Siri Wieberg Klausen

• Fjeld, Wenche; Holen, Matilde Mengkrog; Klausen, Siri Wieberg & Martinsen, Marianne (2025). Norwegian student teachers’ reflections on a three-day interdisciplinary programme to enhance understanding of comprehensive sexuality education as part of teacher education. Sex Education : Sexuality, Society and Learning. ISSN 1468-1811. p. 1–15. doi: https:/www.tandfonline.com/doi/full/10.1080/14681811.2025.2572699?src. Full text in Research Archive Show summary

  ABSTRACT This study explored Norwegian student teachers’ experiences of a three-day interdisciplinary Comprehensive Sexuality Education (CSE) programme, grounded in a pedagogy of discomfort. The programme, delivered as part of a pedagogical education practical, comprised realistic case scenario discussions, interdisciplinary teaching plan development, and collaborative reflections. Using a mixed-method survey, we analysed responses from 18 student teachers specialising in Physical Education, Social Studies, and Science who participated in the programme. The findings highlight how interdisciplinarity and the use of a pedagogy of discomfort facilitated critical reflection and deeper understanding of CSE topics. Student teachers reported enhanced confidence and teaching strategies, emphasising the importance of realistic case scenarios and collaborative discussions. However, they also identified key barriers to CSE provision in schools, including structural limitations, cultural sensitivities, and resistance from colleagues, parents, and pupils. Integrating a pedagogy of discomfort into an interdisciplinary framework for CSE provision could be valuable in helping future educators develop the skills, knowledge, and confidence needed to address sexual and reproductive health and rights (SRHR) in diverse educational contexts.

• Silva, Ana Lucia Lennert Da & Klausen, Siri Wieberg (2025). Change and stability: narratives of immigrant groups in history textbooks for secondary education in Norway. Multicultural Education Review. ISSN 2005-615X. 17(2), p. 179–195. doi: 10.1080/2005615X.2025.2498570. Full text in Research Archive Show summary

  This study compared narratives of immigrant groups in history text-books for secondary education in Norway, before and after the lastcurriculum reform of 2020. This reform promoted diversity and cul-tural awareness among other values. This study found developmen-tal changes connected to immigrant groups, as indicated by anincreased focus on immigration and immigrants in the textbooksafter 2020. This study also identified similar narratives in books pre-and post- the curriculum reform. These are connected to the coun-try’s multiculturalism, transformation from a migrant-sending to animmigrant-receiving country, and different statuses of immigrants.Finally, a new narrative emerged in the textbooks after 2020, depict-ing refugees and asylum seekers as a strain on the Norwegian welfarestate. This narrative, seen as an elaboration of the others, can poten-tially exacerbate discrimination, hostility, and exclusion of thesealready marginalised groups in Norwegian society

• Haugsbakk, Geir Olav & Klausen, Siri Wieberg (2024). Adaptiv læring – det nye mantraet? Forestillinger om bruk av ny teknologi i morgendagens skole. In Bjørgen, Anne Mette; Fritze, Yvonne & Haugsbakk, Geir Olav (Ed.), Mediepedagogikk. Kritiske refleksjoner om medier i undervisning og samfunn. Fagbokforlaget. ISSN 9788245046335. p. 120–145. doi: 10.55669/oa400406. Full text in Research Archive Show summary

  Mediene griper sterkere inn på de fleste livsområder enn for bare noen år tilbake. Denne antologien utforsker den økende betydningen av medier i ulike aspekter av livet, spesielt i en tid preget av globalisering, digitalisering og raske endringer. Bidragene tar for seg hvordan mediene påvirker oppvekst og utdanning, med fokus på temaer som uroligheter, digital krigføring, pandemi, kunstig intelligens, adaptiv læring og utfordringer knyttet til autentisitet og tillit. Boken er relevant for studenter, lærere, forskere og andre som er interessert i mediepedagogiske perspektiver, inkludert mediesosialisering og undervisning om og med medier. Den passer godt som pensum for bachelor- og masterstudier innen pedagogikk, lærerutdanninger, medieutdanninger og andre utdanninger som tar for seg bruk av medier og deres betydning for samfunn og utdanning.

• Klausen, Siri Wieberg (2023). Why Are Norwegian Education Authorities Digitising Education? An Analysis of Political Arguments in Policy Documents. Nordic Journal of Digital Literacy. 18(4), p. 246–264. doi: 10.18261/NJDL.18.4.4. Full text in Research Archive Show summary

  Abstract Western education authorities have, in recent decades, massively pushed to implement ‘digital skillsʼ in education. The arguments for implementing digital skills as part of curricula are often vague. This article presents a critical discourse analysis of the political arguments concerning ‘digital skillsʼ in Norwegian upper-secondary-school education policy. This study is ‘Fairclough inspiredʼ, as my main concern was studying the meaning content of the various texts that make up this studyʼs data material. Selected excerpts from education policy documents were analysed to identify which main political arguments and rhetoric related to digital skills are evident in these texts. A selection of 20 Norwegian white papers, curricula and Norwegian Official Reports was analysed from the 1990s to the introduction of the new national curriculum, The New Knowledge Promotion (LK20), in 2020. This articleʼs key findings show that, since the early 1990s, Norwegian education authorities have harboured substantial technological optimism. This study also shows that white papersʼ digital skills–related policy discourses regarding Norwegian upper secondary schools have been dominated by capitalist and neo-liberal perspectives. These perspectives are particularly evident in white papers from 2013 to when the school reformʼs core elements were introduced in LK20 in 2020.

• Silva, Ana Lucia Lennert Da & Klausen, Siri Wieberg (2023). Convergence and divergence: Depictions of indigenous peoples in secondary school history textbooks from Brazil and Norway. Research in Comparative and International Education. 19(1), p. 1–20. doi: 10.1177/17454999231216653. Full text in Research Archive Show summary

  This study explores and compares the ways in which indigenous peoples are depicted in current secondary school history textbooks in Brazil and Norway. This study seeks to show both convergence and divergence in narrative patterns by employing qualitative data analysis. Convergence is found, in particular, in: the mandatory inclusion of the topic of indigenous peoples in national curricula; school textbooks describe these groups as homogeneous groups and ethnic minorities that still suffer discrimination and exclusion. Regarding divergence, we highlight that: the definition of indigenous peoples is context dependent. In Brazil, textbooks are explicit regarding violence, while the Norwegian ones provide minimal descriptions of it; in Brazilian textbooks, indigenous peoples are depicted as part of the Brazilian society, both victims and agents of their destiny, while the Norwegian ones depicted them as “the other” and focused on their victimization. The article reflects on the social implications of these narrative patterns for these groups.

• Klausen, Siri Wieberg (2022). Digitale ferdigheter i skolens grunnlagsdokumenter. In Letnes, Mari-Ann & Røkenes, Fredrik Mørk (Ed.), Digital teknologi for læring og undervisning i skolen. Universitetsforlaget. ISSN 9788215053974. p. 32–56. Full text in Research Archive

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• Klausen, Siri Wieberg (2026). INNlytting podcast-episode om rasisme i skolen. Full text in Research Archive
• Klausen, Siri Wieberg (2026). Presentasjon av VR-prosjekt i CERiTE-studien – Markering av lærarutdanninga 200 år i Noreg og Verdas lærardag (INN). doi: https:/www.inn.no/arrangementer/verdens-lererdag-2026/. Full text in Research Archive
• Klausen, Siri Wieberg (2026). Paneldeltager - Nasjonal dialogkonferanse: Implementering av helhetlig seksualitetsundervisning og forebygging av vold. doi: https:/www.usn.no/aktuelt/aktivitetskalender/nasjonal-dialogkonferanse-implementering-av-helhetlig-seksualitetsundervisning-og-forebygging-av-vold?instance=0. Full text in Research Archive Show summary

  Nasjonal dialogkonferanse: Implementering av helhetlig seksualitetsundervisning og forebygging av vold OsloMet, Universitetet i Sør-Øst Norge, Universitetet i Innlandet og NTNU inviterer ansatte i lærerutdanningene til en nasjonal dialogkonferanse om implementering av helhetlig seksualitetsundervisning og forebygging av vold i UH-sektoren.

• Klausen, Siri Wieberg & Silva, Ana Lucia Lennert Da (2026). Med Google, ChatGPT og Copilot som lærebok i samfunnsfaget. doi: https:/www.inn.no/om-universitetet/fakultet-for-lererutdanning-og-pedagogikk/arrangementer-fra-lup/internt-ki-seminar/index.html. Full text in Research Archive
• Fjeld, Wenche; Holen, Matilde Mengkrog; Klausen, Siri Wieberg & Martinsen, Marianne (2026). Norwegian student teachers’ reflections on comprehensive sexuality education. doi: https:/europeansexologycongress.org/scientific-programme/. Full text in Research Archive Show summary

  ABSTRACT This study explored Norwegian student teachers’ experiences of a three-day interdisciplinary Comprehensive Sexuality Education (CSE) programme, grounded in a pedagogy of discomfort. The programme, delivered as part of a pedagogical education practical, comprised realistic case scenario discussions, interdisciplinary teaching plan development, and collaborative reflections. Using a mixed-method survey, we analysed responses from 18 student teachers specialising in Physical Education, Social Studies, and Science who participated in the programme. The findings highlight how interdisciplinarity and the use of a pedagogy of discomfort facilitated critical reflection and deeper understanding of CSE topics. Student teachers reported enhanced confidence and teaching strategies, emphasising the importance of realistic case scenarios and collaborative discussions. However, they also identified key barriers to CSE provision in schools, including structural limitations, cultural sensitivities, and resistance from colleagues, parents, and pupils. Integrating a pedagogy of discomfort into an interdisciplinary framework for CSE provision could be valuable in helping future educators develop the skills, knowledge, and confidence needed to address sexual and reproductive health and rights (SRHR) in diverse educational contexts.

• Klausen, Siri Wieberg (2026). Ubehagets pedagogikk – Hvordan kan bruk av VR-simuleringer i undervisningssituasjoner bidra til å forberede lærerstudenter på å håndtere rasisme i skolehverdagen? doi: https:/www.uhr.no/nyheter/aktuelt/larerutdanningskonferansen-2026-demokrati-og-kunnskapsberedskap.8216.aspx#faqsporsmal-582. Full text in Research Archive Show summary

  Denne presentasjonen bygger på data samlet inn gjennom prosjektet Critical Examination of Race and Racism in Teacher Education (CERiTE). CERiTE-prosjektet (2021-2025) er finansiert av Norges forskningsråd (NFR) og gjennomført ved Universitetet i Innlandet. Les mer om CERiTE-prosjektet her: https://www.inn.no/forskning/forskningsprosjekter/cerite/

• Klausen, Siri Wieberg (2026). The pedagogy of discomfort: How can use of VR in learning situations influence student teachers' awareness of racism and promote social justice in pedagogical practices? Full text in Research Archive
• Klausen, Siri Wieberg (2026). The pedagogy of discomfort - How can use of VR nfluence student teachers' awareness of racism? Full text in Research Archive
• Klausen, Siri Wieberg (2025). Ubehagets pedagogikk - Hvordan kan bruk av VR i læringssituasjoner påvirke lærerstudenters bevissthet om rasisme i pedagogisk praksis? Full text in Research Archive
• Klausen, Siri Wieberg (2025). Sesjonsleder på Samfunnsfagkonferansen 2025. doi: https:/www.inn.no/om-universitetet/fakultet-for-lererutdanning-og-pedagogikk/arrangementer-fra-lup/samfunnsfagkonferansen-2025/. Full text in Research Archive
• Klausen, Siri Wieberg (2025). Chair CERiTE Conference 2025. doi: https:/www.inn.no/english/about-inn/faculty-of-education/events-from-lup/cerite-conference-2025/. Full text in Research Archive
• Klausen, Siri Wieberg; Vibeto, Håvard Andreas & Haug, Inger Mokkelbost (2025). The pedagogy of discomfort - How can use of VR in learning situations influence student teachers' awareness of racism? Full text in Research Archive Show summary

  This presentation draws on data gathered through the Critical Examination of Race and Racism in Teacher Education (CERiTE). The CERiTE project (2021-2025) is a research initiative funded by the Research Council of Norway (NFR) and conducted at the University of Inland Norway. The CERiTE project aims to contribute to digital innovative teaching methods by using VR as a tool for learning about race, racism, and social justice.

• Silva, Ana Lucia Lennert Da & Klausen, Siri Wieberg (2025). Endring og stabilitet: narrativer om innvandrergrupper i historiebøker for videregående opplæring i Norge. Full text in Research Archive Show summary

  Denne presentasjonen handler om artikkelen som ble publisert i Multicultural Education Review i 2025.

• Klausen, Siri Wieberg (2025). The pedagogy of discomfort - How can use of VR in learning situations influence student teachers' awareness of racism and promote social justice in pedagogical practices? Full text in Research Archive
• Klausen, Siri Wieberg & Silva, Ana Lucia Lennert Da (2025). Towards a digital epistemology? doi: https:/eera-ecer.de/conferences/ecer-2025-belgrade/ecer-programme. Full text in Research Archive
• Klausen, Siri Wieberg; Vibeto, Håvard Andreas & Haug, Inger Mokkelbost (2025). The pedagogy of discomfort - How can use of VR in learning situations influence student teachers' awareness of racism and promote social justice in pedagogical practices? doi: https:/eera-ecer.de/conferences/ecer-2025-belgrade/ecer-programme. Full text in Research Archive
• Klausen, Siri Wieberg (2025). Bilde og film som metode i samfunnsfagundervisningen - betydningen av teori for praksis i lærerutdanningen. Full text in Research Archive
• Klausen, Siri Wieberg (2025). Då alle barna skulle få skjerm - Nrk.no. [Internet]. Nrk.no. Full text in Research Archive
• Klausen, Siri Wieberg (2024). Innafor - Ønsker å bli kjent med faglærerne som benytter VR i undervisningen ved sykepleierstudiet. [Internet]. https://www.inn.no/innafor/universitetsfolk/siri-klausen/ind. Full text in Research Archive
• Klausen, Siri Wieberg (2024). How can use of VR simulations prepare student teachers to deal with racism in everyday school life? Full text in Research Archive
• Klausen, Siri Wieberg & Haugsbakk, Geir Olav (2024). "Adaptiv læring - det nye mantraet?". Full text in Research Archive
• Klausen, Siri Wieberg (2024). Midtveisseminar for ph.d.-kandidat. Rolle: Midtveisleser. Fakultet for helse- og sosialvitenskap. Seksjon for idrett og kroppsøving. Høgskolen i Innlandet. Full text in Research Archive
• Klausen, Siri Wieberg (2024). Innføring i Faircloughs kritiske diskursanalyse (CDA). Full text in Research Archive
• Klausen, Siri Wieberg & Vibeto, Håvard Andreas (2024). Use of virtual reality (VR) simulations to practice handling racism in schools. Full text in Research Archive
• Klausen, Siri Wieberg; Vibeto, Håvard Andreas & Haug, Inger Mokkelbost (2024). Profesjonsdag 19. mars 2024 ved Høgskolen i Innlandet: Presentasjon av CERiTE - VR-studien. Full text in Research Archive
• Klausen, Siri Wieberg & Massao, Prisca Bruno (2024). TeachMeet: Presentasjon av CERiTE og VR-studien. Full text in Research Archive
• Klausen, Siri Wieberg; Vibeto, Håvard Andreas & Haug, Inger Mokkelbost (2024). "Globale perspektiver i skole og utdanning": Presentasjon av CERiTE - VR-studien. Full text in Research Archive
• Klausen, Siri Wieberg; Vibeto, Håvard Andreas & Haug, Inger Mokkelbost (2023). Designing VR-scenarios and presentation of preliminary results: Critical Examination of Race and Racism in Teacher Education (CERiTE). Full text in Research Archive
• Klausen, Siri Wieberg; Vibeto, Håvard Andreas & Haug, Inger Mokkelbost (2023). CERiTE seminar (WP3) about VR, racism and ethics. Full text in Research Archive
• Klausen, Siri Wieberg; Vibeto, Håvard Andreas & Haug, Inger Mokkelbost (2023). How can use of VR in learning situations influence student teachers’ awareness of racialisation and racism and promote social justice in pedagogical practices? Full text in Research Archive
• Klausen, Siri Wieberg; Vibeto, Håvard Andreas & Haug, Inger Mokkelbost (2023). How can VR be used in teacher education to train student teachers to handle racism and discrimination in school? Full text in Research Archive
• Haugsbakk, Geir Olav & Klausen, Siri Wieberg (2023). Adaptive Learning - the New Mantra? Ideas About the Use of New Technology in Tomorrow's School. Full text in Research Archive Show summary

  Contribution The aim of the paper is to go into the dominant ideas about education and new technology. They have through the last decades often been related to catchwords of different kinds and great visions of what can be achieved by using digital learning tools (Haugsbakk, 2011). They have to a large extent been promoted by technology companies, and their efforts were intensified during the pandemics (Williamson, 2020). The consequences have been increasingly crucial as digital media and technology entered the heart of the global economy (Schiller, 1999) and the technology giants became the largest and most powerful companies in the world (Forbes, 2022). Primarily the paper focuses on what might be perceived as a quite new phenomenon in political strategy documents, namely “adaptive learning”. In Norwegian parliamentary reports the last 5 – 10 years there has been a strong belief that adaptive learning will be able to solve a number of pedagogical challenges in the school system (Ministry of Education, 2017; Klausen, 2020). The publishing industry has been early in developing adaptive learning materials. This also applies to Norwegian publishers, partly in close relations with large American companies. Related to this, it is quite interesting that the ideas of adaptive learning for some years have been the most important prerequisite for a number of private schools in the USA gathered under the AltSchool umbrella (altschool, 2019). The AltSchool concept was founded by a former top executive at Google, and the school has received major financial support from, among others, Mark Zuckerberg (Selwyn, 2010). The We ask if adaptive learning is to be perceived as “the new mantra" in the dominant rhetoric about tomorrow's school. We go into what this entails, which ideas and values ​​underlie it and where they come from. The paper is to a large extent based on literature studies and it is inspired by various discourse analytical approaches such as e.g. Norman Fairclough's thoughts on "the technologization of discourse" (Fairclough, 2015), but also network analysis and network ethnography (Ball & Junemann, 2012).

• Haug, Inger Mokkelbost; Vibeto, Håvard Andreas & Klausen, Siri Wieberg (2022). Using Virtual Reality (VR) as a Tool to create Knowledge and Reflection about Race and Racism in Norwegian Teacher Education (NTE). Full text in Research Archive
• Klausen, Siri Wieberg; Fjeld, Wenche; Martinsen, Marianne & Holen, Matilde Mengkrog (2022). Lærerstudenter vil ha mer seksualundervisning i utdanningen sin. Full text in Research Archive Show summary

  Seksualundervisning i norsk skole er fortsatt ikke godt nok. Det tar lærerutdanningen på Høgskolen i Innlandet på alvor.

• Klausen, Siri Wieberg (2022). From chalk to programming - a study of digital skills in Norwegian upper secondary school. Full text in Research Archive
• Klausen, Siri Wieberg (2022). Fra kritt til programmering. Full text in Research Archive
• Klausen, Siri Wieberg; Vibeto, Håvard Andreas & Haug, Inger Mokkelbost (2022). Presentasjon av VR-studien/WP3 i Critical Examination of Race and Racism in Teacher Education (CERiTE). Full text in Research Archive
• Klausen, Siri Wieberg (2022). Analysis of interviews and observations in the VR study: Critical Examination of Race and Racism in Teacher Education (CERiTE). Full text in Research Archive
• Klausen, Siri Wieberg (2022). Post-Korona: Tilbake til normalen eller en ny hverdag? Om digitaliseringen under- og etter pandemien. Full text in Research Archive
• Klausen, Siri Wieberg (2022). Deltager i paneldebatt - PROFF feirer 10 år. https://www.inn.no/om-hogskolen/fakultet-for-lererutdanning-og-pedagogikk/arrangementer-fra-lup/proff-10-ar/index.html. Full text in Research Archive
• Klausen, Siri Wieberg (2022). Videoredigering og digital historiefortelling. Full text in Research Archive
• Klausen, Siri Wieberg (2021). ‘Lærerutdanningens møte med digital teknologi. Kunnskapsgrunnlag, utfordringer og muligheter’. Full text in Research Archive
• Klausen, Siri Wieberg (2021). Å skrive en monografi. Full text in Research Archive
• Klausen, Siri Wieberg (2021). Digitale fortellinger som metode for å trene studenters digitale ferdigheter. Full text in Research Archive
• Klausen, Siri Wieberg (2021). Podcastgjest hos 'Spillpedagogene' - En samtale mellom pragmatiske teknologioptimister. [Internet]. https://soundcloud.com/spillpedagogene/intervjuspesial-digit. Full text in Research Archive
• Klausen, Siri Wieberg (2021). Digital historiefortelling. Full text in Research Archive
• Massao, Prisca Bruno; Andersen, Camilla Eline; Fylkesnes, Sandra; Vibeto, Håvard Andreas; Klausen, Siri Wieberg & Haug, Inger Mokkelbost [Show all 12 contributors for this article] (2021). Det er på høy tid å forske på rase og rasisme i lærerutdanningene, Søberg. Nettavisen. Full text in Research Archive Show summary

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

• Klausen, Siri Wieberg (2021). Faircloughs kritiske diskursanalyse (CDA). Full text in Research Archive
• Klausen, Siri Wieberg (2020). Siri ble den første som forsvarte doktorgraden på denne måten. [Internet]. Hamar Arbeiderblad. Full text in Research Archive
• Klausen, Siri Wieberg (2020). Å skrive en artikkel basert på en monografi. Full text in Research Archive
• Klausen, Siri Wieberg (2020). Digitale disputaser gir uventede gevinster. [Internet]. Khrono. Full text in Research Archive
• Klausen, Siri Wieberg (2020). Krisen kommer til å endre skolen. [Internet]. Forskning.no. Full text in Research Archive
• Klausen, Siri Wieberg (2020). Kreative praksisløsninger for Hamars lærerstudenter. [Internet]. Høgskolen i Innlandet. Full text in Research Archive
• Klausen, Siri Wieberg (2020). Det digitale eksperimentet. [Journal]. Lektorbladet. Full text in Research Archive
• Klausen, Siri Wieberg (2020). Fra kritt til programmering - Faglig foredrag. Full text in Research Archive
• Klausen, Siri Wieberg (2020). NRK P1 NRK Innlandets ettermiddagssending. [Radio]. NRK P1 . Full text in Research Archive
• Klausen, Siri Wieberg (2020). "Lærerutdanningens møte med digital teknologi. Kunnskapsgrunnlaget, utfordringer og muligheter". Full text in Research Archive
• Klausen, Siri Wieberg (2020). Lobbet seg inn i læreplaner. [Journal]. Klassekampen. Full text in Research Archive
• Klausen, Siri Wieberg (2020). Utdatert undervisning? - Kronikk i Klassekampen. [Journal]. Klassekampen. Full text in Research Archive
• Klausen, Siri Wieberg (2018). Intervju om ph.d.-studie, Høgskolen i Innlandet. [Internet]. inn.no. Full text in Research Archive
• Klausen, Siri Wieberg (2018). Populærvitenskapelig presentasjon Forskningsdagene 2018 - Gapet mellom teori og praksis - en studie av begrepet "digitale ferdigheter" i norsk utdanning. Full text in Research Archive
• Klausen, Siri Wieberg (2015). Reflections on a Dedicated Partnership - An Interview with Victoria W. Thoresen. [Journal]. Springer International Publishing Switzerland. Full text in Research Archive
• Klausen, Siri Wieberg (2010). Femten - Sju ungdommer om livet i tenåra - Undervisningsfilm for Human - Etisk Forbund, Oslo - Rolle: Regi, journalist, redigerer og produsent. Full text in Research Archive
• Klausen, Siri Wieberg (2006). I motvind og høye bølger i 150 år - Dokumentarfilm - Produsent: NRK - Rolle: Etterarbeidsregi/dramaturg. Full text in Research Archive Show summary

  I dokumentaren om DS Skibladner har programskaperne fulgt båtens historie helt fra den omstridte starten i 1850-årene, men de har også fulgt jubileumssesongen for Mjøsas hvite svane. Høydepunktet ble fredningen av båten på jubileumsdagen.

• Klausen, Siri Wieberg (2006). Et liv med HIV - Dokumentarfilm - Produsent NRK - Rolle: Programskaper;research, journalist og delregi. Full text in Research Archive Show summary

  I Oslo finnes et hus som heter Aksept. Det drives av Kirkens Bymisjon. Huset er et fristed for hiv-positive og alle som er berørt av hiv. Det er en enorm byrde å leve i skjul med viruset, men når de kommer på Aksept, kan de legge den fra seg.

• Klausen, Siri Wieberg (2004). Suksess i striper - Fakta på lørdag - Dokumentarfilm - Produsent: NRK - Rolle: Research, journalist & regi. Full text in Research Archive Show summary

  Dokumentaren tar for seg mangfoldet i norsk serieproduksjon, og vi blir kjent med noen av dem som danner fortroppen i den norske tegneseriebølgen og deres univers. I tillegg til Frode Øverli og Lise Myhre møter vi Christopher Nielsen, Jason og fantasy-dronningen InkaLill.

• Klausen, Siri Wieberg (2002). Mac & Mabel - Stumfilm - Produsert for Hedmark Teater til Teateroppsetningen "Mac & Mabel" - Rolle: Produsent & regi. Full text in Research Archive Show summary

  Filmen ble vist som en del av Hedmark Teaters forestilling "Mac & Mabel" i 2002.

• Klausen, Siri Wieberg (2001). Femten - En film om ungdom & press - Undervisningsfilm for Human - Etisk Forbund, Hedmark - Rolle: Regi, journalist, redigerer og produsent. Full text in Research Archive
• Klausen, Siri Wieberg (2000). Mennesket, engelen & katedralen - Dokumentasjonsfilm for Hedmark Teater - Rolle: Produsent og regi. Full text in Research Archive Show summary

  Dette er en oppdragsfilm for Hedmark Teater. Filmen dokumenterer arbeidet med teaterforestillingen: 1999-2000-2001, også kalt Tusenårstrilogien (1999). Dette var teatertrilogi av Hedmark Teater. Hver av produksjon hadde premiere i tittelåret; 1999 i 1999, 2000 i 2000, 2001 i 2001. Regissør var Brit Lossius.

• Klausen, Siri Wieberg (2000). Fallet - En historie - Dokumentarfilm vist på NRK - Produsent: Høgskolen i Volda - Rolle: Programskaper og regi. Full text in Research Archive Show summary

  Denne filmen var eksamensfilmen min fra dokumentarfilmstudiet ved Høgskolen i Volda. Filmen ble vist flere ganger på NRK, samt på TEMPO dokumentarfilmfestival i Stockholm i mars 2000.

• Klausen, Siri Wieberg (2020). Fra kritt til programmering: En kritisk diskursanalyse av begrepet digitale ferdigheter i norsk utdanningspolitikk og i norsk videregående opplæring. Universitetet i Innlandet. ISSN 9788283801675. Full text in Research Archive Show summary

  This PhD study is designed as a Fairclough-inspired critical discourse analysis of the concept ‘digital skills’. The thesis is titled From Chalk to Programming – A Discourse Analysis of the Concept ‘Digital Skills’ in Norwegian Education Policies and in Norwegian Upper Secondary School Education. The study’s main research question is: How is the concept ‘digital skills’ historically and culturally constructed in Norwegian education policies, and how do the discursive constructions regulate Norwegian upper secondary education as a social field? The study uses several qualitative methods. In this study, a critical discourse analysis is conducted on a selection of Norwegian White Papers from the 1990s to the introduction of the core elements in the curriculum reform, known as Fagfornyelsen, in 2018. Furthermore, interviews with teachers and pedagogical leaders, and observations of teaching in an upper secondary school are subject to a critical discourse analysis focused on digital skills and use of digital learning tools. In chapter 7, the different discursive battles that appears in the material are discussed against each other. Hence, this thesis is primarily a study on the relation between policy and practice in upper secondary school education. Fairclough claims that to understand changes in society, for instance the digitization of society, one must draw from different theories; from social science, history and other disciplines. Therefore, as a supplement to Fairclough’s critical discourse analysis (CDA), theoretical frameworks of Bourdieu, Brunsson, Liu, Selwyn and Schwab are also applied in this thesis. Through three analyses, the findings in this study shows that there are several competing discourses related to digital skills in Norwegian upper secondary school. In other words, there exist different representations related to what digital skills are, which digital skills the pupils should learn in school and why the pupils should learn these skills. The findings in this study points out that there exists a substantial technology optimism among both education authorities, teachers and pedagogical leaders. At the same time, the findings underlines that there exists a considerable uncertainty related to what digital skills really are and which digital skills the pupils should be trained in for the future. The study also points out that the discourses in the White Papers related to digital skills in Norwegian upper secondary school, are dominated by capitalistic and neo-liberalistic perspectives. These perspectives are particularly evident in the White Papers from 2013 to the introduction of the core elements in Fagfornyelsen in July 2018. In this period a new discourse is appearing, which in this study is described as ‘the new pupil’.

• Klausen, Siri Wieberg (2020). Periodisk evaluering av PPU-studiet ved Høgskolen i Innlandet høsten 2020 - Rapport. Høgskolen i Hedmark. Full text in Research Archive
• Klausen, Siri Wieberg (2005). "Hard lut må til" : en organisasjonsteoretisk analyse av implementeringsprosessen tilknyttet "Opptrappingsplanen for psykisk helse 1999 - 2006". Universitetet i Oslo. Full text in Research Archive Show summary

  Denne masteroppgaven omhandler implementeringen av Opptrappingsplanen for psykisk helse 1999 2006 . I 1998 vedtok et enstemmig Storting en omfattende opptrappingsplan for psykisk helse i Norge, da det psykiske helsevesenet i Norge ble karakterisert som et system med svikt i alle ledd og at hard lut måtte til (St.meld.nr.25(1996-97)). I Opptrappingsplanen ble det vedtatt at 24 milliarder kroner skulle bevilges til dette fagområdet innen 2006, for å bedre forholdene i psykiatrien. Opptrappingsplanen inneholdt en målsetting om en landsomfattende oppjustering av tjenestetilbudet til pasienter med psykiske lidelser I tillegg innebar reformen en omfattende strukturendring av organiseringen av helsetjenestene innenfor denne sektoren; de store, etablerte institusjonene/sykehusene for pasienter med psykiske lidelser skulle nå i stor grad bygges ned til mindre spesialistenheter, for å bli erstattet av et mer omfattende desentralisert tjenestetilbud hvor kommunene og distrikts - psykiatriske sentra (DPSer) nå skulle stå for en langt større del av ansvaret og behandlingstilbudet for pasienter med psykiske lidelser. Opptrappingsplanen innebar dermed en sterk reformering av det psykiske helsevesenet, basert på en grunnleggende ideologi om at mennesker med psykiske lidelser i langt større grad bør få behandling i nærheten av lokalmiljøet sitt. Men fem år etter at implementeringen av Opptrappingsplanen var påbegynt, hadde Stortinget kun bevilget 8,6 milliarder til det psykiske helsevesenet ( Verdig Liv - utvalget (2004)), i tillegg viste tall fra SSB at antallet døgnbehandlingsplasser ved voksenpsykiatriske institusjoner hadde gått ned i denne reformperioden, uten at disse plassene hadde blitt erstattet med alternative bo - og behandlingsenheter for denne pasientgruppen verken i kommuner eller ved DPSene, dette stikk i strid med intensjonene i Opptrappingsplanen. Allerede halvveis ut i reformprosessen, kom Riksrevisjonen med sterk kritikk angående fremdriften i psykiatriplanen. Riksrevisjonen konkluderte med at kapasitetsøkningen i det psykiske helsevesenet frem til dette punktet i reformen, hadde vært alt for svak, og at kapasitetsutviklingen på ulike områder måtte øke for å klare å nå Opptrappingsplanens måltall for 2006. I en kronikk i Psykisk Helse i juni 2005 skrev sågar helseminister Ansgar Gabrielsen (H); ( ) signaler tyder på at vi gjennom Opptrappingsplanen dessverre ikke alltid klarer å fange opp en gruppe av de sykeste og mest svakstilte ( )..det offentlige tilbudet fortjener ikke et godkjent stempel . Hittil har vi ikke lykkes med å skape tillit til tjenestene i befolkningen (Psykisk Helse 3/2005). Spørsmålet som stilles i denne masteroppgaven er: Hvilke vanskeligheter har oppstått i denne reformprosessen i henhold til implementering av tiltakene i Opptrappingsplanen for psykisk helse? Den overordnede problemstilling i denne studien, i henhold til statsvitenskapelig relevans, er som følger: I hvilken grad kan teorier fra det instrumentelle - og institusjonelle perspektivet bidra til å forklare de vanskeligheter som har oppstått ved implementeringen av Opptrappingsplanen for psykisk helse 1999 - 2006 ?. I en sammenstilling av teori og empiri fremkommer et grunnlag å vurdere teorienes forklaringskraft utfra. Resultatene som fremkommer i denne studien, er at denne implementeringsprosessens hemmende faktorer er svært sammensatte. Men hovedfunnet må sies å være at de organisasjonsteoretiske teoriene knyttet til det institusjonelle perspektivet, innehar størst forklaringskraft ad denne oppgavens problemstilling.

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