EXPECT – Exploring Practicies in Early Childhood of Tomorrow: Develop resilience in social sustainable childhoods after Covid-19
This project will contribute to a cross-cultural and multidisciplinary picture to ensure resilience in social sustainability in early childhood education in the event of future pandemics, through bringing together findings across the EXPECT studies.
01/01/2023
31/12/2027
„Margbreytileiki og menningarmunur – Kennslufræðilegar lausnir: Skóli án aðgreiningar í finnskum, íslenskum og hollenskum grunnskólum“ (MAPS)
Þessi samanburðarrannsókn hefur það að markmiði að skapa dýpri skilning á því hvernig stefnur og aðgerðir í anda inngildandi menntunar (e. inclusive education) eru mótaðar (macro), túlkaðar (meso) og framkvæmdar (micro) í skóla þar sem nemendur eru félagslega og námslega ólíkir.
01/01/2018
31/12/2020
Queering National Histories
Queering National Histories is a research initiative exploring the intercorrelations between queerness, nationality and citizenship in the Nordic region. The novelty of this project lies in the collaboration of queer scholars from Iceland, Finland and Norway, three countries that are, in many respects, marginal within the Nordic region.
01/01/2020
31/12/2023
QUINT – Quality in Nordic Teaching
Quality in Nordic Teaching or QUINT will ask questions like: In what way does teaching make a difference to student learning and engagement across and within school subjects, with and without digital-rich support, in mono- and multi-cultural contexts across the Nordic countries?
01/01/2018
30/11/2024
Politics of belonging: Promoting children’s inclusion in education settings across borders
This multidisciplinary research project aims to promote children’s inclusion in educational settings. Belonging is approached as a relational, multi-dimensional, contested, and power-loaded phenomenon that is constructed in the intersection between the macro-level politics and humans daily lives at the micro-level.
01/01/2018
31/12/2020
LSP – The Learning Spaces Project
The main objective of the project was to draw lessons from success stories of individual immigrant students and whole school communities at different levels that have succeeded in developing learning contexts that are equitable and socially just.
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