critical Citizenship
- Capabilities and capability expansion among students in vocational education and training programs in upper secondary school
- Rural Teaching. Understanding Teacher Knowledge and Practice in Rural Areas (in Norway, Germany, Poland and Lithuania)
- National testing data in Norwegian Class rooms: used to improve student performance or a deadlock for teachers work?