Hanne Riese

• Harlap, Yael & Riese, Hanne (2026). On thinking non-relationally: race, dehumanisation and discourse in higher education. Pedagogy, Culture & Society. ISSN 1468-1366. doi: 10.1080/14681366.2026.2679220. Fulltekst i vitenarkiv Vis sammendrag

  This paper examines a critical classroom incident at a Norwegian university to explore how dehumanisation, epistemic ignorance, racism, and resistance operate within the Westernised university. Using membership categorisation analysis (MCA) and concepts from dehumanization studies, we analyse how students in a media studies seminar invoke and respond to categories of the human during classroom discussion. We show that students’ investments and disinvestments in dehumanisation function as a microcosm of broader dynamics in the Westernised university, including epistemic (white) ignorance, academic ideals of detachment, and a lack of relationality. Furthermore, one student’s unsuccessful attempts to resist dehumanisation demonstrate how sentimentality and ignorance of colonial histories can be implicated in the failure to disrupt the status quo. The paper concludes by reflecting on pedagogical responses to the powerful (white) desire not-to-know and the ideal of academic detachment.

• Hilt, Line Torbjørnsen; Søreide, Gunn Elisabeth; Riese, Hanne & Bjørge, Guro (2024). ‘School is the Foundation of Everything’: Master- and Counter-narratives in Upper-secondary School Pupils’ Stories About the Importance of Schooling and Education. Young - Nordic Journal of Youth Research. ISSN 1103-3088. 32(3), s. 313–329. doi: 10.1177/11033088231221653. Fulltekst i vitenarkiv Vis sammendrag

  Cultural images of the knowledge society and the achievement generation are prevalent in current public and policy narratives about young people’s education. This article investigates how young people themselves give meaning to education, by reconstructing their narratives about the importance of schooling and education in today’s society. We present results from a qualitative in-depth study, consisting of focus group interviews with lower-secondary school pupils in suburban middle-class areas of Norway. From the perspective of narrative methodology, the article identifies how pupils construct, thematize and emplot the role and importance of education in their lives. The article finds that young people navigate a complexity of meaning dimensions in their lives. Although a master narrative of the knowledge society and its inherent achievement imperative certainly dominates the pupils’ accounts, they also present refinements and counter-narratives to these cultural imaginaries.

• Riese, Hanne; Hilt, Line Torbjørnsen & Abamosa, Juhar Yasin (2023). The migratory experience: Challenging inclusionary measures. I Done, Elizabeth J. & Knowler, Helen (Red.), International Perspectives on Exclusionary Pressures in Education: How Inclusion becomes Exclusion. Palgrave Macmillan. ISSN 9783031141126. s. 85–104. doi: 10.1007/978-3-031-14113-3_5. Fulltekst i vitenarkiv
• Hilt, Line Torbjørnsen & Riese, Hanne (2022). Mastering life through skills: risk prevention through "standards of the self" in health and life-skills education. I Riese, Hanne; Hilt, Line Torbjørnsen & Søreide, Gunn Elisabeth (Red.), Educational Standardisation in a complex world. Emerald Group Publishing Limited. ISSN 9781800715905. s. 143–162. Fulltekst i vitenarkiv
• Riese, Hanne; Søreide, Gunn Elisabeth & Hilt, Line Torbjørnsen (2022). How to frame standards and standardisation in education. I Riese, Hanne; Hilt, Line Torbjørnsen & Søreide, Gunn Elisabeth (Red.), Educational Standardisation in a complex world. Emerald Group Publishing Limited. ISSN 9781800715905. s. 3–24. Fulltekst i vitenarkiv
• Riese, Hanne (2022). Introduksjon: Aksjonsforskning, kunnskapssyn og politisk innramming. I Ulvik, Marit; Riese, Hanne & Roness, Dag (Red.), Å forske på egen praksis. Aksjonsforskning og andre tilnærminger til profesjonell utvikling i utdanningsfeltet. Fagbokforlaget. ISSN 9788245039900. s. 15–34. Fulltekst i vitenarkiv
• Riese, Hanne & Hilt, Line Torbjørnsen (2022). The Purpose of Education and the Future of Bildung. I Petersen, Karen Bjerg; Brömssen, Kerstin von; Jacobsen, Gro Hellesdatter; Garsdal, Jesper; Paulsen, Michael & Koefoed, Oleg (Red.), Rethinking Education in Light of Global Challenges. Scandinavian Perspectives on Culture, Society and the Anthropocene. Routledge. ISSN 9781032108193. s. 97–111. Fulltekst i vitenarkiv
• Harlap, Yael & Riese, Hanne (2021). “We don’t throw stones, we throw flowers”: race discourse and race evasiveness in the Norwegian university classroom. Ethnic and Racial Studies. ISSN 0141-9870. doi: 10.1080/01419870.2021.1904146. Fulltekst i vitenarkiv Vis sammendrag

  How do university students and instructors engage in discussions about race and racism in a country where speaking about race is perceived as racist? In Norway, as in much of Europe, the concept of “race” is silenced, discarded as a wrong-headed remnant of Nazism, despite continued documentation of racial discrimination in labour, housing, education and interpersonal interaction. We used Membership Category Analysis to explore race-related interactions in classroom discourse in three university courses. We find that students and instructors implicitly equate Norwegianness with whiteness, peacefulness, and innocence, and characterize racism with deviance and non-Norwegianness. The national belonging of racialized “Others” in Norway is ambiguous: accepted, but not unproblematically. The category race is elided with the concepts of culture, ethnicity and biology. We propose discursive meta-awareness as an educational approach to countering race evasiveness (often described as “colourblindness”).

• Hilt, Line Torbjørnsen & Riese, Hanne (2021). Hybrid forms of education in Norway: a systems theoretical approach to understanding curriculum change. Journal of Curriculum Studies. ISSN 0022-0272. 54(2). doi: 10.1080/00220272.2021.1956596. Fulltekst i vitenarkiv Vis sammendrag

  Some might fear that the local flavours of education will evaporate when encountering the hegemony of global, cognitive standards of the knowledge economy. This paper, however, shows that the evolution of curriculum can emerge in surprising directions, creating hybrid forms of education. We will investigate forms of meaning that emerge in Norwegian curriculum in the timespan 1988-2020, and show how systems theory can contribute to studying curriculum changes in a temporal perspective. The empirical case for investigation, is a diverse range of material, documenting curriculum changes in the mentioned period. Concepts from the late Luhmann’s 'theory of distinctions’ will thus be used to give meaning to the emergence of school reforms in Norway. The paper shows that Norwegian policy makers use increasingly complex deparadoxification strategies to deal with an uncertain future, conceptualized as externalization, oscillation, asymmetrisation, and internalization (re-entry). This is most pertinently demonstrated in the latest Norwegian reform LK20, in which a new, hybrid, 'temporal' construct of education, called “new-old-curriculum” or 'competence-Bildung’ emerges. We thus contribute to the field of curriculum studies by observing how changing observations of the past and future fuel and legitimize the evolution of new reforms.

• Riese, Hanne & Harlap, Yael (2021). Utdanning, rasialisering og tilhørighetens grenser. Nordisk tidsskrift for pedagogikk og kritikk. 7, s. 132–146. doi: 10.23865/ntpk.v7.2048. Fulltekst i vitenarkiv Vis sammendrag

  Språklige konstruksjoner bærer med seg forestillinger om tilhørighet og verdi, så vel som avvik og underordning. Denne artikkelen bygger på funn fra analyser av dialoger mellom studenter og forelesere i fire bacheloremner ved to norske universitet. Vi viser hvordan dialogene produserer forestillinger om det norske som setter grenser for tilhørighet og rasialiserer deler av befolkningen. Med utgangspunkt i funnene diskuterer artikkelen utdanningssystemets rolle i å utfordre diskursivt konstruerte maktstrukturer.

• Harlap, Yael & Riese, Hanne (2021). Race talk and white normativity: classroom discourse and narratives in Norwegian higher education. Teaching in Higher Education. ISSN 1356-2517. doi: 10.1080/13562517.2021.1940925. Fulltekst i vitenarkiv Vis sammendrag

  How does the process of racialization unfold as a discursive project at the university? How do students and faculty in the classroom use racial categories in supposedly post-racial places? How do People of Color in higher education in Norway narrate their experiences of being ‘Othered’? We draw on two linked studies and use membership categorization analysis and the analysis of narrative interviews to examine the shared dynamics of racialization in classroom discourse and lived experience. We use Nirmal Puwar’s (2004. Space Invaders: Race, Gender and Bodies Out of Place. Oxford: Berg) Space Invaders to explore the racialized dynamic of disorientation in academic spaces, and how disorientation and assumptions of non-belonging contribute to the condition of epistemic injustice (Fricker, Miranda. 2007. Epistemic Injustice: Power and the Ethics of Knowing. Oxford: Oxford University Press.) in higher education.

• Egelandsdal, Kjetil & Riese, Hanne (2020). Never Mind the Gap: Formative Assessment Confronted with Dewey’s and Gadamer’s Concept of Experience. European Journal of Education. ISSN 0141-8211. doi: 10.1111/ejed.12378. Fulltekst i vitenarkiv Vis sammendrag

  The notion of “closing the learning gap” is widely used in the conceptualisation of formative assessment. It builds on an unarticulated assumption that students' learning can and should be controlled towards predefined outcomes. This article discusses this control assumption in the light of the concept of the American philosopher John Dewey and the German philosopher Hans‐Georg Gadamer. Their conceptualisation challenges the idea of learning as a linear and controllable process that results in stable and predictable outcomes. Using the concept of experience, we argue that learning follows a continuous circular movement where previous experiences condition future interpretations and that every experience changes the subject. This process of change is both unpredictable and diverse and requires that attention is paid to the uniqueness of each situation and to students as subjects. Following the discussion, we propose a model for considering the extensiveness and rigidity of formative assessment practices and that authors pay attention to whether they conceptualise formative assessment in a way that promotes student and teacher “gap closing” and control.

• Riese, Hanne; Hilt, Line & Søreide, Gunn Elisabeth (2020). Selvregulering som pedagogisk formål: Diskursive fornyelser i "Fremtidens skole". Nordisk tidsskrift for pedagogikk og kritikk. 6. doi: 10.23865/ntpk.v6.1717. Fulltekst i vitenarkiv Vis sammendrag

  Ludvigsen-utvalget, NOU 2015: 8 Fremtidens skole, står på bakgrunn av sin forskningsforankring frem som dette tiårets utdanningspolitiske referansepunkt. Gjennom dokumentet blir begrepet selvregulering introdusert i norsk utdanningspolitikk. I norsk offentlighet ble rapporten fortolket både som et brudd med og som en revitalisering av skolens danningsoppdrag. Gjennom en diskursanalyse av dokumentet viser vi hvordan forventningene til fremtidens elever rammes inn av både danningsorienterte og nyliberale diskurser. Den doble diskursive innrammingen kan være noe av årsaken til at NOU 2015: 8 ble så ulikt mottatt. Våre analyser viser imidlertid at de nyliberale diskursene dominerer i dokumentet. Dette kommer særlig til uttrykk i et sterkt fokus på selvregulering og nytte. Artikkelen diskuterer fremveksten av selvregulering og konsekvenser dette kan ha for utdanningsfeltet, i lys av målsettingen om å styrke folkehelse og livsmestring.

• Hilt, Line; Riese, Hanne & Søreide, Gunn Elisabeth (2018). Narrow identity resources for future students: the 21st century skills movement encounters the Norwegian education policy context. Journal of Curriculum Studies. ISSN 0022-0272. 51(3), s. 384–402. doi: 10.1080/00220272.2018.1502356. Fulltekst i vitenarkiv Vis sammendrag

  21st century skills is a global network of corporate and governmental influences that promotes competences suited to fit the future knowledge economy. Through a discourse analysis of an influential Official Norwegian Report, ‘The School of the Future. Renewal of Subjects and Competences’ (NOU 2015:8), this paper explores how ideas of 21st century skills are translated into the Norwegian education policy context. Firstly, the paper analyses the context-specific reasons for receptiveness by investigating discursive warrants. Secondly, the paper identifies how the policy document constructs a set of preferred subject positions that constitute an image of an ideal student. Thirdly, the paper investigates the discursive framing of these subject positions. We find that the policy document constructs an image of an ideal student who is creative, responsible, cooperative, engaged, self-regulated and in complete control of herself, her learning and her future. This image draws on more pronounced neo-liberal discourses, but also well-established discourses in the Norwegian context, such as social democratic progressivism. This intertwining of discourses shows how traits of homogeneity related to global ideas, as well as heterogeneity related to the Norwegian policy context, are both visible in the Norwegian translation of 21st century skills.

• Hole, Torstein Nielsen; Velle, Gaute; Riese, Hanne; Raaheim, Arild & Simonelli, Anne-Laure (2018). Biology students at work: using blogs to investigate personal epistemologies. Cogent Education. 5(1), s. 1–16. doi: 10.1080/2331186X.2018.1563026. Fulltekst i vitenarkiv Vis sammendrag

  This paper reports an investigation of biology students’ discussion of knowing in work placements, as accounted in blogs. Twenty-two blogs, containing 78 individual entries, written in conjunction with a work placement course for students in a tertiary level biology program, have been analysed in the study (The blogs are publicly available here: https://biopraksis.w.uib.no). The aim of the paper is to increase understanding of how work placements shape biology students’ personal epistemological trajectories. The analysis is performed by employing a theoretical lens that emphasizes the situated nature of knowing, as enacted in working practices. The blog accounts consist of the students’ appraisal of their own learning and knowing in work placements, situated in biology undergraduate education. The investigation suggests that the students’ personal epistemologies develop in an interplay with context and personal epistemologies to shape their trajectories toward biology knowing. These trajectories have been analysed in terms of their procedural, conceptual, and dispositional dimensions. The use of blogs as a data source is argued to be appropriate to analyse personal epistemologies. Other strengths and weaknesses of this design are discussed.

• Ulvik, Marit; Riese, Hanne & Roness, Dag (2017). Action research – connecting practice and theory. Educational Action Research. ISSN 0965-0792. 26(2), s. 273–287. doi: 10.1080/09650792.2017.1323657. Fulltekst i vitenarkiv
• Ulvik, Marit & Riese, Hanne (2016). Action research in pre-service teacher education – a never-ending story promoting professional development. Professional Development in Education. ISSN 1941-5257. 42(3), s. 441–457. doi: 10.1080/19415257.2014.1003089. Fulltekst i vitenarkiv
• Riese, Hanne (2016). Å være lærer og forsker innenfor et kvalitativt design: Aksjonsforskning som en autoetnografisk praksis. I Ulvik, Marit; Riese, Hanne & Roness, Dag (Red.), Å forske på egen praksis. Aksjonsforskning og andre tilnærminger til profesjonell utvikling i utdanningsfeltet. Fagbokforlaget. ISSN 9788245020052. s. 36–58. Fulltekst i vitenarkiv
• Ulvik, Marit; Riese, Hanne & Roness, Dag (2016). Aksjonsforskning – et bidrag til en praksisnær og teoriorientert lærerutdanning. Norsk pedagogisk tidsskrift. ISSN 0029-2052. 100(3), s. 222–239. doi: 10.18261/issn.1504-2987-2016-03-06. Fulltekst i vitenarkiv
• Carlsen, Benedicte & Riese, Hanne (2016). High stakes : an interview study of researchers' motivations for and experiences of being interviewed by journalists. Nordicom Review. ISSN 1403-1108. 37(1), s. 85–99. doi: 10.1515/nor-2016-0009. Fulltekst i vitenarkiv
• Ness, Ingunn Johanne & Riese, Hanne (2015). Openness, curiosity and respect: Underlying conditions for developing innovative knowledge and ideas between disciplines. Learning, Culture and Social Interaction. ISSN 2210-6561. 6, s. 29–39. doi: 10.1016/j.lcsi.2015.03.001. Fulltekst i vitenarkiv
• Carlsen, Benedicte; Muftuoglu, Ingrid & Riese, Hanne (2014). Forskning i media: Forskere om motivasjon og erfaringer fra medieintervjuer. Norsk medietidsskrift (NMT). ISSN 0804-8452. 21(3), s. 188–208. Fulltekst i vitenarkiv
• Riese, Hanne; Carlsen, Benedicte & Glenton, Claire (2014). Qualitative research synthesis: How the whole can be greater than the sum of its parts. Anthropology in Action. ISSN 0967-201X. 21(2), s. 23–30. doi: 10.3167/aia.2014.210204. Fulltekst i vitenarkiv
• Harlap, Yael & Riese, Hanne (2014). Hva skjer når vi ser farge innen utdanning? Mulighetene ved å teoretisere rase i skolen i et <fargeblind> Norge. I Westrheim, Kariane & Tolo, Astrid (Red.), Kompetanse for mangfold: Om utdanningens rolle og skolens utfordringer i det flerkulturelle Norge. Fagbokforlaget. ISSN 9788245012859. s. 190–216. Fulltekst i vitenarkiv Vis sammendrag

  Denne antologien har som mål å stimulere til refleksjon og diskusjon og dermed bidra til at beslutninger som lærere, skoleledere og skoleeiere gjør, kan være gjennomtenkte og ikke tilfeldige.

• Riese, Hanne (2012). Mini-enterprise projects: friendship, business and learning. Journal of Education and Work. ISSN 1363-9080. 41(4), s. 453–471. doi: 10.1080/13639080.2011.653557. Fulltekst i vitenarkiv
• Riese, Hanne; Samara, Akylina & Lillejord, Sølvi (2011). Peer relations in peer learning. International Journal of Qualitative Studies in Education. ISSN 0951-8398. 25(5), s. 601–624. doi: 10.1080/09518398.2011.605078. Fulltekst i vitenarkiv
• Riese, Hanne (2011). Enacting entrepreneurship education: The interaction of personal and professional interests in mini-enterprises. Cambridge Journal of Education. ISSN 0305-764X. 41(4), s. 445–460. doi: 10.1080/0305764X.2011.624998. Fulltekst i vitenarkiv
• Riese, Hanne (2010). Pedagogic entrepreneurship -an educational ideal for the school of the future? I Sjøvoll, Jarle & Skogen, Kjell (Red.), Creativity and Innovation. Preconditions for entrepreneurial education. Tapir Akademisk Forlag. ISSN 9788251925242. s. 79–89. Fulltekst i vitenarkiv Vis sammendrag

  Foreword By Pål Pedersen, Principal The first Nordic research conference on the theme pedagogic entrepreneurship was held in Bodø on 11-13 August 2008. The conference was the result of collaboration between the Norwegian Directorate for Education and Training, Nordland County Council and University College Bodø. This book presents some of the contributions from conference speakers and delegates. During the past decade, pedagogic entrepreneurship has emerged as a concept in both the Nordic and European educational debate. The emphasis on active forms of learning, collaboration between school and working life and the investment in learning through the establishment of pupil, youth and student businesses has created learning opportunities through a greater diversity of learning arenas than more traditional schooling has allowed. The goal is to encourage children and young people to be creative, to perceive opportunities ? and to acquire entrepreneurial skills in order to reach out for and do something with these opportunities. To be able to meet the many challenges of future society ? be this the ability to create new and necessary jobs, develop existing commerce, develop local society, solve climate issues, develop new technology or be a cultural entrepreneur ? today?s young people need a schooling that provides them with knowledge, skills and attitudes that will help them meet these challenges. A school system of this sort must be based on a formational perspective in which pupils are allowed to encounter challenges they can master, through increased collaboration between school and society, creative and active forms of learning, research and practical attempts. This requires a school that is open to contextual learning as the basis for a higher level of knowledge, useable skills and innovative and problem-solving attitudes. Educational development depends on educational research. If the pedagogic entrepreneurship concept is to be realised and filled with content leading to a more entrepreneurial society, we need researchers working in this direction who can contribute to the development of entrepreneurial schooling. It is the desire and goal of this University College that the first Nordic research conference on pedagogic entrepreneurship will be a good and important contribution to this.

• Riese, Hanne & Tolo, Astrid (2009). Teori fjernt fra praksis. Aftenposten (morgenutg. : trykt utg.). ISSN 0804-3116. Fulltekst i vitenarkiv
• Riese, Hanne (2009). Pedagogisk entreprenørskap -et danningsideal for framtidens skole? I Sjøvoll, Jarle & Skogen, Kjell (Red.), Pedagogisk entreprenørskap. Innovasjon og kreativitet i skoler i Norden. Tapir Akademisk Forlag. ISSN 9788251924290. s. 79–89. Fulltekst i vitenarkiv Vis sammendrag

  Denne boka handler om pedagogisk entreprenørskap. Det dreier seg om å utvikle en innovasjonsprofil for skolens virksomhet. En slik skole er først og fremst en kreativ og skapende institusjon. «En gang i tiden anså man en person for lærd hvis han hadde stor detaljkunnskap, kunne svare raskt på forskjellige spørsmål og ha en rekke oppslagsbøker hjemme i sine reoler. Ingen kan lenger påstå at de vet alt, og man får ikke suksess i livet kun ved at man har omfattende detaljkunnskaper» (Sahlberg og Leppilampi 2004) Det påpekes i denne boka at det er viktig at pedagoger i særlig grad arbeider for stimulering og utvikling av innovative og kreative egenskaper hos elevene. Det er mennesker med slike egenskaper som skal bringe vårt samfunn videre i framtida. Det er sannsynlig at framtidas samfunn vil være preget av en stadig raskere utvikling, en kontinuerlig endring og langt på vei uforutsigbarhet. Et slikt samfunn har behov for kreative mennesker med rike forutsetninger og allsidig kompetanse. Slike mennesker lærer kontinuerlig, de forandrer seg og er nytenkende. Det hevdes at den beste måten å forutsi framtida på er ved å skape den. Men også dette forutsetter at mennesket har visjoner og forestillinger om framtida og talent som kan tas i bruk på en kreativ måte når dette samfunnet skapes. Det er ikke tilstrekkelig at en organisasjon bare er lærende. I framtidas samfunn skal den også være proaktiv og bidra til å utvikling ved å skape en tydelig visjon for organisasjonen. For å stimulere til kreativitet og innovasjon i skolen bør en være på utkikk etter de mulighetene for utvikling som skapes i kontakten mellom skole og samfunn. Ledelsen må derfor støtte medarbeiderne og stimulere elevenes drivkrefter for å skape en kreativ og entreprenøriell skole. I denne boka finner du artikler skrevet av representanter for ulike høgskoler og universitet i Danmark, Finland, Sverige og Norge. Boka er et resultat av en konferanse som ble gjennomført i Bodø sommeren 2008. Entreprenørskap aktualiseres spesielt når det er krisetider i samfunnet. Skolen må selvsagt også være oppmerksom på hva slags bidrag den kan yte i slike tider. Boka er et bidrag til å rette oppmerksomheten mot skolens engasjement ved utforming av pedagogisk entreprenørskap.

• Riese, Hanne (2007). Observation and interview as interconnected and mutually dependent parts of qualitative research. Tidsskrift for kvalitativ metodeudvikling. ISSN 1903-0142. s. 3–17. Fulltekst i vitenarkiv
• Riese, Hanne & Vorkinn, Marit (2002). The Production of Meaning in Outdoor Recreation: A Study of Norwegian Practice. Norsk Geografisk Tidsskrift. ISSN 0029-1951. 56(3), s. 199–206. Fulltekst i vitenarkiv
• Vorkinn, Marit & Riese, Hanne (2001). Environmental concern in a local context. The significance of place attachment. Environment and Behavior. ISSN 0013-9165. 33(2), s. 249–263. Fulltekst i vitenarkiv
• Kaltenborn, Bjørn Petter; Riese, Hanne & Hundeide, Michael Tomas (1999). National park planning and local participation: Some reflections from a mountain region in Southern Norway. Mountain Research and Development Journal. ISSN 0276-4741. 19(1), s. 15–26. Fulltekst i vitenarkiv
• Kaltenborn, Bjørn Petter; Hundeide, Michael Tomas & Riese, Hanne (1998). Nasjonalparker og bygdesamfunn -er lokal medvirkning en realistisk intensjon? Forskningsrapporter - Program for forskning og utredning av etærekraftig samfunn (ProSus). ISSN 0806-8992. 2. Fulltekst i vitenarkiv
• Riese, Hanne & Vorkinn, Marit (1998). Hvilken betydning har sosial identitet og stedstilhørighet for lokalt engasjement i miljøsaker? Forskning om miljøbetinget livskvalitet: faglig mangfold - nyttig kunnskap : rapport fra det tredje og fjerde programseminaret om miljøbetinget livskvalitet : Tyrifjord hotell, Vikersund 20.-21. november 1996, Scandic Hotel Asker 18.-19. november 1998 / Einar Strumse (red.). Norges forskningsråd. ISSN 9788212011601. Fulltekst i vitenarkiv Vis sammendrag

  Siden miljøvern i stor grad handler om menneskelig atferd, er det viktig at forskning om miljøvern inkluderer også psykososial, sosiologisk og kultur-orientert forskning. Innenfor programmets tverrfaglige rammer stilles det krav om både forvaltningsmessig relevans og forskningsmessig kvalitet.Dette er den tredje rapporten fra programseminarene om Miljøbetinget livskvalitet, og den samler bidrag fra to seminarer som ble holdt på Vikersund i november 1996 og i Asker i november 1997. Bidragene viser at et stort faglig mangfold er samlet under programmet, og at man nå er kommet så langt ut i programperioden at det er mulig å oppsummere resultater.Mens programseminaret i 1996 i likhet med de foregående seminarene fokuserte på informasjonsutveksling og nettverksbygging mellom forskerne, var programseminaret 1997 mer direkte rettet mot formidling.Mye er ennå uutforsket når det gjelder folks forhold til miljøet, og det er derfor viktig med videre forskning på området. Samtidig er det nødvendig å sikre at den kunnskap som er opparbeidet under programperioden ikke går tapt. Programmets koordinator, dr. philos. Einar Strumse, har redigert rapporten.

• Riese, Hanne (1996). Kunstformidling til barn og unge med skolen som arena. I Bjørkås, Svein & Mangset, Per (Red.), Kunnskap om kulturpolitikk : utviklingstrekk i norsk kultu rpolitikkforskning. Norges forskningsråd. ISSN 9788212007222. Fulltekst i vitenarkiv

Se alle arbeider i NVA

• Riese, Hanne; Hilt, Line Torbjørnsen & Søreide, Gunn Elisabeth (2022). Educational Standardisation in a complex world. Emerald Group Publishing Limited. ISBN 9781800715905. 239 s. Fulltekst i vitenarkiv
• Ulvik, Marit; Riese, Hanne & Roness, Dag (2022). Å forske på egen praksis. Aksjonsforskning og andre tilnærminger til profesjonell utvikling i utdanningsfeltet. Fagbokforlaget. ISBN 9788245039900. 311 s. Fulltekst i vitenarkiv
• Ulvik, Marit; Riese, Hanne & Roness, Dag (2016). Å forske på egen praksis. Aksjonsforskning og andre tilnærminger til profesjonell utvikling i utdanningsfeltet. Fagbokforlaget. ISBN 9788245020052. 243 s. Fulltekst i vitenarkiv

Se alle arbeider i NVA

• Bjørgen, Anne Mette; Fritze, Yvonne & Riese, Hanne (2024). Fagseminar om teknologi, ekskludering og inkludering, arr av Forskergruppene Mediepedagogikk og Samfunnsbyggende pedagogiske praksiser. Fulltekst i vitenarkiv
• Suzen, Elisabeth; Riese, Hanne & Osman, Fatumo (2024). Education of Refugees and Asylum Seekers under and post the Pandemic in Nordic Countries - ERAPAN. Fulltekst i vitenarkiv
• Suzen, Elisabeth & Riese, Hanne (2024). Professional discretion, inclusion and counter-hegemonic knowledges. Fulltekst i vitenarkiv
• Jacobsen, Tina; Riese, Hanne; Stamnli, Brita; Annamo, Eirin & Suzen, Elisabeth (2023). Begynneropplæring i akademisk literacy i høyere utdanning. Fulltekst i vitenarkiv
• Suzen, Elisabeth; Stamnli, Brita; Jonsmoen, Kari Mari; Tønnesen, Marianne & Riese, Hanne (2023). Symposium: Mangfoldsarbeid på ulike nivå i høyere utdanning. Fulltekst i vitenarkiv
• Stamnli, Brita & Riese, Hanne (2023). «Warm support» som støttestruktur for akademisk utvikling. Fulltekst i vitenarkiv
• Stamnli, Brita; Suzen, Elisabeth; Jacobsen, Tina; Annamo, Eirin & Riese, Hanne (2022). Hvordan legge til rette for førsteårsstudenters møte med akademiske tekster? Fulltekst i vitenarkiv
• Riese, Hanne & Annamo, Eirin (2022). Reimagining educational quality through transformative learning. Fulltekst i vitenarkiv
• Riese, Hanne; Abamosa, Juhar Yasin; Stamnli, Brita; Suzen, Elisabeth; Berger, Jonas Christoffer & Jacobsen, Tina [Vis alle 7 forfattere av denne artikkelen] (2022). Krigen i Ukraina setter inkluderings­kapasiteten på prøve. Fulltekst i vitenarkiv
• Ulvik, Marit; Hammer, Frode; Hestad, Ingrid; Riese, Hanne & Sandberg, Kristin (2021). Aksjonsforskning som verktøy for lærere. Bedre Skole. ISSN 0802-183X. 33(3), s. 56–60. Fulltekst i vitenarkiv
• Riese, Hanne; Hilt, Line & Søreide, Gunn Elisabeth (2019). Arranged and chaired symposium in two parts: "The encounter between homogenization and heterogeneity: Increased standardization in a diverse world?" Contributed with the following paper "Paradoxes of Curriculum Change: Global educational forms in the Norwegian 2020 Reform". Fulltekst i vitenarkiv
• Riese, Hanne & Hilt, Line (2019). 21st century skills, neo-liberal subjectivites and the role of education. Fulltekst i vitenarkiv
• Riese, Hanne & Harlap, Yael (2019). Reproducing race as the zone of nonbeing: Discourse and dehumanization in higher education. Fulltekst i vitenarkiv
• Riese, Hanne; Hilt, Line & Søreide, Gunn Elisabeth (2018). Fremtidens idealelev er et overmenneske. Fulltekst i vitenarkiv
• Harlap, Yael & Riese, Hanne (2018). On Belonging: Discourse and narratives on race and racialization in higher education in Norway. Fulltekst i vitenarkiv
• Søreide, Gunn Elisabeth; Hilt, Line & Riese, Hanne (2018). Inclusion and exclusion in educational reforms that aim for inclusion: The case of Norway. Fulltekst i vitenarkiv
• Harlap, Yael; Riese, Hanne & Ahenkorah, Olympia (2017). On Belonging: Discourse and narratives on race and racialization in higher education. Fulltekst i vitenarkiv
• Harlap, Yael & Riese, Hanne (2017). Race talk in the university classroom: Lessons from Norway for educational developers on race discourse. Fulltekst i vitenarkiv
• Ulvik, Marit; Riese, Hanne & Roness, Dag (2017). Action research – connecting practice and theory in teacher education. Fulltekst i vitenarkiv
• Søreide, Gunn Elisabeth & Riese, Hanne (2017). God, glad og lojal. Generasjon prestasjon,et politisk ideal? Fulltekst i vitenarkiv
• Harlap, Yael & Riese, Hanne (2016). Constituting race, whiteness and nationality in higher education. Fulltekst i vitenarkiv
• Ulvik, Marit & Riese, Hanne (2013). Action research from student teachers' perspective. Fulltekst i vitenarkiv
• Carlsen, Benedicte & Riese, Hanne (2013). Forskere om formidling gjennom media. Fulltekst i vitenarkiv
• Riese, Hanne & Tolo, Astrid (2013). Defining students' competence in a changing educational policy. Fulltekst i vitenarkiv
• Riese, Hanne & Harlap, Yael (2013). Democracy and diversity in education: internationalisation as a tool for understanding and integration. Fulltekst i vitenarkiv
• Riese, Hanne (2012). A due context. Transferring entrepreneurship into Norwegian education. Fulltekst i vitenarkiv
• Tolo, Astrid & Riese, Hanne (2011). Vi må gå bak de forenklede fremstillingene. Fulltekst i vitenarkiv
• Riese, Hanne (2010). Det sosiale teller. Fulltekst i vitenarkiv
• Riese, Hanne (2008). Agency in Entrepreneurship Education: A Norwegian Case. Fulltekst i vitenarkiv
• Riese, Hanne (2008). Entreprenørskapsundervisning. En kritisk diskusjon av begrepsbruk. Fulltekst i vitenarkiv
• Riese, Hanne (2007). Learning outcomes in peer learning practices. A meta-synthesis of qualitative studies. Fulltekst i vitenarkiv
• Vorkinn, Marit; Riese, Hanne & Kaltenborn, Bjørn Petter (1999). Verdsetting av vassdrag: Hvilke verdier bør inkluderes? VANN. ISSN 0042-2592. 2. Fulltekst i vitenarkiv
• Kaltenborn, Bjørn Petter & Riese, Hanne (1999). Friluftsliv og konfliktdimensjoner i Femundsmarka nasjonalpark. Landbruksøkonomisk forum. ISSN 0800-5974. s. 15–26. Fulltekst i vitenarkiv
• Vorkinn, Marit & Riese, Hanne (1998). Attitudes towards natrural resource management among local residents: The significance of attachment to the physical and social environment. Fulltekst i vitenarkiv
• Riese, Hanne & Kaltenborn, Bjørn Petter (1998). National parks and local communities: Conditions for Increasing local participation in planning and establishing protected areas. Fulltekst i vitenarkiv
• Hole, Torstein Nielsen; Raaheim, Arild; Velle, Gaute & Riese, Hanne (2019). Learning through practice in biology education. Universitetet i Bergen. Fulltekst i vitenarkiv Vis sammendrag

  Work continues to be an important educational measure in higher education. It has received increasing focus both among policymakers, educators, and in educational science research as a valuable addition to campus-based, and often lecture-based, education. In biology, work placements are rarely employed, and the workplaces that are available to students are multifaceted and the distinction between practices at campus and practices at work may seem oblique at the outset. Both include sampling, analysis, and reporting of results. In other words, work as a learning measure in scientific disciplines is different from work in professional educations. In this thesis, I investigate learning through work in higher education, principally among biology students. The investigation is performed through three independent studies. In the first study, I examine students’ working practices in a field excursion using ethnographic techniques. The second study focus on a work placement course for biology students, and data was gathered through their blog entries. The third study consists of focus group interviews of students in Teacher education, Music Performance, and Aqua Medicine, a sub-program in biology that employs work placements. The third study allowed for a broader overview of other iterations of learning through work in several programs. In all studies, the aim was to gather students’ accounts of their knowing in enacting practices. Furthermore, the analysis focused, at various levels, on students’ accounts of personal epistemologies inside a sociocultural practice. The analysis of interviews, focus group discussions, observations, and blog entries reveal important similarities between the way students enact biology through working practices in different contexts. These similarities concerned epistemological perception of learning in campus and complex learning in practices, such as those in workplaces and the field. At different levels, these complexities require students to make decisions whether in their sampling, and to gather necessary information to be able to complete their work. Furthermore, the different studies revealed different levels of engagement between students, teachers, supervisors, and others. In field excursions, students engage continuously with teachers, while they engage more continuously with supervisors and co-workers in work placements. Nevertheless, on the basis of students’ accounts, I argue that the role of teachers is crucial for the students’ experiences. Whether this is direct engagements between teachers and students, or their overall facilitation of learning at campus and how it interacts with students’ experiences and personal epistemologies in work. By using varied expressions of knowing in the analysis of students’ accounts of knowing in working practices, we found that dispositions, procedures, and concepts interact throughout students’ work. This indicates that practices involve important experiences that affect students’ outlook towards their own engagement with biology, and the disposition to pursue particular methods, careers, and otherwise intersect their working practice with their values. On its own, these are important contributions of work placement- and field excursion practices in biology students’ education.

• Riese, Hanne (2010). Friendship and learning. Entrepreneurship education through mini-enterprises. Universitetet i Bergen. Fulltekst i vitenarkiv
• Vaagland, Jorid; Fauske, Halvor; Lidén, Hilde; Puijk, Roel & Riese, Hanne (2000). Kulturpolitikken og de unge. Norsk kulturråd. ISSN 9788270810840. Fulltekst i vitenarkiv
• Fauske, Halvor; Riese, Hanne & Ruset, Stig (1998). Barnevernet - lokal tilpasning eller nasjonal standard? : en undersøkelse av variasjoner i barneverntiltak med utgangspunkt i Hedmark og Oppland. Østlandsforskning. ISSN 9788273564177. Fulltekst i vitenarkiv

Se alle arbeider i NVA