Ine Rolseth Bratsvedal

• Bratsvedal, Ine Rolseth (2026). Recognition through dates: Eid al-Fitr in Norwegian Kindergartens. British Journal of Religious Education. ISSN 0141-6200. p. 1–18. doi: 10.1080/01416200.2026.2747174. Full text in Research Archive Show summary

  This article examines what can foster the emergence of recognition when working with Eid al-Fitr in kindergartens. Situated within a superdiverse context and drawing on Critical Multicultural Pedagogy and Honneth’s theory of recognition (1995), the study explores how recognition may emerge through everyday pedagogical practices and the conditions that support such processes. The empirical material derives from a participatory action research collaboration with two Norwegian kindergartens. The analysis focuses on three key events involving the use of dates during Ramadan and Eid al-Fitr, as well as reflections from departments where the Eid initiative stalled. The findings suggest that recognition was fostered when children’s and families’ religious experiences became part of shared pedagogical encounters in which their knowledge and experiences were treated as meaningful contributions to the kindergarten community. The findings further suggest that recognition is supported by both pedagogical practices that create opportunities for shared experiences and institutional conditions that enable collective engagement with religious diversity.

• Al-Siyabi, Muna & Bratsvedal, Ine Rolseth (2026). Secularism and religious holidays in kindergartens: a comparative study of Australia and Norway. British Journal of Religious Education. ISSN 0141-6200. p. 1–17. doi: 10.1080/01416200.2026.2660808. Full text in Research Archive Show summary

  Early childhood education and care (ECEC) policies vary widely worldwide, shaping the values and beliefs of young children. Neglecting religious identity, particularly in public ECEC settings, is problematic, as religion can be integral to cultural identity. This article examines how ECEC policies in Australia and Norway reflect secularism and their impact on observance of religious holidays in two public kindergartens. Theoretical perspectives on secularism highlight the complexities of balancing secular and religious spaces in settings with diverse learner populations. Findings from semi-structured interviews revealed the complex interaction between secular policies and educators’ approach to observing religious holidays.

• Bratsvedal, Ine Rolseth (2026). Privat, betent og uoverkommelig? om arbeid med religion i to norske barnehager. Nordidactica. ISSN 2000-9879. 16(2026: 1), p. 117–140. doi: 10.62902/nordidactica.v16i2026:1.27440. Full text in Research Archive Show summary

  Despite religion having a clear place in the Norwegian Framework Plan for Kindergartens, addressing religion in practice often appears to be challenging. This article examines how kindergarten staff understand and approach religion, and which discourses contribute to shaping this practice. The study is based on conversations conducted at the outset of an action research project in two kindergartens. The analysis identifies three categories: religion as private, religion as a sensitive topic, and limited self-efficacy when working with religion. These categories are used to discuss staff approaches to religion. The study is theoretically grounded in Foucault’s concepts of power and discourse and, through an abductive approach, develops the privatization of religion and religion as a challenge as analytical perspectives, understood as discourses in a Foucauldian sense.

• Bratsvedal, Ine Rolseth (2026). From policy to practice: religious diversity and critical multicultural pedagogy in Norwegian early childhood education. British Journal of Sociology of Education. ISSN 0142-5692. p. 1–19. doi: 10.1080/01425692.2026.2616354. Full text in Research Archive Show summary

  This article explores how critical multicultural pedagogy (CMP) can support work with religious diversity in Norwegian kindergartens. It investigates whether CMP aligns with the Ethics, Religion, and Philosophy section of Norway’s Framework Plan for kindergartens, and with staff intentions and practices. While the Framework Plan acknowledges cultural and religious diversity, previous research suggests that practice often privileges majority traditions and marginalizes minority perspectives. Drawing on poststructuralist theory, this study uses CMP as an analytical framework in a critical review of the Framework Plan and group conversations with kindergarten staff. The findings reveal a dual gap: between policy and practice, and between staff intentions and their pedagogical implementation. The article argues that CMP can serve as a valuable tool for promoting inclusivity and equity in early childhood education. However, realising this potential requires a collective and sustained effort, both within kindergartens and in the education of future kindergarten teachers.

• Bratsvedal, Ine Rolseth (2025). Veien mot et likeverdig samarbeid: samskapende prosesser, makt(u)balanse og forskningsetikk. Nordisk barnehageforskning (NBF). 22(4), p. 166–186. doi: 10.23865/nbf.v22.717. Full text in Research Archive Show summary

  Denne artikkelen tar utgangspunkt i et samskapingsprosjekt mellom en forsker ved barnehagelærerutdanningen og ansatte i to barnehager. Erfaringene fra dette samarbeidet brukes som datagrunnlag for å drøfte likeverdighet i samskapende prosesser. I artikkelen retter forfatteren oppmerksomheten mot etiske og metodiske utfordringer og muligheter, med utgangspunkt i spørsmålet: Hvordan kan likeverdig samarbeid forstås og virkeliggjøres i samskapende forskningsprosesser mellom forsker og barnehager? Likeverdighet forstås både som et etisk ideal og som et mål forskere bør strebe mot. Med utgangspunkt i teorier om deltakelsesnivåer (Arnstein, 1969) og makt (Foucault) diskuteres hvordan likeverdig samskaping kan realiseres i praksis. Forfatteren argumenterer for at slike prosesser krever kontinuerlig refleksjon og bevissthet om skiftende maktbalanser og deltakelsesgrad gjennom prosjektets ulike faser. 

• Bratsvedal, Ine Rolseth (2025). Synliggjøring og barns aktørskap: arbeid med religion i barnehagen. In Fodstad, Cecilie Dyrkorn; Bjørnaas, Therese Marie Ignacio & Sando, Svein (Ed.), Flerkulturelle* praksiser i barnehagen. Fagbokforlaget. ISSN 9788245047615. p. 79–95. Full text in Research Archive
• Bratsvedal, Ine Rolseth (2023). Christmas in Norwegian Kindergartens: How Are Muslim Children Included? Journal of empirical theology. ISSN 0922-2936. 36(2), p. 312–324. doi: 10.1163/15709256-20231156. Full text in Research Archive Show summary

  Like the rest of Norwegian society, Norwegian kindergartens are becoming increasingly diverse in terms of religion. This is also reflected in the governing documents of kindergartens, which state that they should work with religion. This article explores to what extent Christmas in kindergartens is adapted to include Muslim children in the group. The article is based on interviews with six kindergarten teachers conducted between 2020 and 2022. Perspectives related to inclusion, freedom of religion, and previous research are used as a starting point to discuss the findings. The article highlights that adaptations of Christmas traditions are largely focused on ensuring that all children have the opportunity to participate in activities without being seen as practicing a specific religion. There is minimal focus on adapting the content to better suit a multireligious group of children.

• Bratsvedal, Ine Rolseth (2022). "Tissen er haram!" En undersøkelse av hvordan ansatte i barnehager jobber med islam. Nordisk barnehageforskning (NBF). 19(3), p. 59–77. doi: 10.23865/nbf.v19.260. Full text in Research Archive Show summary

  Målet med denne undersøkelsen er å få fem intervjuer med ansatte i barnehager som har muslimske barn i barnehagegruppa. Målet med denne undersøkelsen er å få mer kunnskap om hvordan barnehagene jobber med islam og hva de ansatte mener fungerer i dette arbeidet. Funnene viser at de ulike barnehagene jobber med islam i ulik grad, men at alle forholder seg til denne religionen, og særlig de religiøse praksisene.

• Bratsvedal, Ine Rolseth (2016). Islam i Tromsø: en nordnorsk religion. DIN - Tidsskrift for religion og kultur. ISSN 1501-9934. p. 79–99. Full text in Research Archive Show summary

  Hva er islams historie i Tromsø? Hvordan har muslimer i Tromsø tilpasset livet i nord til islam, og islam til livet i nord? Hvordan har islam blitt en nordnorsk religion? Jeg forsøker å kaste lys over disse spørsmålene gjennom feltarbeid, intervju og undersøkelser av skriftlige kilder, samt ved å dra veksler på perspektiver fra religionshistorikeren Thomas Tweed.

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• Fodstad, Cecilie Dyrkorn; Bratsvedal, Ine Rolseth & Heldal, Marit (2026). Leken i barnehagen. Fagbokforlaget. ISBN 9788245058482. 155 p. Full text in Research Archive Show summary

  Hvordan tilrettelegge for lek i barnehagen? I denne boka får du innsikt i hvordan leken kan ivaretas, styrkes og inspireres. Tittelen Leken i barnehagen spiller både på leken som fenomen og det å ha en leken tilnærming. Den peker på de ansattes rolle i å forme miljøet ute og inne, bruke materialer, bygge fantasiverdener og selv være lekinspiratorer og brobyggere. Med praksisnære eksempler viser forfatterne hvordan lek kan initieres slik at alle barn opplever fellesskap, engasjement og trygghet. Barn bruker mye tid i barnehagen, og barnehagen er deres viktigste lekemiljø. Noen barn erfarer at det er vanskelig å leke. Derfor er bevissthet og kunnskap om å tilrettelegge for lek uvurderlig i barnehagesammenheng. Med denne boka heier vi på barnehageansatte som verner om lek! Boka retter seg mot studenter ved landets barnehagelærerutdanninger, barnehageansatte og enhver som vil gi alle barn utallige muligheter til å leke mye, variert, alene og med mange.

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• Bratsvedal, Ine Rolseth & Paulsen, Therese (2026). "Det er litt skummelt, men det er ikke farlig": Å leke i samiske fortellingsunivers. Full text in Research Archive
• Bratsvedal, Ine Rolseth & Al-Hussiny, Mosa (2026). Kan vi leke med det da? Lekbar religion og høytider i dukkehus. Full text in Research Archive
• Bratsvedal, Ine Rolseth (2025). Forskning viser: Religion i barnehagen blir fortsatt nedprioritert. [Journal]. Fagbladet. doi: https:/www.fagbladet.no/nyheter/forskning-viser-religion-i-barnehagen-blir-fortsatt-nedprioritert/729336. Full text in Research Archive Show summary

  Barn skal få kjennskap til høytider, tradisjoner og verdier fra ulike religioner og livssyn, ifølge rammeplanen. Likevel viser studier at dette ikke alltid blir fulgt opp.

• Bratsvedal, Ine Rolseth (2024). From Risk to Opportunity: Religious Diversity in Kindergartens. Full text in Research Archive
• Bratsvedal, Ine Rolseth & Fodstad, Cecilie Dyrkorn (2023). Diversity and inclusion as a backdrop for backward planning. Full text in Research Archive
• Bratsvedal, Ine Rolseth (2023). Hvilke makter rår? -Å skape rom for kulturelt mangfold i barnehagen. Full text in Research Archive
• Bratsvedal, Ine Rolseth (2022). Studentaktiv RLE-undervisning i barnehagelærerutdanninga. Full text in Research Archive
• Bratsvedal, Ine Rolseth (2022). Working with Islam in Norwegian kindergardens. Full text in Research Archive

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