Camilla Eline Andersen

• Ekman Ladru, Danielle; Millei, Zsuzsa; Andersen, Camilla Eline; Gawlicz, Katarzyna; Gustafson, Katarina & Lappalainen, Sirpa (2023). Teaching nature and nation in the Swedish mobile preschool. Childhood. ISSN 0907-5682. s. 1–17. doi: 10.1177/09075682231218805. Fulltekst i vitenarkiv
• Andersen, Camilla Eline (2023). Autoetnografiske ut-viklinger: Å skrive uheroiske beretninger om det som skjer. I Myhre, Cecilie Ottersland & Waterhouse, Ann-Hege Lorvik (Red.), Metodologiske ut-viklinger : Om kvalitativ og postkvalitativ forskning i barnehagefeltet. Fagbokforlaget. ISSN 9788245035445. s. 141–156.
• Andersen, Camilla Eline; Aronsson, Lena & Lenz Taguchi, Hillevi (2022). Lyssnandets pedagogik i Sverige och Norge i dag. Kartbilder över olika sätt att förstå och praktisera fenomenet. Nordisk barnehageforskning. ISSN 1890-9167. 19(4), s. 1–9. doi: 10.23865/nbf.v19.399. Vis sammendrag

  Vad är det som efter många år fortfarande lockar förskollärare, pedagoger och forskare inom förskolefältet att inspireras av lyssnandets pedagogik i sina praktiker i Sverige och Norge? Vad är lyssnandets pedagogik för dem i dag, i praktiken och i teorin? Hur ska vi förstå vad som hände då och vad som händer nu i olika kontexter som kan utgöras också av två grannationer? Vad har lyssnande pedagogik betytt för förskolans framväxt och med särskilt fokus på Sverige och Norge där Ann Åbergs texter fått ett stort genomslag? Detta är frågor vi ställde oss och ville få svar på när vi efterlyste bidrag till detta specialnummer av tidskriften Nordisk Barnehageforskning på temat Lyssnandets pedagogik. Ett tjugotal forskare svarade och efter en, på grund av pandemin, utdragen och rigorös review-process publiceras nu elva artiklar i detta temanummer. Tillsammans avspeglar de en angelägen bredd i intresset för vad lyssnandets pedagogik är i dag och kan bli i framtiden.

• Andersen, Camilla Eline & Nordström, Susan Naomi (2022). Nick-storying and the Body’s Immersion and Participation in the World: Forming Aggregates for Early Childhood Education. I Blyth, Carmen & Aslanian, Teresa Katherine (Red.), Children and the Power of Stories. Posthuman and Autoethnographic Perspectives in Early Childhood Education.. Springer. ISSN 978-981-16-9286-4. s. 109–124. doi: DOI:%2010.1007/978-981-16-9287-1_8. Vis sammendrag

  This chapter concerns thinking about how bodies become, and how to aggregate ongoing experiments toward a different future for human and more-than-human coexistence in early childhood education and beyond. To do so we turn our focus toward how human bodies as living matter provide a surface for cultural inscription. In conversation with Grosz (The nick of time: Politics, evolution, and the untimely, 2004) we are grasping a radical thinking about the nature and ontology of the body and making connections to how this conceptualization might create a different starting point for equity and justice practices in educational early childhood institutions. In doing so we also perform the practice of nick-storying. Nick-storying is an open-ended storying practice that contains the events of recognizing that one’s body is not one’s own. Nick-storying in this chapter are aggregates that might cohere and unleash material forces in the world to invent ways to live.

• Reinertsen, Anne Beate; Ulla, Bente; Larsen, Ann Sofi; Moxnes, Anna Rigmor; Aslanian, Teresa Katherine & Andersen, Camilla Eline (2022). Fugitive Futures and Knowledge Brokering: Adding Value, Habits, and Trust in Early Childhood Education and Educational Research. Qualitative Inquiry. ISSN 1077-8004. s. 1–14. doi: 10.1177/10778004221077709. Fulltekst i vitenarkiv Vis sammendrag

  This article is a collective act of writing preoccupied with the future of education. Our perspectives are different but what we have in common is a wish to explore and contribute to educational innovation. Through knowledge brokering, we try to create openings toward expanded meaning fields nourishing valuable diversities of onto-epistemic cultures ultimately preparing students for fugitive futures. Our project is complex and pluriverse like any brokering process for Other and innovation might be. Both method and means however are simple: Through using the concept of oxymoroning as a rhetorical and epigrammatic device for revealing paradox and through this taking part in polysemantic ambiguity, new concepts, knowledges, and habits are possibilized. Through a montage of thoughts, theories, and stories, hopefully thinking for innovation is given a constant continuation.

• Verduijn, Karen & Andersen, Camilla Eline (2022). Cautiously Creating a Future-Oriented Manifesto for Thinking Entrepreneurship as Practice. I Thompson, Neil Aaron; Byrne, Orla; Jenkins, Anna & Teague, Bruce T. (Red.), Research Handbook on Entrepreneurship as Practice. Edward Elgar Publishing. ISSN 9781788976824. s. 92–107.
• Osgood, Jayne; Andersen, Camilla Eline & Otterstad, Ann Merete (2022). Portal-time and wanderlines: What does virusing-with make possible in childhood research? . Reconceptualizing Educational Research Methodology (RERM). ISSN 1892-042X. 13(3), s. 208–231. Vis sammendrag

  This paper emerged from the forces of a pandemic that invited us to wrestle with what ‘virusing-with’ might potentiate in educational research-creation (Manning, 2016a). We sense the Coronavirus perform its agency on childhood in the Capitalocene in new, troubling, and sometimes hopeful ways. Research-creation has compelled us to dwell upon how virusing-with makes attuning differently to the world possible. We contemplate how virusing-with as concept and method holds the potential to disrupt and reformulate ways to undertake research and ways to conceptualise the child. Inspired by Manning’s (2020) recent work in relation to the child of the wanderline, we explore how multiple wanderlines take shape and interweave through research processes. Through the curation of three threshold events we think-do qualitative research in ways that push ideas and practices about childhood in directions that attend to agentic relationalities between the human, non-human and more-than-human. We argue that practices of virusing-with in portal time provides space for coming-into-relations of differences (Manning, 2016a, p.11) as an ecology of practice that shapes how educational research might be conceptualised and practiced.

• Osgood, Jayne; Taylor, Carol A.; Andersen, Camilla Eline; Benozzo, Angelo; Carey, Neil & Elmenhorst, Constanse [Vis alle 12 forfattere av denne artikkelen] (2020). Conferencing otherwise: A feminist new materialist writing experiment. Cultural Studies - Critical Methodologies. ISSN 1532-7086. 20(6), s. 596–609. doi: 10.1177/1532708620912801. Fulltekst i vitenarkiv Vis sammendrag

  This article attempts to reconfigure hegemonic framings of “the academic conference” and thereby offer a means to (re-)encounter the spatial, temporal, and affective forces that conferences generate, differently. We are a geographically dispersed but multiply entangled group of academic researchers united by theoretical fault lines within our work that seek to ask what if and what else. This “what if” and “what else” thinking has manifested in experimental and subversive doings otherwise at a series of academic conferences. The storying practices presented in this article were made possible by the vital materialism of a shared google.doc. It was within this virtual environment that we attempted to weave diffractive accounts of what conferencing otherwise produces. This writing experiment offers a series of speculative provocations and counter-provocations to ask what else does conferencing make possible. This article is an invitation to the reader to plunge in and wallow within the speculative accounts which ensue and to contemplate the possibilities of breaking free from sedimented ways of neoliberal conferencing. Keywords: feminist new materialism, posthumanism, affect, arts-based methods, academic conferences

• Osgood, Jayne & Andersen, Camilla Eline (2019). A feminist new materialist experiment: Exploring what else gets produced through encounters with children’s news media. Contemporary Issues in Early Childhood. ISSN 1463-9491. 20(4), s. 363–380. doi: 10.1177/1463949119888482. Vis sammendrag

  In this paper we grapple with the ways in which real-world issues directly impact children’s lives and ask what else gets produced through encounters with children’s global news media, specifically within the contexts of the United Kingdom and Norway. Our aim is to experiment with storytelling and worldling practices as a means to open up generative possibilities to encounter and reconfigure difficult knowledges. We take two contemporary events, the 2017 Grenfell Tower fire tragedy in London and the 2018 Marjory Stoneman Douglas High School shooting massacre in Florida, as a means to attend to ways in which affects are materialised across multiple times and spaces. News reports of these harrowing events, alongside what they produced in terms of child activism, racism and toxic masculinity, provided a catalyst for a feminist new materialist experiment in generating other knowledges through material-affective-embodied encounters. Newspapers, glue, sticky tape, string, torches, bags and a cartridge for a firearm were used in important work within a speculative workshop, where a small number of early childhood researchers came together to be open to multiple and experimental ways of (k)not-knowing to formulate collectively shared problems. Following Manning (2016), we recognise that to avoid getting stuck in familiar ways of thinking and doing we need to undertake research differently. We wondered how the re-materialisation of these events (through objects, artefacts, sounds and images) might shift our thinking about childhood in other directions. We dwell upon the affective work that these high-profile news events perform and how they might become rearticulated through affective encounters with materiality. Attending to how these events worked on us involves staying with the trouble (Haraway, 2016) as it becomes reignited, mutated and amplified across time and in different contexts. Our goal is to generate other possibilities that seek to reconfigure the ‘image of the child’. By resisting comforts of recognition, reflection and identification, we reach beyond what we think we know about how children are in the world and instead argue for their entanglement with difficult knowledges through our and their world-making practices

• Andersen, Camilla Eline (2018). Becoming through an encounter with an artistic Congo Village event in Norway. Qualitative Inquiry. ISSN 1077-8004. s. 1–8. doi: 10.1177/1077800418806617. Vis sammendrag

  Through Mohamed Ali Fadlabi and Lars Cuzner’s processual art project European Attraction Limited, I learned that there was a human zoo at a jubilee exhibition in the capital city of Norway around 100 years ago. This human zoo was set up as a “Congolese village” including 20 “primitive” huts built of reeds covered with palm leaves. Within the “village,” 80 presumably Congolese children, women, and men were performing “authentic African life” as a partly entertaining display to spectators. In the article, I explore what emerges when encountering this project, not as an art critique but as an educational researcher in Norway interested in race and racialization and how to create different ways of creating more livable worlds.

• Nordström, Susan Naomi; Andersen, Camilla Eline; Osgood, Jayne; Waterhouse, Ann-Hege Lorvik; Otterstad, Ann Merete & Jensen, Maybritt (2018). Alice's adventures: Reconfiguring solidarity in early childhood education and care through data events. I Cole, David R. & Bradley, Joff P. N. (Red.), Principles of transversality in globalization and education. Springer Nature. ISSN 9789811305832. s. 175–193. doi: 10.1007/978-981-13-0583-2_11.
• Andersen, Camilla Eline (2018). Affirmative critique and strange race-things: Experimenting with art-ing as analysis. Reconceptualizing Educational Research Methodology (RERM). ISSN 1892-042X. 9(1), s. 55–68. doi: 10.7577/rerm.2702. Fulltekst i vitenarkiv
• Andersen, Camilla Eline; Rantala, Teija & Rautio, Pauliina (2017). Editorial - Special issue: "Darkness matters". Reconceptualizing Educational Research Methodology (RERM). ISSN 1892-042X. 8(2), s. 1–16. doi: 10.7577/rerm.2229.
• Andersen, Camilla Eline; Guttorm, Hanna Ellen; Koro-Ljungberg, Mirka; Löytönen, Teija; Osgood, Jayne & Otterstad, Ann Merete [Vis alle 9 forfattere av denne artikkelen] (2017). Special issue: “Darkness matters” . Reconceptualizing Educational Research Methodology (RERM). ISSN 1892-042X. 8(2), s. 1–73. doi: 10.7577/rerm.2230.
• Andersen, Camilla Eline (2017). Becoming everything - scattered actualizations with curious bodies-darkness-forest assemblage. Reconceptualizing Educational Research Methodology (RERM). ISSN 1892-042X. 8(2), s. 35–37.
• Andersen, Camilla Eline (2017). Affirmative critique as minor qualitative critical inquiry: A storying of a becoming critical engagement with what happens. International review of Qualitative Research. ISSN 1940-8447. 10(4), s. 430–449. doi: 10.1525/irqr.2017.10.4.430. Fulltekst i vitenarkiv
• Andersen, Camilla Eline (2016). Ungrounding earth: An ontological take on professionalism and race in early childhood education and care. I Reinertsen, Anne Beate (Red.), Becoming earth: A post human turn in educational discourse collapsing nature/culture divides. Brill|Sense. ISSN 978-94-6300-428-2. s. 123–136.
• Otterstad, Ann Merete; Bustos, Marcela Montserrat Fonseca & Andersen, Camilla Eline (2016). Reconfiguring quality: Experimentint/t(h)ing with quality as matter in Norwegian early childhood education and care. I Cannella, Gaile S.; Pérez, Michelle Salazar & Lee, I-Fang (Red.), Critical Examinations of Quality in Early Education and Care. Regulation, Disqualification, and Erasure.. Peter Lang Publishing Group. ISSN 9781433128790. s. 123–137. doi: 10.3726/978-1-4539-1585-1.
• Andersen, Camilla Eline; Sand, Sigrun & Zachrisen, Berit (2015). En multikulturell barnehage i et monokulturelt sosialt landskap - analytiske innspill til framtidig mangfoldstenkning i barnehagen. I Dobson, Stephen R; Kulbrandstad, Lars Anders; Sand, Sigrun & Skrefsrud, Thor-Andre (Red.), Dobbeltkvalifisering. Perspektiver på kultur, utdanning og identitet. Fagbokforlaget. ISSN 978-82-321-0313-3. s. 39–59.
• Andersen, Camilla Eline (2015). Affektive data og Deleuzeoguattari-inspirerte analyser: Eksperimentasjoner over "rase"-hendelser. I Otterstad, Ann Merete & Reinertsen, Anne Beate (Red.), Metodefestival og øyeblikksrealisme: -eksperimenterende kvalitative forskningspassasjer. Fagbokforlaget. ISSN 978-82-450-1395-5. s. 312–334.
• Andersen, Camilla Eline & Otterstad, Ann Merete (2014). Researching the assemblage of cultural diversity in Norway: Challenging simplistic research approaches. International review of Qualitative Research. ISSN 1940-8447. 7(1), s. 93–110. doi: 10.1525/irqr.2014.7.1.93. Fulltekst i vitenarkiv
• Otterstad, Ann Merete & Andersen, Camilla Eline (2012). 'Ressursorientert tilnærming til språklig og kulturelt mangfold': Diskursive lesninger av inkludering i barnehagen. Nordisk barnehageforskning. ISSN 1890-9167. 5(2), s. 1–21. Fulltekst i vitenarkiv
• Andersen, Camilla Eline & Sand, Sigrun (2012). Innledning. I Andersen, Camilla Eline & Sand, Sigrun (Red.), Utforsking av flerkulturelle praksiser i barnehagen: Idéhefte med erfaringer, refleksjoner og ideer fra forskningsprosjektet "Den flerkulturelle barnehagen i rurale strøk". Oplandske Bokforlag. ISSN 978-82-7518-199-0. s. 7–14.
• Andersen, Camilla Eline (2012). Profesjonsutøvelse og ledelse i barnehagen: Et bidrag fra en survey om språklig og kulturelt mangfold utenfor de største byene. I Aamotsbakken, Bente (Red.), Ledelse og profesjonsutøvelse i barnehage og skole. Universitetsforlaget. ISSN 978-82-15-01942-0. s. 51–65.
• Andersen, Camilla Eline & Sand, Sigrun (2011). The Multicultural Kindergarten in rural areas in Norway - a good place for learning and participation for all children? Journal of Teacher Education and Teachers' Work. ISSN 2045-9351. 2(1), s. 28–40.
• Andersen, Camilla Eline (2006). Troubling ethnicity and cultural diversity in Norwegian preschool discourses. Australian Research in Early Childhood Education. ISSN 1320-6648. 13(1), s. 38–50.

Se alle arbeider i Cristin

• Andersen, Camilla Eline; Aronsson, Lena & Taguchi, Hillevi Lenz (2023). Höj hörstyrkan! Lyssnande pedagogik idag och i framtiden. Gleerups Utbildning AB. ISBN 9789151107530. 288 s.
• Andersen, Camilla Eline; Aronsson, Lena & Taguchi, Hillevi Lenz (2023). Höj hörstyrkan! Lyssnandets pedagogik i dag och i framtiden. Gleerups Utbildning AB. ISBN 9789151107530. 350 s. Vis sammendrag

  30 år efter att lyssnandets pedagogik introducerades i Sverige erbjuder Höj hörstyrkan! Lyssnande pedagogik idag och i framtiden en breddad och fördjupad inblick i flera sätt att närma sig och praktisera lyssnande i förskolan och i förskollärarutbildningen. I boken skriver svenska och norska forskare, förskollärare, pedagoger, ateljeristor, pedagogistor, pedagogiska handledare och utvecklingsledare om sina kunskaper och erfarenheter av olika sätt att praktisera och tänka om lyssnande. Tillsammans uppmanar de förskolefältets olika aktörer att – som Filip fem år har kallat det – lyssna noga och ”höja hörstyrkan” i praktiserandet av lyssnande på flera nya sätt

• Andersen, Camilla Eline & Sand, Sigrun (2012). Utforsking av flerkulturelle praksiser i barnehagen: Idéhefte med erfaringer, refleksjoner og ideer fra forskningsprosjektet "Den flerkulturelle barnehagen i rurale strøk". Oplandske Bokforlag. ISBN 978-82-7518-199-0.
• Gjervan, Marit; Andersen, Camilla Eline & Bleka, Målfrid (2006). Se mangfold! Perspektiver på flerkulturelt arbeid i barnehagen. Cappelen Damm Akademisk. ISBN 978-82-02-24804-8. 178 s.

Se alle arbeider i Cristin

• Andersen, Camilla Eline & Hopkins, Lucy (2024). Nation, nature and childhood in five curricula: Towards Earthly education.
• Pope, Liv Alice & Andersen, Camilla Eline (2024). Belonging-otherwise in Norwegian early childhood education and care: Writing stories of joy, aliveness, refusal, and resistance .
• Bjelkerud, Agnes Westgaard; Bigum, Svein Harald; Bergseth, Kristin Kathinka Due; Gillund, Mari; Tronvoll, Åse Wedø & Stalheim, Odd Rune [Vis alle 10 forfattere av denne artikkelen] (2024). Politisering av forskning kan være problematisk. Utdanningsnytt.no.
• Andersen, Camilla Eline & Bjelkerud, Agnes Westgaard (2024). Mood work as method. Thinking with racialized atmospheres and affects in Early Childhood Teacher Education   .
• Bjelkerud, Agnes Westgaard & Andersen, Camilla Eline (2023). Mood work as method: Thinking with racialized atmospheres and affects in early childhood teacher education   .
• Andersen, Camilla Eline & Bjelkerud, Agnes Westgaard (2023). Racialized moods in Norwegian kindergarten teacher education: Transforming pedagogy through mood work.
• Pesch, Anja Maria & Andersen, Camilla Eline (2023). Dekolonisering og indigenisering i norske barnehagelærerutdanninger? Spenninger og muligheter i analyser av emneplaner og pensumlitteratur.
• Andersen, Camilla Eline (2023). En barnehagelærerutdanning for framtiden – hva mer? .
• Andersen, Camilla Eline & Gawlicz, Katarzyna (2023). Nation, nature and childhood in ECEC curricula.
• Ekmand Ladru, Danielle & Andersen, Camilla Eline (2023). The living ecology of shopping malls: Speculating urban stories as childhood studies.
• Andersen, Camilla Eline; Skoglund, Tonje & Lerbak, Kari (2023). Exploring pathways for gender and sexual diversity in early childhood teacher education – moving across history, teaching practices, policies, and theoretical orientations.
• Andersen, Camilla Eline & Ekman Ladru, Danielle (2023). The living ecology of shopping malls: Speculating urban stories as childhood studies.
• Andersen, Camilla Eline & Pesch, Anja Maria (2023). Samiske perspektiver i barnehagelærerutdanningen.
• Fylkesnes, Sandra; Du Plessis, Danelle; Massao , Prisca Bruno & Andersen, Camilla Eline (2022). A review of empirical studies on race, racism and whiteness in the teaching and learning context of Norway – from early childhood- to higher education .
• Otterstad, Ann Merete; Andersen, Camilla Eline & Osgood, Jayne Louise (2022). Portal-time and wanderlines: What does virusing-with make possible in childhood research?’ .
• Andersen, Camilla Eline; Bern, Linn Terese; Kampmann-Jensen, Trine & Pesch, Anja Maria (2022). Bærekraft og samiske perspektiver i barnehagelærerutdanninga.
• Andersen, Camilla Eline; Pope, Liv Alice & Gillund, Mari (2022). Transformerende undervisning som bærekraft i høyere utdanning.
• Fylkesnes, Sandra; Massao , Prisca & Andersen, Camilla Eline (2022). What do we know about how race, racism and whiteness are part of (or not) teacher education curriculums in Norway? Pushing the field further in precarious times.
• Gillund, Mari; Pope, Liv Alice & Andersen, Camilla Eline (2022). Searching for ‘sustainability’ in ‘early childhood teacher education’ pedagogy: what remains hidden in a systematic review of literature?
• Reinertsen, Anne Beate; Ulla, Bente; Larsen, Ann Sofi; Moxnes, Anna Rigmor; Aslanian, Teresa Katherine & Andersen, Camilla Eline (2021). Fugitive Futures and Knowledge Brokering.
• Gillund, Mari; Pope, Liv Alice & Andersen, Camilla Eline (2021). Barnehagelærerutdanning for en bærekraftig framtid.
• Andersen, Camilla Eline & Otterstad, Ann Merete (2021). Handling quality in research and publication - insights and challenges from journal editors.
• Andersen, Camilla Eline (2021). Barn - ulike og unike.
• Andersen, Camilla Eline & Massao , Prisca (2021). Rase og rasisme som tema i barnehagelærerutdanningen – hvorfor og hvordan? .
• Osgood, Jayne; Andersen, Camilla Eline & Otterstad, Ann Merete (2021). Portal-time and wanderlines: What does virusing-with make possible in childhood research?
• Massao, Prisca Bruno; Andersen, Camilla Eline; Fylkesnes, Sandra; Vibeto, Håvard Andreas; Klausen, Siri Wieberg & Haug, Inger Mokkelbost [Vis alle 12 forfattere av denne artikkelen] (2021). Det er på høy tid å forske på rase og rasisme i lærerutdanningene, Søberg. Nettavisen. Vis sammendrag

  https://www.nettavisen.no/norsk-debatt/det-er-pa-hoy-tid-a-forske-pa-rase-og-rasisme-i-larerutdanningene-soberg/o/5-95-286058

• Iversen, Ragnhild Laird; Andersen, Camilla Eline & Karemi, Golstan (2020). – Kan du gi meg hudfargen? spør barnet når det tegner. Hva du velger å svare eller gjøre kan ha stor betydning. [Tidsskrift]. Utdanningsnytt.
• Andersen, Camilla Eline; Steinnes, Jenny Elise & Vik, Stine (2020). Special Issue: Kindergarten Pedagogy and Policy . Nordic Studies in Education. ISSN 1891-5914. 40(3), s. 206–209. doi: 10.23865/nse.v40.2455.
• Andersen, Camilla Eline (2020). Snakk med barna om rasisme. [Avis]. Aftenposten.
• Andersen, Camilla Eline & Andersen, Camilla Eline (2020). Grappling with the World: Responsibility, Subjectivity and Transformation.
• Andersen, Camilla Eline (2019). Worlding in early childhood: Emergences of gender and sexuality. Vis sammendrag

  The paper aims to work with the notion of ‘worlding’ (Stewart, 2014) to consider ‘what the immediately perceived life-world’ in a Norwegian early childhood context might consist of, and to research ‘how immediate encounters connect to and intersect with the wider world’ (Palmer & Hunter, 2018). It does so as a way to approach the generativity of the world (Stewart, 2014) in a time and place where gender and sexuality matters to children. This interest in the notion of ‘worlding’ has grown out of a research project in its early phase, where the focus is on children’s knowledge of gender and sexual diversity and where affective methodologies is understood as an approach generative of more live-able worlds. Haraway’s (2016) thinking and particularly her argument that ‘it matters what worlds world worlds’ (p. 35) is also being worked with in this paper in an effort to think through how qualitative research might be activist through creating other stories about childhood.

• Andersen, Camilla Eline & Otterstad, Ann Merete (2019). Worlding and unworlding in early childhood research practices. Vis sammendrag

  For some years we have both, with/in a Norwegian ECEC location, explored what it is to work critically from ontologies where a real is emergent and mobile, and where it is singularities that ‘throw worlds into form’ (Stewart, 2014, p. 122). Further, inspired by Palmer and Hunter (2018), we have worked from the premise that ‘immediate encounters connect to and intersect with the wider world’. Hence, singularities and micro-events matters in critical social-material research and socially just pedagogies. Process ontologies challenge our habitual thinking on how to do critical scholarship in early childhood, however we suggest these also give way for different worlding research practices generative of more live-able worlds. In our research we have in various ways experimented to fasten or slow down encounters that attends to us in ways that perhaps cannot be explained, but that insists on being treated and acknowledged as political openings to ‘what else’ to come (Manning, 2016). In this workshop examples from our earlier and ongoing work is shared as triggers for further thinkings and doings concerning what kind of questions and stutterings working critical from a posthuman thinking can be creative of.

• Andersen, Camilla Eline (2018). Å viske ut konturer av barnet.
• Andersen, Camilla Eline & Massao, Prisca Bruno (2018). Kan perspektiver på rase skape muligheter for likeverdige praksiser i utdanningsfeltet?
• Andersen, Camilla Eline; Osgood, Jayne; Otterstad, Ann Merete; Myrvold, Hanne Berit & Elmenhorst, Constanse (2018). The pleasure and violence of theories in ECEC: In search of more liveable worlds.
• Andersen, Camilla Eline (2018). Potentiality as an ontological force with race-events in early childhood education.
• Andersen, Camilla Eline (2018). Presentasjon av forskning på akademiske arenaer.
• Andersen, Camilla Eline (2018). Kan perspektiver på hvithet og rase skape andre tilnærminger til mangfold og forskjellighet i barnehagefeltet?
• Andersen, Camilla Eline (2018). Stuck/metamorphing child.
• Andersen, Camilla Eline; Waterhouse, Ann-Hege Lorvik; Otterstad, Ann Merete; Osgood, Jayne; Nordstrom, Susan Naomi & Jensen, Maybritt (2018). Multiple becomings with Alice(s): Nomadic Movements in the Anthropocene.
• Andersen, Camilla Eline & Osgood, Jayne (2018). A feminist new materialist experiment in reconfiguring diversity and difference through children’s media.
• Andersen, Camilla Eline (2018). Posthumanisms and new materialisms in Norwegian ECE research: What is happening and what is the debate?
• Andersen, Camilla Eline (2017). Affirmative critique as minor qualitative critical inquiry - A becoming critical engagement with race-events.
• Andersen, Camilla Eline (2017). Towards other durations: Bergson’s method of intuition as affirmative critique with strange race-happenings.
• Andersen, Camilla Eline & Otterstad, Ann Merete (2017). Hva er kritikk? Negative kritikk(er) og affirmerende kritikk.
• Andersen, Camilla Eline; Osgood, Jayne; Robinson, Kerry & Diaz, Criss Jones (2017). Diversity, difference and social justice in early childhood education: Global perspectives on contemporary social issues and their impact on the lives of children and their families.
• Andersen, Camilla Eline (2017). An experimental shift to the affirmative and an ‘attuned empiricism’ in early childhood education research on race.
• Andersen, Camilla Eline; Otterstad, Ann Merete; Koro-Ljungberg, Mirka & Osgood, Jayne (2017). Posthumanisme utvider hva som er mulig. Morgenbladet. ISSN 0805-3847.
• Andersen, Camilla Eline (2017). Hva vil vi med barndommen? Deltakelse i paneldebatt - Margareth Olins film "Barndom".
• Andersen, Camilla Eline (2016). Experiences on affective methodologies when working with race .
• Andersen, Camilla Eline (2016). Barnehagepedagogikk i et samfunn preget av mangfold.
• Andersen, Camilla Eline (2016). Nymaterialisme-posthumanisme: lesninger av noen utvalgte tekster.
• Andersen, Camilla Eline (2016). Filosofisk inspirerte innspill til hvordan møte forskjellighet og mangfold i barnehagen.
• Andersen, Camilla Eline (2016). Deleuze og Guattaris omvandrende oppløste selv: Innspill til profesjonstenkning i barnehagelandskapet.
• Andersen, Camilla Eline (2016). Working the limits of critical thinking towards solidarity to come.
• Andersen, Camilla Eline & Bjelkerud, Agnes Westgaard (2016). Folding, unfolding and refolding with Wunderkammern towards more just research methodologies.
• Andersen, Camilla Eline; Jensen, Maybritt; Nordstrom, Susan Naomi; Osgood, Jayne; Otterstad, Ann Merete & Waterhouse, Ann-Hege Lorvik (2016). Reconfiguring early childhood solidarity/ies through research performances.
• Andersen, Camilla Eline & Susan Naomi, Nordstrom (2016). Posthuman modes: Toward a more socially just post methodological entanglement.
• Andersen, Camilla Eline (2016). Deleuze and Guattari in assemblage with designs students' work on vizualizing complexity in relation to migration. Vis sammendrag

  Based on today's society the master students at HDK have created pieces asking questions rather than answering them. Experience an exclusive exhibition of prototypes where designers from all over the world have thought outside the box and come up with unique design. Opening: January 13th at 16.00-20.00 at a-venue Open: January 14th-23rd, Wed - Sat 12.00 - 18.00 Free entrance! Welcome to Promiseland!

• Andersen, Camilla Eline; Otterstad, Ann Merete & Reinertsen, Anne Beate (2015). A metaphysichs of quality - Traversing childhood as non-teleological.
• Andersen, Camilla Eline (2015). Begrepet "rase" i et barnehagefaglig landskap.
• Andersen, Camilla Eline & Sandvik, Ninni (2015). Gilles Deleuze. Barnehagefolk. ISSN 1500-6905. 32(3), s. 36–40.
• Andersen, Camilla Eline (2015). How to adapt education adequately in multicultural schools and kindergartens?
• Andersen, Camilla Eline (2015). Mot en mindre profesjonalitet - med "rase" som kritisk tema.
• Andersen, Camilla Eline (2015). Sedimented Race-Events and Bergsonian Intuition: Towards a Minor Professionalism in Early Childhood.
• Andersen, Camilla Eline (2015). - Hudfarge bør bli et tema i barnehagen. [Internett]. forskning.no.
• Andersen, Camilla Eline (2015). Propelling Oneself Out of Too Habitual Race-Events in Early Childhood: Intuition as a Leap towards the Possible. Vis sammendrag

  Various scholars suggest exploring how whiteness is manifested in discourse/language and how white subjectivities are racialized through discourse/language, as ways of working against racial discrimination in society. In this paper I experiment with dwelling into micro-political forces of becoming in an early childhood landscape. This is a move from race as ‘reactive dialectics’ towards race as ‘intensive processes of becoming’ (Rai, 2012). Hence, I work from an understanding of subjectivity as a collective process that insists on a more ontological take on racialization. From various materials in an ‘ethnography of what happens’ (Stewart, 2013), a documentation of micro-political forces of becoming or rather stratifications of race in the landscapes I traverse (Deleuze & Guattari, 1987), I experiment with the Bergsonian concept of ‘intuition’ as a way of leaping towards the possible, the becoming-other. Hence, what I perform is an experimental shift to the affirmative and an ‘attuned empiricism’ (Grosz, 2005).

• Andersen, Camilla Eline (2014). Prioriterer "norsk kultur" i barnehagen. [Avis]. Adresseavisen.
• Andersen, Camilla Eline (2014). Bygdebarnehager klarer ikke minoritetsjobben sin. [Internett]. Forskning.no.
• Reinertsen, Anne Beate; Otterstad, Ann Merete; Andersen, Camilla Eline; Ben-Horin, Oded & Waade, Roy Aksel (2014). A working constitution 1814-2014 21-24 May 2014 .
• Andersen, Camilla Eline (2014). Affect-data: On connecting to the world in its becoming.
• Andersen, Camilla Eline (2014). Revolusjonspraksiser i et kvelende politisk barnehagelandskap. Første steg. ISSN 1504-1891. 10(4), s. 32–35.
• Andersen, Camilla Eline (2014). Prioriterer "norsk" kultur i barnehagen. [Avis]. Aftenposten.
• Andersen, Camilla Eline; Sand, Sigrun & Engen, Thor Ola (2014). Lite inkluderende barnehager. [Internett]. forskningsradet.no.
• Andersen, Camilla Eline (2014). Discussant for the Plenary: Contemporary Critical Qualitative Inqury II.
• Andersen, Camilla Eline (2014). Profesjonsutøvelse og ledelse i barnehagen - et flerkulturelt perspektiv.
• Andersen, Camilla Eline (2014). Affect-data: Connecting to the world in its becoming.
• Andersen, Camilla Eline (2013). Hvilken dukke ville ditt barn valgt? [Avis]. VG Helg, lørdagsmagasin i VG. Vis sammendrag

  Barnehagerasisme er et tema få våger å snakke om. Forskning viser at barn har fordommer mot hudfarge. Og norske barnehager søker hjelp til å håndtere rasisme.

• Andersen, Camilla Eline (2013). "Rase" i et barnehagefaglig landskap. Barnehagefolk. ISSN 1500-6905. s. 106–107.
• Andersen, Camilla Eline (2013). Tusenvis av ørsmå norskheter. Barnehagefolk. ISSN 1500-6905. s. 24–28.
• Andersen, Camilla Eline; Halmrast, Gudrun Sælen; Østerås, Bergljot; Otterstad, Ann Merete & Sandvik, Ninni Elisabeth (2013). Kortslutninger om barnehagebarns opplevelser og erfaringer. Første steg. ISSN 1504-1891. s. 50–53.
• Andersen, Camilla Eline (2013). What is race? Thinking with Deleuze.
• Andersen, Camilla Eline & Otterstad, Ann Merete (2013). Researching the Assemblage of Cultural Diversity in Norway: Challenging Simplistic Research Approaches.
• Andersen, Camilla Eline (2013). En presentasjon av forskningsprosjektet "Den flerkulturelle barnehage i rurale strøk".
• Andersen, Camilla Eline & Otterstad, Ann Merete (2012). Seminar presentation: AssembLAGE of cultural diversities in contemporary Norway - continuing.
• Andersen, Camilla Eline & Otterstad, Ann Merete (2012). AssembLAGE: Experimenting with Norwegian Representations of Cultural Diversities and Complexities.
• Andersen, Camilla Eline (2012). Becoming-Professional in Early Childhood: a White Preschool Teacher in a Global Racialized World.
• Andersen, Camilla Eline; Bjelkerud, Agnes Westgaard & Østerås, Bergljot (2012). Avhengig av en konstruktiv politisk behandling. Første steg. ISSN 1504-1891. s. 10–11.
• Andersen, Camilla Eline (2012). - Forskningsarbeid er også politisk arbeid. Barnehagefolk. ISSN 1500-6905. s. 105–107.
• Andersen, Camilla Eline; Otterstad, Ann Merete & Bustos, Marcela Montserrat Fonseca (2011). AssembLAGE: re-narrativising Norwegian representations of cultural diversities and complexities .
• Andersen, Camilla Eline (2011). Forskjellighet i barnehagen.
• Andersen, Camilla Eline (2011). “Race” and identities in Norwegian early childhood education: Disrupting images of inclusion.
• Andersen, Camilla Eline (2011). Mer kunnskap om språklig og kulturelt mangfold i barnehagen må til. Første steg. ISSN 1504-1891. s. 36–39.
• Otterstad, Ann Merete & Andersen, Camilla Eline (2011). Kan tåka brukes til noe? Barnehagefolk. ISSN 1500-6905. 27(1), s. 89–91.
• Andersen, Camilla Eline (2011). Om å skape rom for kompleksitet i rurale strøk: innspill til pedagogiske praksiser.
• Andersen, Camilla Eline; Bjelkerud, Agnes Westgaard; Otterstad, Ann Merete & Skoglund, Tonje (2010). Et prosjekt om aktivisme og flerkulturelt arbeid. Vis sammendrag

  Det siste året har førskolelærere i Oslo og Sidney, Australia utforsket mangfold og 'like muligheter for alle' ved å ta i bruk andre uttrykksformer og språk enn de vi vanligvis griper til i profesjonshverdagen. Vi møtes og arbeider i samme rom (også internet-rom) og hver for oss. Vi forsøker å utfordre oss selv og hverandre, men også overordnede forståelser av barnehagearbeid som vi opplever at vi må forholde oss til. For eksempel teorier, offentlige dokumenter og politiske føringer. Vi tenker at vi gjør en form for aktivisme, og ønsker å dele/diskutere prosjektet med interesserte.

• Andersen, Camilla Eline (2010). Racialisation in Norwegian early childhood education: disrupting images of multiculturalism. Vis sammendrag

  Contemporary policies guiding education are increasingly dealing with issues of democracy, social justice and equity. Recent and ongoing critical conversations in many Western societies seem to trouble with how to understand these concepts in relation to ongoing processes within the educational field when differences are to be included (Biesta, 2007; Cannella, 1997; Dahlberg & Moss, 2004; Trifonas, 2003). This particularly includes differences in terms of e.g. religion, ?race?, language and ethnicity (Brah, 1996; Braidotti, 2006). The political landscape in Europe seems to have abandoned the idea of multiculturalism as a strategy towards social justice for all, and integration instead of inclusion seems to have a comeback in political strategy (May, 2010). However, recent theoretical work aims at reconstructing multiculturalism instead of abandoning such politics and here suggests working with the prevailing racisms as a way to work with differences and issues of democracy, social justice and equity (May, 2010; Modood, 2009). As a way of disrupting and hence reconstructing multiculturalism in early childhood education (ECE) I make use of theories of racialisation to think through how understandings of ?race? are maintained, produced and/or challenged in early childhood educational settings and in settings in the broader society that are likely to interweave with early childhood institutional discourses.

• Andersen, Camilla Eline & Otterstad, Ann Merete (2010). Å utforske sosial ulikhet som aktivister. Barnehagefolk. ISSN 1500-6905. 26(4), s. 44–49.
• Andersen, Camilla Eline (2010). En surveyundersøkelse om den flerkulturelle barnehage i rurale strøk.
• Andersen, Camilla Eline; Angell-Jacobsen, Mona-Lisa; Becher, Aslaug Andreassen; Bustos, Marcela Montserrat Fonseca; Otterstad, Ann Merete & Pope, Liv Alice [Vis alle 7 forfattere av denne artikkelen] (2009). Hope in Norway: Resiting the monocultural with children and adults (Presented in a collective performance).
• Andersen, Camilla Eline (2009). Does 'race' matter in early childhood education? Undoing racisms.
• Andersen, Camilla Eline; Becher, Aslaug Andreassen; Bustos, Marcela Montserrat Fonseca; Otterstad, Ann Merete; Syed, Bushra Fatima & Angell, Mona-Lisa [Vis alle 7 forfattere av denne artikkelen] (2009). Hope in Norway: Resisiting the Monocultural With Children and Adults. .
• Andersen, Camilla Eline (2008). Når feiring av mangfold ikke er nok.
• Andersen, Camilla Eline (2008). Re-thinking practice when bases are different: the everyday, norms and values in culturally diverse barnehager (Norwegian preschools).
• Andersen, Camilla Eline (2007). Om å skape rom for mangfoldige barndommer.
• Andersen, Camilla Eline; Gjervan, Marit & Bleka, Målfrid (2006). Det unike er det vanlige. [Fagblad]. Første steg.
• Andersen, Camilla Eline; Gjervan, Marit & Bleka, Målfrid (2006). Kommer senere. [Avis]. Klassekampen.
• Andersen, Camilla Eline (2006). Innspill til framtidens barnehage.
• Andersen, Camilla Eline (2005). Constructing decolonizing methodologies. Searching (and researching). Vis sammendrag

  This paper involves looking at languages and discourses in praxis and academia. It focuses on language(s), discourse(s) and methodologie(s) linked to researching in a multilingual and cultural diverse day care centre in Norway. It questions what decolonizing methodologies might be and asks how these might relate to languages and discourses.

• Andersen, Camilla Eline (2004). Jeg jobber i en flerkulturell barnehage! Fag, kultur og fellesskap - perspektiver på innholdet i barnehagen. 1(4), s. 45–50. Vis sammendrag

  Hvor jobber du’a? Dette har jeg ofte blitt spurt om i møter med yrkeskollegaer eller nye bekjente. Og jeg forteller villig at jeg jobber i en fantastisk barnehage i Oslo. Åja, er det en sånn flerkulturell barnehage det da? Jeg skjønner hva de mener. Tror jeg, da. De lurer på om det er en barnehage hvor barn og foreldre har ulike språk og etnisiteter. Ja, svarer jeg. Det er nemlig mange barn og foreldre og ansatte i ”min” barnehage med ulik landbakgrunn. Men er det bare det som innebærer å være en flerkulturell barnehage? Er ordet flerkulturell kun knyttet til menneskene der? Eller er det også knyttet til vår praksis, våre holdninger og verdier – vårt pedagogiske arbeid? Denne artikkelen forsøker kritisk å problematisere hva som skjer i norske barnehager knyttet til det såkalt flerkulturelle. Hva er det som dominerer innholdet i norske barnehager? Det flerkulturelle eller det monokulturelle?

• Andersen, Camilla Eline (2004). Maktforholdet i integreringsprosessen.
• Andersen, Camilla Eline (2004). Etnografi i barnehager. Muligheter for dekoloniserende forskning med barn.
• Andersen, Camilla Eline (2004). Who am I one year after the master’s degree? Troubling identities in relations to ethics and in practices in a Norwegian day care center.
• Andersen, Camilla Eline (2004). Arenabarnehager: Kompetente førskolelærere i et flerkulturelt samfunn.
• Andersen, Camilla Eline (2004). Verden i barnehagen.
• Andersen, Camilla Eline (2004). Nyere perspektiver på barn og barndom.
• Andersen, Camilla Eline (2004). Språkmiljø og språkutvikling i barnehagen.
• Andersen, Camilla Eline (2004). Verden i barnehagen.
• Andersen, Camilla Eline (2003). Kritisk blikk på norske barnehager.
• Andersen, Camilla Eline (2003). Den norske barnehagen sett i relasjon til etnisitet, flerspråklighet og mangfold.
• Andersen, Camilla Eline (2003). Verden i barnehagen – for hvem?
• Andersen, Camilla Eline (2003). Whose world is it? Deconstructing discourses in Norwegian early childhood education and care in relation to cultural diversity.
• Andersen, Camilla Eline (2003). Flerkulturell oppvekst - også i barnehagen? Kritisk refleksjon og meningsskaping.
• Andersen, Camilla Eline (2002). Verden i barnehagen - hvem sin verden er det? Barnehagefolk. ISSN 1500-6905. 18(4), s. 6–13.
• Andersen, Camilla Eline (2002). ”Han er veldig flink, han skjønner veldig mye”. Debattserien for barnehagefolk. ISSN 0801-2652. 18(4), s. 54–58.
• Andersen, Camilla Eline (2002). Tør vi konstruere nye perspektiver i den flerkulturelle barnehagen?
• Andersen, Camilla Eline (2002). Verden i barnehagen.
• Leirpoll, Beate Kristin; Andersen, Camilla Eline; Alstad, Gunhild Tomter & Skreland, Lisbeth Ljosdal (2023). Tid, berøring og inderlighet. Lesninger av utøvd barnehagefaglighet i lys av Walter Benjamins tankebilder. Høgskolen i Innlandet. ISSN 978-82-8380-456-0. Vis sammendrag

  Denne avhandlingen er en pedagogisk-filosofisk utforskning av utøvd barnehagefaglighet slik den kommer kroppslig til uttrykk i barnehagelæreres praksis. Basert på videofilmer av to barnehagelæreres praksiser tilknyttet barnehagens sovetid, blir utøvd barnehagefaglighet beskrevet, illustrert og lest med forbindelser til to av Walter Benjamins tankebilder: Historiens engel (Benjamin, 2014a, s. 184) og Det forsentkomne barnet (Benjamin, 2014c, s. 109). Studien viser hvordan barnehagelærernes utøvde faglighet kommer til uttrykk som rytmer av estetikk og etikk, der tid, berøring og inderlighet peker seg ut som sentrale toner. Avhandlingens sentrale teoretiske perspektiv er en montasje av idéer fra Maxine Sheets-Johnstone, Iris Murdoch og Walter Benjamin sine arbeider. Med et fenomenologisk utgangspunkt forstår Sheets-Johnstone vår væren og viten som grunnleggende kroppslig forankret. Murdochs (1970/2021) filosofiske toveisbevegelse, mellom det konkrete og mer filosofisk spekulative, har vært en viktig inspirasjon for å forstå Benjamins tankebilder og for måten jeg har gjort lesninger av det empiriske materialet. Forutenom at Benjamins tankebilder er blitt et organiserende og ansporende prinsipp for lesningene, spiller hans vektlegging av fragmentets erkjennelsesmessige verdi og montasjen som en akademisk framstillingsform en avgjørende teoretisk rolle. Metodologisk har jeg latt meg inspirere av Eisners (2017) kjennskap- og kritikktilnærming. Kjennskapet handler om å legge merke til og verdsette. Kritikk om synliggjøring. Lesningene er et forsøk på å gjøre nærværende det kroppslige uttrykket for utøvd barnehagefaglighet som én måte å verdsette dets grunnleggende betydning på i barnehagen. Avhandlingen er et filosofisk-empirisk bidrag inn i det barnehagefaglige forskningsfelt som fremmer nødvendigheten av å løfte fram barnehagelæreres kroppslige kunnskapsrepertoar (se Ulla, 2015; Ilje-Lien, 2020; Pedersen, 2022; Pröckl, 2020).

• Andersen, Camilla Eline (2015). Mot en mindre profesjonalitet: "Rase", tidlig barndom og Deleuzeoguattariske blivelser. Stockholm University. ISSN 978-91-7649-134-8. Vis sammendrag

  This thesis deals with professionalism in early childhood education in relation to «race» and whiteness in primarily a Norwegian landscape. The overall aim of the study is to investigate how sociomaterial «race»-events can be understood as part of processes where preschool teachers’ subjectivity and professionalism are constituted. The thesis is a theoretical experimentation with strong ties to problems in a real social landscape. One of the main problems that the study evolves around, and which can be read as a finding to work from and upon, is that «race» is silenced in the dominant discourse/language aiming at contributing to how preschool teachers can create socially just and indiscriminating pedagogical practices in a current Norwegian «multicultural society». And also how this is in stark contrast with how «race» in complex ways is real for many people in the Nordic region today. Hence, there seem to be a lack of tools for preschool teachers to think through how «race» might be part of their pedagogical practice in preschools, and how «race» is an important issue to address when working with how to perform pedagogy ethically and politically. The study is highly inspired by scholars who suggest exploring how «white» subjectivities are racialized as ways of working against racial discrimination in society. However, another main problem seems to be that most «whites», including «white» preschool teachers, have never learned to think of themselves as racialized. As a way of narrowing how to investigate these two problems, the study more specifically and in a philosophical-theoretical manner, explores «white» preschool teachers’ relation to «race». Through this it addresses how the constitution of professionalism is intertwined with the constitution of racial subjectivity. The philosophical-theoretical-methodological conceptual toolbox used in the study is mainly constructed from concepts in the philosophical work of Gilles Deleuze and Félix Guattari (1977, 1987). E.g. machinic assemblage, stratification, Body without Organs, nomadic subject, affect, individuation, micropolitics, becoming, actual/virtual and event. The methodological approach was from the beginning highly inspired by decolonizing-, feminist poststructural- and critical methodologies, which insist on the importance of personal experience in research that aims for a political outcome. However, immersed with Deleuze and Guattaris philosophy of desire, what started out as a poststructural autoethnography transformed into a cartography of «my own» racial becomings in/with an early childhood landscape. The study shows how subjectivity, when understood as produced through sociomaterial «race»-events, offers another understanding of doing professionalism. Further, it offers an alternative understanding of how to create more socially just and indiscriminating pedagogical practices in early childhood education.

• Andersen, Camilla Eline; Engen, Thor Ola; Gitz-Johansen, Thomas; Kristoffersen, Chamilla; Obel, Lise Skoug & Sand, Sigrun [Vis alle 7 forfattere av denne artikkelen] (2011). Den flerkulturelle barnehage i rurale områder: Nasjonal surveyundersøkelse om minoritetsspråklige barn i barnehager utenfor de store byene. Høgskolen i Hedmark. ISSN 9788276718492. Vis sammendrag

  I denne rapporten presenteres resultater fra en surveyundersøkelse gjennomført i barnehager i rurale strøk i sju fylker høsten 2009. 525 pedagogiske ledere og 288 styrere svarte på undersøkelsen. Undersøkelsen har hatt som mål å innhente kunnskaper om hva som kjennetegner flerkulturelle barnehager i rurale strøk. Kun 18 av Norges 430 kommuner faller utenfor den definisjonen vi har brukt av rural. Surveyen kan slik sees som relevant for kunnskap om profesjonsutøvelse i barnehager i store deler av Norge. I undersøkelsen er det lagt særlig vekt på å kartlegge profesjonsutøveres arbeid med minoritetsspråklige barn og deres familier, og bakgrunnstall som kan skildre et bilde av en del kontekstuelle forhold for pedagogisk virksomhet. Det er blant annet innhentet kunnskap om hvilke språk som er representert, hvordan barnehagen arbeider med språk og kartlegging av språk, hvilket innhold som presenteres i strukturerte aktiviteter, personalets utdanning og språk, og foreldresamarbeid. Det er gjort frekvensanalyser av svarene på alle spørsmålene i spørreskjemaene. Videre er det gjort variansanalyse på noen av spørsmålene. Rapporten vektlegger i stor grad å presentere resultater fra undersøkelsen. Disse er slik vi forstår det interessante for videre systematisk arbeid for å heve kompetansen blant personalet i barnehager. De er også interessante sett opp mot Kunnskapsdepartementets fokus på kvalitet på innholdet i barnehagen. Resultatene viser at det i alle kommuner i de sju fylkene finnes minoritetsspråklige barn i barnehage. 84 prosent av styrerne svarer at det i dag går flerspråklige barn i deres barnehage. De resterende 16 prosent har arbeidet med minoritetsspråklige barn de siste tre årene. Det er imidlertid få barn med flere språk i hver barnehage, i ca. 31 prosent går det ett eller tobarn med flerspråklig kompetanse og i ca 27 prosent av barnehagene går tre eller fire flerspråklige barn. Omtrent 80 prosent av minoritetsspråklige barn i barnehager i rurale områder, har enten polsk, somalisk, arabisk eller somalisk som morsmål. Et sentralt funn er at det kun er 3 prosent av profesjonsutøvere i undersøkelsen som har fordypning og/eller videreutdanning i flerkulturell pedagogikk eller liknende. Dette ser ut til å gjenspeile seg i den praksisen som respondentene rapporterer. Et eksempel er hva slags innhold som velges i strukturerte aktiviteter i barnegrupper. Det ser også ut til at styreres utdanningsbakgrunn i flerkulturell pedagogikk har betydning for den pedagogiske praksisen barn og foreldre møter i barnehagen i rurale områder. Videre er fraværet av minoritetsspråkene i de rapporterte pedagogiske praksiser slående. Det ser ut til at norsk dominerer, både når det gjelder kulturelle uttrykk og innhold, og når det gjelder språk. Norsk i denne sammenheng kan se ut til å bevege seg innenfor en monokulturell betydning.

• Andersen, Camilla Eline; Engen, Thor Ola; Gitz-Johansen, Thomas; Kristoffersen, Chamilla; Sand, Sigrun & Zachrisen, Berit (2011). Den flerkulturelle barnehagen i rurale områder: Nasjonal surveyundersøkelse om minoritetsspråklige barn i barnehager utenfor de store byene. Høgskolen i Hedmark. ISSN 0808-2626.
• Andersen, Camilla Eline & Sidsel, Germeten (2005). Etnografi i barnehagen. Muligheter for dekoloniserende forskning med barn? Høgskolen i Oslo og Akershus.
• Furu, Anne; Andersen, Camilla Eline & Johansson, Jan-Erik (2003). Tør vi konstruere nye perspektiver i den flerkulturelle barnehage? Høgskolen i Oslo og Akershus.
• Andersen, Camilla Eline (2002). Verden i barnehagen. Dekonstruksjoner i lys av postkolonial teori: en etnografisk undersøkelse fra en barnehageavdeling. Høgskolen i Oslo og Akershus. ISSN 82-579-4164-6.

Se alle arbeider i Cristin