Prisca Bruno Massao

• Massao, Prisca Bruno (2025). Internationalization of Norwegian teacher education at home: Insights from Tanzanian students’ intersectional experiences. I Tavares, Vander (Red.), Intersectional Perspectives on Equality and Social Justice in Norwegian Higher Education. Routledge. ISSN 9781032853710. s. 97–116. doi: 10.4324/9781003528647. Fulltekst i vitenarkiv Vis sammendrag

  Internationalization in higher education has a well-known political emphasis in Norway. In addition to international collaboration among researchers, student mobility is regarded as providing both students and educators with valuable intercultural and/or international competence that will enable them to improve the quality of their education and social justice in and through education. There are, however, limited studies showing how the knowledge and experiences acquired by both local and foreign students, especially students from African countries, align with this ambition. Internationalization is also portrayed as a neutral and value-free process, suppressing knowledge and experiences influenced by factors like gender, nationality, language, religion, sexuality, economy/class, and/or race/ethnicity. This chapter explores how the experiential intersectional knowledge of exchange students from Tanzania can be critically used to improve the internationalization of the curriculum and campus in a Norwegian higher-education institution. The data stems from six Tanzanian former teacher education students who spent one semester in Norway studying in a bachelor's teacher education course aimed at promoting Education for Diversity and Sustainable Living (EDSL). Using semi-structured in-depth interviews, findings show both positive elements and challenges which can inform both the educational policies and practices in Norwegian higher education institutions.

• Bergersen, Ane & Massao, Prisca Bruno (2025). Studentmobilitet for kvalitet i norsk høyere utdanning: Hva kan vi lære av stemmer fra Zambia og Tanzania? Nordic Journal of Comparative and International Education (NJCIE). 9(1), s. 1–19. doi: 10.7577/njcie.5997. Fulltekst i vitenarkiv
• Sønsthagen, Anne Grethe & Massao, Prisca Bruno (2025). Racialized narratives about multicultural parental collaboration in early childhood education and care Normality understood as whiteness. Nordic Journal of Comparative and International Education (NJCIE). 9(1). doi: 10.7577/njcie.5996. Fulltekst i vitenarkiv Vis sammendrag

  This study examines what racialized narratives emerge when staff in two Norwegian early childcare centers discuss multicultural parental collaboration. Results stem from a re-analysis of the narratives from two focus group interviews from a previous study that focused on staff conversations about their descriptions of their collaboration with parents and families with refugee backgrounds. Theoretically, the study draws on symbolic power and violence theories, white privilege, and critical race theory. The results were dominated by two main narratives: Normality and Language. Normality narratives appear to emphasize whiteness and Norwegianess as the norms that all parents are expected to follow, and parents who do not conform risk being alienated and generalized as representatives of "the others." Language narrative highlights the place the Norwegian language occupies in judging parents' and children's abilities and ways of interaction. Given the importance placed on parents and children mastering the Norwegian language for future success in Norwegian society, other forms of communication and interactions are devalued and condemned, marginalizing parents and children struggling to learn and understand the Norwegian language and culture. The consequences of these narratives minimize the early childcare center’s role as a bridging institution.

• Kristiansen, Elsa; Fristrup, Tine; Sonne, Lasse; Broch, Trygve B & Massao, Prisca Bruno (2025). Shaping Racialised Media Representations in Norwegian Sports. An Anti-racial Self-understanding Embedded in Nordic Exceptionalism and Hegemonic Colour-blindness. I Fristrup, Tine & Sonne, Lasse (Red.), Internationalisation at Home: Critical Frameworks for Inclusive Global Learning. Novus Forlag. ISSN 9788283901740. s. 313–342. Fulltekst i vitenarkiv Vis sammendrag

  The article sheds light on how the Norwegian media presents, processes, and shapes perceptions of racism in Norwegian sports. The article is based on a debate in the media between mid-February and March 2021 on whether there is structural racism in Norwegian sports. We ask: How does the media represent racism in Norwegian sports? The analysis deals with the different views on racism presented, and these perceptions are arranged in three different frames of understanding. The first understanding was based on the fact that racism in Norwegian sports is a marginal problem that can often be explained by individual minority ethnics’ lack of cultural understanding and that it is not the responsibility of organised sports to correct it. The second understanding is of sport as part of society where racism is practised and where challenges experienced by individual minorities can be conceptualised as signs of structural racism. The NIF uses the last understanding to legitimise their strategies. The media debate exemplifies how Norwegian media can carry out their democratic mission by highlighting how social problems are reflected in Norwegian sports. Our data shows that Norwegian media and sports present an anti-racial self- understanding embedded in Nordic exceptionalism and colour-blindness.

• Massao, Prisca Bruno; Sheshe, Bahiya Abdi & Mkenda, Theresia Bonifasi (2024). Gender and Active Citizenship in Tanzanian Teacher Education: Curriculum Analysis and Student Teachers' Reflections. European Journal of Education. ISSN 0141-8211. s. 1–10. doi: 10.1111/ejed.12762. Fulltekst i vitenarkiv
• Fylkesnes, Sandra; Plessis, Danelle du & Massao, Prisca Bruno (2024). What can critical perspectives on whiteness do for post-racial teacher education? A review of studies from the “nice” Norwegian context. Teaching and Teacher Education : An International Journal of Research and Studies. ISSN 0742-051X. 140, s. 1–12. doi: 10.1016/j.tate.2024.104487. Fulltekst i vitenarkiv Vis sammendrag

  In “post-racial” societies, colour-blind racism tends to persist, enabling whiteness to proliferate as part of the governmentally mandated educational fabric. Reviewing studies from 2008 to 2020 in the Norwegian context that utilise critical perspectives on whiteness, this article reveals a growing body of research showing whiteness working through (1) avoidance of race, (2) simultaneous privileging of invisibility and marking of Otherness, (3) institutionalised discourse, (4) embodiments of racialised Othering and (5) researcher positionality. Drawing on these findings, we examine how critical perspectives on whiteness might benefit “post-racial” teacher education and propose potential future educational and research directions relevant to “post-racial” societies.

• Skogvang, Bente Ovedie & Massao, Prisca Bruno (2024). The Potential of Sámi/Indigenous Festivals to Inform and Bridge Formal Education Systems. Nordisk tidsskrift for pedagogikk og kritikk. 10(3), s. 176–190. doi: 10.23865/ntpk.v10.5886. Fulltekst i vitenarkiv Vis sammendrag

  This article aims to explore how Indigenous knowledge and skills acquired at Sámi festivals can supplement and critically inform knowledge in the Norwegian formal education system. The empirical data for this study are derived from extensive fieldwork (2009–2019) comprising observations of Riddu Riđđu festival participants, and semi-structured in-depth interviews with open-ended questions conducted with festival participants and volunteers who also work at different educational and cultural institutions, such as schools, language centres, libraries, and museums. We applied an Indigenous paradigm and methodology (Koukkanen, 2000; Smith, 2010) that favours land- or place-based pedagogies (Thornton, et al., 2021; Wildcat et al., 2014), along with a holistic research method approach. The results show that Sámi/Indigenous festivals have been and still are crucial in revitalising Sámi cultures and ways of knowing that are still marginalised in mainstream education systems. The Indigenous knowledge and skills acquired at Sámi and other Indigenous festivals have the potential to supplement and critically inform knowledge in formal education systems such as schools, teacher education, libraries, and museums.

• Massao, Prisca Bruno & Engh, Mari Haugaa (2024). Intersectional Scholarship on Sport and Leisure: Trends, tensions, and promising directions. I Lawrence, Stefan; Hill, Joanne & Mowatt, Rasul (Red.), Routledge Handbook of Sport, Leisure, and Social Justice. Routledge. ISSN 9781032485607. s. 556–569. Fulltekst i vitenarkiv
• Massao, Prisca Bruno & Bergersen, Ane (2024). (De)Coloniality in Teacher Education: Reflections on Student Teachers’ Mobility from the Global North to the Global South. Nordisk tidsskrift for pedagogikk og kritikk. 10(3), s. 144–157. doi: 10.23865/ntpk.v10.5888. Fulltekst i vitenarkiv Vis sammendrag

  Emphasis on the need for Norwegian student teachers to conduct part of their teacher education programme abroad is increasing. Among the arguments for this emphasis is the idea that globally aware teachers have better intercultural competence that can facilitate sustainable development and more just education. Evidence to support these claims is contested. In this paper, we explore how facilitators of student teachers’ mobility between Norway and countries in the Global South reflect on student mobility as part of the (de)colonial project. We apply decolonial frameworks (Mbembe, 2016; Mignolo, 2021) that interrogate the colonial matrix of power (CMP) (Quijano, 2000) to identify and challenge colonial relations and expectations. Findings are based on interviews from four facilitators from Tanzania and Zambia (Global South) and three teacher educators from Norway (Global North) who facilitate Norwegian student teachers’ mobility. The findings show that student facilitators from the Global North had more freedom to shape mobility activities, including the freedom to choose partners, reproducing asymmetrical power relations exerted through mobility

• Massao, Prisca Bruno & Thorjussen, Ingfrid M. (2023). Barn,unge og rasisme: Kritisk raseteori som utgangspunkt for utvikling av antirasistisk kompetanse i utdanning og idrett, Bevegelsesfellesskap i oppveksten : kritiske perspektiver på inkludering og mangfold. Fagbokforlaget. ISSN 9788245041415. s. 244–262. doi: 10.55669/oa230113. Fulltekst i vitenarkiv Vis sammendrag

  Mange barn og unges første møter med rasisme eller etnisk diskriminering skjer enten i utdannings- eller fritidssammenheng, som organisert idrett. Under Black Lives Matter-demonstrasjonene i Norge sommeren og høsten 2020 kunne vi høre om erfaringer fra unge norske voksne med etnisk minoritetsbakgrunn. Flere fortalte om sine opplevelser av rasisme og etnisk diskriminering i skolen (Mathisen & Dogani, 2020) og i den organiserte idretten (Kristiansen & Sonne, 2021). Dette samsvarer med Fangen og Lynnebakkes(2014) undersøkelse som viser at noen skolebarn opplever ekskludering på grunn av deres synlige etniske minoritetsstatus som hudfarge, ansiktskjennetegn, eller klær og religiøse symboler. Selv om barn ikke alltid har tilegnet seg et språk til å fatte eller uttrykke sine opplevelser, viser forskning at de registrerer slike erfaringer i ganske ung alder og at disse erfaringene former og påvirker deres oppvekst (Wollscheid mfl., 2021; Zacheus mfl., 2019). I kapittelet anvendes kritisk raseteori1 (CRT) (se Delgado & Stefancis, 2016), herunder også nasjonal og internasjonal forskning innen utdanning og idrett som anvender CRT. Målet er å bidra til analytiske verktøy og faglig språk som gjør det mulig å snakke om rasisme.

• Skogvang, Bente Ovedie & Massao, Prisca Bruno (2023). Kulturelle og politiske betydninger av aktivitetstilbud for barn og unge på urfolksfestivalen Riddu Riđđu. En helhetlig tilnærming. Idrott, historia & samhälle. ISSN 0280-2775. s. 48–69. Fulltekst i vitenarkiv Vis sammendrag

  This article focuses on the activities offered to children and young people at the international indigenous festival Riddu Riđđu in Gáivuotna/Kåfjord municipality in Troms, Norway. The study sheds light on how Mánáidfestivála (children’s festival) at Riddu Riđđu function as decolonization against Norwegianisation (Norwegian colonisation), and how Sami/indigenous perspectives are expressed in such processes. The aim is to contribute to the knowledge about the importance of indigenous festivals for indi-genous people both in Sápmi and internationally. The article is based on fieldwork at Riddu Riđđu festival in the period 2009-2019 with the focus on Mánáidfestivála. Riddu Riđđu started in 1991, as part of the historical development after the Alta-conflict, the establishment of the Sámi Parliament and it has had great signi-ficance in the revitalization of the Sámi culture. The activities for children and young people are central to this development as an initiative for decolonization processes for the indigenous peoples. We apply indigenous paradigm and indigenous methodology. The data material consists of document analysis, field conversations and notes and in-depth interviews. Our findings show that Riddu Riđđu is an important arena for developing, highlighting, and re-vitalizing Sámi and indigenous culture through the development of solidarity and in holistic approaches.Keywords: Sami festivals, indigenous people, children’s activities, outdoor activities, decolonization.

• Massao, Prisca Bruno & Skogvang, Bente Ovedie (2023). Rasialisering, hvithet og norskhet: Nasjonal identitetsdannelse i og gjennom idrett. Norsk sosiologisk tidsskrift. 7(1), s. 41–57. doi: 10.18261/nost.7.1.4. Fulltekst i vitenarkiv Vis sammendrag

  Denne artikkelen belyser hvordan idretten kan fungere som arena både for å reprodusere og for å utfordre hvithet knyttet til norskhet og nasjonal identitet. Med utgangspunkt i rasedannelse (Omi & Winant, 2014), rasialisering (Cornell & Hartmann, 2007; Murji & Solomos, 2005) og motfortellinger (Delgado & Stefancic, 2017) som teoretisk rammeverk diskuterer vi hvordan svarte norske idrettsutøveres identiteter blir sammenstilt med norskhet. Ved hjelp av 17 dybdeintervjuer med idrettsutøvere (8 menn og 9 kvinner) på bredde- og elite nivå viser våre funn hvordan svarte norske idrettsutøvere med afrikansk/karibisk opphav opplever rasialisering og rasisme i idrett og i Norge, og hvordan deres fortellinger viser forhandlinger, representasjon og motstand knyttet til assosiasjon av hvithet og norsk identitet. De svarte idrettsutøvernes fortellinger bidrar til (om)definering av myten om å assosiere norskhet med hvithet. Denne kunnskapen mener vi kan ha stor betydning for dem som er opptatt av idrettens rolle som arena for sosial rettferdighet, integrering og inkludering.

• Massao, Prisca Bruno (2022). Rasialisering: Et begrep for norsk samfunns- og utdanningsforskning? I Døving, Cora Alexa (Red.), Rasisme : Fenomenet, forskningen, erfaringene. Universitetsforlaget. ISSN 9788215063065. s. 107–120. Fulltekst i vitenarkiv
• Bergersen, Ane & Massao, Prisca Bruno (2022). En analyse av makt og kultursensitivitet blant utvekslingsstudenter til og fra det globale sør gjennom faget Global Knowledge. I Klein, Jørgen; Bergersen, Ane & Larsen, Ann Sylvi (Red.), Utenlandspraksis for lærerstudenter Global og interkulturell kompetanse. Universitetsforlaget. ISSN 9788215056173. s. 41–63. doi: 10.18261/9788215056180-2022-03. Fulltekst i vitenarkiv Vis sammendrag

  Ved å se på 19 prosjektoppgaver skrevet av norske og zambiske studenter basert på deres utenlandspraksis i faget Global Knowledge drøfter vi hvordan kultur og makt kommer til uttrykk. Vi finner forskjeller i valg av tema, teori, metodisk tilnærming og egen posisjonering som utenlandsstudent. I lys av kritisk hvithetsteori, kritisk pedagogikk og interkulturell kompetanse vektlegger vi i dette kapittelet de norske studentenes prosjektoppgaver relatert til praksis i Zambia.

• Straume, Solveig & Massao, Prisca Bruno (2016). Participants’ views of the potential of international youth football tournaments for development in the Global South. Sport in Society: Cultures, Commerce, Media, Politics. ISSN 1743-0437. 19(10), s. 1635–1651. doi: 10.1080/17430437.2016.1159198. Fulltekst i vitenarkiv Vis sammendrag

  This paper investigates the potential of international youth football tournaments for youth development in the Global South. The tournaments under study were East Africa Cup in Tanzania, and Norway Cup in Norway. Through qualitative interviews with tournament participants, we addressed the following research question: What are the participant’s views of the potentials of Norway Cup and East Africa Cup in dealing with development issues facing youth in the Global South? Our findings demonstrate that all interviewees consider the tournaments potentially beneficial for youth development in the Global South. In the analysis, we identified four different categories, mostly representing positive outcomes of tournament participation. We argue that a functionalist neo-liberal notion of sport is visible in the data material. Thus, our findings correspond with Sport for Development and Peace (SDP) research showing how reproductions of the SDP functionalist discourse ‘continue to be leveraged through sport and sealed into the success story of SDP’.

• Massao, Prisca Bruno & Fasting, Kari (2014). Mapping race, class and gender: Experiences from black Norwegian athletes. European Journal for Sport and Society (EJSS). ISSN 1613-8171. 11(4), s. 331–352. doi: 10.1080/16138171.2014.11687971. Fulltekst i vitenarkiv Vis sammendrag

  In this article, we explore the influence of the intersection of race, gender, and class as systems of power and oppression (Collins, 2000) in the experiences of female and male black Norwegian athletes. Data are drawn from a larger doctoral study in which in-depth interviews were held with nine female and eight male black Norwegian athletes aged between 16 and 29 years. The data are further analysed using a black feminist intersectional approach to highlight the dynamic aspects of the interconnection between race, gender, and class in the experiences of black Norwegian athletes. Intersectionality is also used to interrogate whiteness (Norwegianness or Norskhet), which is mainly regarded as the norm. The findings demonstrate how black Norwegian female and male athletes are exposed to different privileges and challenges given their racial, gender, and class positions.

• Massao, Prisca Bruno & Fasting, Kari (2010). Race and racism: Experiences of black Norwegian athletes. International Review for the Sociology of Sport. ISSN 1012-6902. 45(2), s. 147–162. doi: 10.1177/1012690210368233. Fulltekst i vitenarkiv Vis sammendrag

  This article examines race and racism in sport based on the experiences of black Norwegian athletes. The findings are based on in-depth qualitative interviews with nine female and eight male black athletes. Race and racism concepts are explored to draw attention to different approaches of understanding racism in sport, from the individual to the institutional level. The findings add to previous critical scholarship which cautioned that sport should not be taken for granted as free from racial inequalities. By using Critical Race Theory (CRT), we examine how racializations of racial minorities in sport from mere stereotypes to the ways institutions function, work to produce and reproduce racial inequalities. We argue for a more systematic and critical analysis of contemporary Norwegian sport for a better understanding of how race relations and racism are exercised. This is expected to contribute in the development of better and more effective policies to deal with racial and ethnic diversity in contemporary Norwegian sport.

• Massao, Prisca Bruno; Fasting, Kari; Hartmann-Tews, Ilse & Pfister, Gertrud (2003). Women and sport in Tanzania. I Hartmann-Tews, Ise & Pfister, Gertrud (Red.), Sport and Women : Social Issues in International Perspective. Routledge. s. 118–130. Fulltekst i vitenarkiv

Se alle arbeider i NVA

• Massao, Prisca Bruno & Andersen, Camilla Eline (2026). Navigating the institutional race-evasive terrain in the Norwegian teacher education: Tales from teacher educators teaching about race, racism, and whiteness. Fulltekst i vitenarkiv Vis sammendrag

  Many Norwegian teacher educators work for social justice through various multicultural, inclusion, and diversity themes. Nevertheless, there is a dearth of research on how they incorporate issues of race, racism, and whiteness in their teaching as part of the social justice project in developing antiracism competence among our future teachers. As part of mapping knowledge and experiences from the Norwegian teacher educators through the project Critical Examination of Race and Racism in Teacher Education (CERiTE), we explore how teacher educators incorporate issues of race, racism, and whiteness in their teaching and professional practices. Using critical race theory (CRT) (Solorzano, 2019), we explore how race- evasiveness or the absence of race and racism conceptual frameworks in Norwegian teacher education prompted, complicated, and/or silenced the teaching of issues of race, racism and whiteness as part of social justice mission expected in teacher education. The paper is based on 11 interviews with teacher educators and five Norwegian teacher education institutions across different disciplines/subjects. Our preliminary analysis indicates aspects of silence and indirect but also direct personalized professional efforts to incorporate knowledge about race, racism, and whiteness in the Norwegian teacher education programs. By personalized professional efforts, we mean the initiatives and efforts individual educators make in their teaching and research to address knowledge about race, racism, and whiteness as part of multiculturalism and social justice in the teacher profession. More systematic and strategic antiracism institutionalised practices could enhance the teaching and learning about race, racism and whiteness in our teacher education programs.

• Massao, Prisca Bruno (2025). Rasisme og Diskriminering: Refleksjoner på konsekvenser. Fulltekst i vitenarkiv
• Massao, Prisca Bruno & Andersen, Camilla Eline (2025). “But I am not racist, so what is the problem?” Teaching about race, racism, and whiteness in the Norwegian teacher education. Fulltekst i vitenarkiv
• Massao, Prisca Bruno (2025). Migrasjon og rasisme. Fulltekst i vitenarkiv
• Massao, Prisca Bruno (2025). Antiracist work in Norwegian Academia. Fulltekst i vitenarkiv
• Andersen, Camilla Eline & Massao, Prisca Bruno (2025). Undervisning om rasisme i lærerutdanningene. Studenters fortellinger om kunnskap, savn og uro. Fulltekst i vitenarkiv
• Andersen, Camilla Eline & Massao, Prisca Bruno (2025). Undervisning om rasisme i lærerutdanningene: Studenters fortellinger om kunnskap, savn og uro. Fulltekst i vitenarkiv
• Andersen, Camilla Eline & Massao, Prisca Bruno (2025). Undervisning om rasisme i barnehagelærerutdanninga - hvorfor det? Fulltekst i vitenarkiv
• Massao, Prisca Bruno (2024). Du er ikke rasist, vel? Fulltekst i vitenarkiv
• Massao, Prisca Bruno (2024). Du er ikke rasist, Vel? Fulltekst i vitenarkiv
• Massao, Prisca Bruno (2024). Rasisme uten rasister - i helsetjenester Invitert gjesteforeleser til sykepleier studenter- Videreutdanning. Fulltekst i vitenarkiv
• Bayati, Zahra; Massao, Prisca Bruno; Eriksen, Helen & Ulrichsen, Gry Olsen (2024). Hvit monolog eller pluralistisk nærvær. Fulltekst i vitenarkiv
• Massao, Prisca Bruno (2024). Ja, det kan oppleves som rasisme å lese litteratur som handler om rasisme. Aftenposten (morgenutg. : trykt utg.). ISSN 0804-3116. Fulltekst i vitenarkiv
• Skrefsrud, Thor Andre; Iversen, Jonas Yassin & Massao, Prisca Bruno (2024). Forskning på mangfold i utdanning: Innlegg på Norsk studentorganisasjons ledersamling. Fulltekst i vitenarkiv
• Andersen, Camilla Eline & Massao, Prisca Bruno (2024). Tematisering av rase, rasisme og hvithet i lærerutdanningene: Studenters fortellinger om kunnskap, uro, savn og potensialer. Fulltekst i vitenarkiv
• Massao, Prisca Bruno (2024). Towards the Nordic Critical Race Theory (NordCrit) in Teacher Education. Fulltekst i vitenarkiv
• Massao, Prisca Bruno (2024). Tematisering av rase, rasisme og hvithet i lærerutdanningene: Studenters fortellinger om kunnskap, uro, savn og potensialer. Fulltekst i vitenarkiv
• Sheshe, Bahiya Abdi & Massao, Prisca Bruno (2024). The role of international collaboration in improving teacher education: A case of a selected collaboration project between Norway and Tanzania. Fulltekst i vitenarkiv
• Massao, Prisca Bruno (2024). Internationalization as experienced by students from Global South:The case of Tanzanian teacher students in Norway. Fulltekst i vitenarkiv
• Massao, Prisca Bruno (2024). Internasjonalisering og lærerutdanning: Interseksjonelle erfaringer fra tanzanianske lærerstudenter i Norge. Fulltekst i vitenarkiv
• Plessis, Danelle du & Massao, Prisca Bruno (2024). Racializing processes in learning, teaching, and professional contexts: A critical race intersectional approach to Norwegian education. Fulltekst i vitenarkiv
• Plessis, Danelle du; Averin, Ro & Massao, Prisca Bruno (2024). A Critical Intersectional Approach to Race and Racism: Narratives from Racially Marginalised Teachers in Norwegian Schools. Fulltekst i vitenarkiv
• Klausen, Siri Wieberg & Massao, Prisca Bruno (2024). TeachMeet: Presentasjon av CERiTE og VR-studien. Fulltekst i vitenarkiv
• Massao, Prisca Bruno & Bergersen, Ane (2023). (De)colonial lenses: Reflections from the Norwegian and Global South teacher educators facilitating student mobility. Fulltekst i vitenarkiv
• Massao, Prisca Bruno (2023). Critical Race Theory and Norwegian Teacher Education- Narratives from Teacher educators? Fulltekst i vitenarkiv
• Massao, Prisca Bruno & Bergersen, Ane (2023). Teacher educators from Global South and Global North: Reflections about student mobility. Fulltekst i vitenarkiv
• Massao, Prisca Bruno (2023). Race and racism in teacher education: Implications in school. Fulltekst i vitenarkiv
• Bergersen, Ane & Massao, Prisca Bruno (2023). Norske lærerstudenters mobilitet til Globale Sør. Mentorer i Norge og globale Sør sine refleksjoner analysert med (de)koloniale briller. Fulltekst i vitenarkiv
• Massao, Prisca Bruno & Sheshe, Bahiya Abdi (2023). Promotion of Democratic Values in Teacher Education in Tanzania A case of one selected University. Fulltekst i vitenarkiv
• Massao, Prisca Bruno; Sheshe, Bahiya Abdi & Mkenda, Tharesia Boniface (2022). Gender and Active Citizenship in Tanzanian Teacher Education. Fulltekst i vitenarkiv
• Fylkesnes, Sandra; Plessis, Danelle Du; 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. Fulltekst i vitenarkiv
• Massao, Prisca Bruno (2022). Rasisme i lærerutdanningene - et kompetansegrunnlag. Fulltekst i vitenarkiv
• Massao, Prisca Bruno (2022). Kritisk Undersøkelse av Rase og Rasisme i Lærerutdanning (CERiTE). Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• Skogvang, Bente Ovedie & Massao, Prisca Bruno (2022). Decolonization through children and youth activities at indigenous festivals as Riddu Riđđu - indigenous paradigm and methodology. Fulltekst i vitenarkiv Vis sammendrag

  This paper focuses on how outdoor activities for children and youth at Sàmi/indigenous festivals like Riddu Riđđu in North Norway might contribute to the development of a holistic intersectional cultural understanding and decolonization processes. We are highlighting how indigenous paradigm and methodology show how gender, age, and ethnic identity (Sàmi, indigenous) are expressed through various activities offered at the Mánáidfestivála (children's festival). The aim of the Mánáidfestivála is to increase the knowledge about institutional importance of indigenous peoples' festivals both for Sàpmi and for the majority communities in large. Sàmi and other indigenous festivals have been crucial in the revitalization of indigenous cultures, and here the various activities for children and young people are of great importance. The paper applies indigenous paradigm and indigenous methodology (Koukkanen, 2000; Smith, 2010). Methods used are a long-term fieldwork in the period 2009-2019, including data from documents, field conversations, observation notes, and 42 in-depth interviews. The indigenous festivals, i.e. Riddu Riđđu proves to be an important arena for highlighting and revitalizing Sàmi and indigenous cultures (Viken, 2013), and solidarity is expressed holistic and through partnership (Skogvang 2020) where gender, age, ethnicity, and nationality are intertwined.

• Bergersen, Ane & Massao, Prisca Bruno (2022). Student mobility to and from Norway and Zambia, the role of an international student analysed by critical intercultural theories including white privileges. Fulltekst i vitenarkiv
• Massao, Prisca Bruno (2021). Skal forske på rasisme i lærerutdanningen. Fulltekst i vitenarkiv
• Massao, Prisca Bruno (2021). HINN med rasismeforskning: – Vi trenger kunnskap. [Journal]. UTROP - Norges første flerkulturelle avis . Fulltekst i vitenarkiv
• Andersen, Camilla Eline & Massao, Prisca (2021). Rase og rasisme som tema i barnehagelærerutdanningen – hvorfor og hvordan? Fulltekst i vitenarkiv
• Massao, Prisca Bruno (2021). Mangfold i Akademia i forbindelse med 8 mai feiring - med Rektor Gunnar Yttri Høgskolen på Vestlandet. Fulltekst i vitenarkiv
• Massao, Prisca Bruno (2021). Mangfold i Akademia. Fulltekst i vitenarkiv
• Massao, Prisca (2021). Etnisk mangfold i akademiske institusjoner: (Hvordan) Får vi det til? Fulltekst i vitenarkiv
• Massao, Prisca (2021). Etnisk Mangfold i akademia. Fulltekst i vitenarkiv
• Massao, Prisca (2021). Strukturell rasisme i idrett. Fulltekst i vitenarkiv
• Eriksen, Thomas Hylland; Massao, Prisca; Alghasi, Sharam; Erdal, Marta Bivand & Kramvig, Britt (2021). Hva kan forskning si om rasisme i Norge? Hvilke metoder er best for å utforske den? Fulltekst i vitenarkiv
• Eriksen, Thomas Hylland; Alghasi, Sharam; Massao, Prisca Bruno & Erdal, Marta Bivand (2021). Hva kan forskning si om rasisme i Norge? Hvilke metoder er best for å utforske den? Fulltekst i vitenarkiv
• Massao, Prisca Bruno (2021). Hva kan forskning si om rasisme i Norge? Hvilke metoder er best for å utforske den? Hvilke lærdommer kan vi trekke av forskningen for å bekjempe rasismen? Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv 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

• Massao, Prisca Bruno (2020). Sustainable Development Goals (SDG) in the classroom. Fulltekst i vitenarkiv
• Massao, Prisca Bruno (2020). Frå oppvekst i Tanzania til mor og læreutdanner – å sjå det norske klasseromet frå fleire perspektiv. Fulltekst i vitenarkiv
• Massao, Prisca Bruno (2020). Rasialiseringsprosesser og utdanning. Fulltekst i vitenarkiv
• Massao, Prisca Bruno (2020). Rasisme i norsk idrett interjuet av TV2 https://www.tv2.no/sport/11490702/. [TV]. TV2. Fulltekst i vitenarkiv
• Massao, Prisca Bruno (2019). Sociology of Education under Globalization and Migration era - Using Critical Race Theory (CRT) lenses. Fulltekst i vitenarkiv
• Massao, Prisca Bruno; Glover, Iselin H. & Norberg, Cathrine (2018). Misforstått generalisering. Klassekampen. ISSN 0805-3839. Fulltekst i vitenarkiv
• Andersen, Camilla Eline & Massao, Prisca Bruno (2018). Kan perspektiver på rase skape muligheter for likeverdige praksiser i utdanningsfeltet? Fulltekst i vitenarkiv
• Massao, Prisca Bruno (2018). White staffrooms, rainbow classrooms: Norwegian racial-ethnic patterns in education system. Fulltekst i vitenarkiv
• Massao, Prisca Bruno (2007). Sport, Race and Gender : The Experiences of Black Athletes in Norwegian Organised Sport. Fulltekst i vitenarkiv Vis sammendrag

  Sport has been taken for granted as a place for social integration. This is based on the Western assumption that racial and/or ethnic discrimination occur less in sport than in the rest of society. Racism in sport is rarely presented as a hindrance to integration efforts within Norwegian society despite various sources including media, have illustrated how racial and ethnic marginalisation is experienced in Norwegian sport (Anderson, 2007; Strandbu 2006: Walseth, 2005, Lunde, 2001). In addition, the contemporary anti-racism campaigns in sport have tended to focus on 'awareness' campaigns in an effort to hinder racist bullying in sport such as spectators' racism and other racist verbal confrontations. There is then little documentation about the institutional and systematic discrimination of ethnic minorities in sport. This presentation is based on my current study, which focuses on the racial and ethnic marginalisation in sport from a gender perspective. Its central aim is to better understand the experiences of female and male African Norwegian athletes as they socially engage themselves in sport. To achieve this end I formulated two research questions. The first asks how individual and institutional racism manifests itself within Norwegian organised sport. This question examines the way racial and/ethnic marginalisation occur at both the individual and institutional level in sport. The second question explores the meaning of gender for black athletes' experiences and interpretations of racism and /or ethnic marginalisation within Norwegian organised sport. I use a qualitative approach involving in-depth interviews with at least 20 athletes, and with approximately equal representative from both sexes. So far, I have conducted 7 interviews with 4 male athletes and 3 female athletes. In addition, I have been reviewing documents related to the integration and racism in Norwegian sport from different organisations. The brief initial results are expected to be presented in the workshop. Theoretically I use black and postcolonial feminist approaches to analyse the intersection of gender and race as social categories in sport.

• Massao, Prisca Bruno & Fasting, Kari (2006). Racism in Sport from Black Feminism Perspectives. Fulltekst i vitenarkiv Vis sammendrag

  Sport is increasingly becoming a public arena for addressing and dealing with different kinds of oppressions. In many western countries, there is a developing rhetoric for sport serving as an integrational tool and a common arena for minimising the racial and cultural differences among youths. Several campaigns are run under the slogans such as give racism a red card and kick racism out of sport. So far these campaigns are predominantly directed towards the male dominated sport activities such as football. Despite of the increasingly effort to fight racism in sport, absence of black womens experiences in sport in relation to racism is still very limited. The question asked in this paper is why racism in sport has predominantly remained a male agenda? To answer this, we would like to focus on the role black feminism can play in uncovering racism in sport. Black feminism emerged from United States and Europe in 1970s and early 1980s as critic to the mainstream feminism which seems to ignore the issues of women of colour. Black feminism has always tried to fight for the voices of non white women in the western society. However, still black feminism is a marginalised perspective in discussing gender issues in sport.

• Massao, Prisca Bruno & Fasting, Kari (2004). IMPACT OF CULTURE ON WOMEN’S HEALTH IN RELATION TO PARTICIPATION IN PHYSICAL ACTIVITY AND SPORT IN TANZANIA. Fulltekst i vitenarkiv
• Massao, Prisca Bruno & Fasting, Kari (2002). Sport in Africa - do women have a chance? The case of Tanzania. Fulltekst i vitenarkiv Vis sammendrag

  When we think of Africa in the world of sport most of us think of the male teams and individualsthe national football teams in the World Cup, Kenyan and Ethiopian long distance runners, some male sprinters, and the professional African soccer players in Europe. While Africa is rapidly improving in the world of sport, we should ask ourselves where are the African sportswomen? In this presentation I will explain how surviving and succeeding in sport as a woman is still a nightmare for many Tanzanian girls and women. Read more about the presentation at https://www.playthegame.org/news/sport-in-africa-do-women-have-a-chance/

• Plessis, Danelle Du; Andersen, Camilla Eline & Massao, Prisca Bruno (2026). Race-evasiveness and resistance in educational practice: Counter-narratives from racially minoritised teachers in Norwegian schools. Universitet i Innlandet / University of Inland Norway. ISSN 9788283805925. Fulltekst i vitenarkiv Vis sammendrag

  This dissertation examines how race and racism are understood, experienced, and contested in Norwegian schools, drawing on the narratives of eight racially minoritised teachers working across primary and secondary schools. It takes as its starting point the persistent silence around race in Norwegian education policy and practice and the lack of sustained engagement with racism in teacher education. Anchored in Critical Race Theory and Black Feminist epistemologies, the dissertation explores how institutional norms and practices sustain racial inequity and how racially minoritised teachers navigate, resist, and reframe dominant narratives in their professional practice. Using a qualitative methodology that centres counter-narratives and lived experience as sources of knowledge, the dissertation theorises race-evasiveness and resistance in schools across three articles that: (1) conceptualise institutional race-evasiveness as a systemic barrier to racial justice; (2) trace the intersectional construction of racialisation through language, religion, and national belonging; and (3) analyse teachers’ anti-racist actions that challenge structural racism and generate practicebased knowledge for educational reform. The work contributes to anti-racist education in Norway through a race-conscious critique of colour-blind ideologies that normalise individualist and essentialist framings of race and racism in educational policy and practice. By foregrounding the experiential knowledge and professional insights of racially minoritised teachers, the dissertation offers a deeper understanding of racism as both structural and intersectional while remaining attentive to how this understanding opens up conceptual and practical ground for anti-racist education. These insights are intended to provide practical and epistemic resources to support educational actors in naming and challenging racism, and in advancing efforts toward a more justice-oriented foundation for teacher education, policy, and school practice.

• Ikhsani, Karina Storeng; Iqbal, Aisha; Lenz, Clas; Stampe, Peder Laumb; Holter, Carina Riborg & Massao, Prisca Bruno (2024). RASISME I BERGENSSKOLEN En rapport om omfang og uttrykk av rasisme i bergensskolen, og forslag til tiltak for forebygging og håndtering av rasisme. Rambøll . Fulltekst i vitenarkiv
• Bangstad, Sindre; Rønningen, Netta Marie; Larsen, Edvard Nergård; Sandset, Tony Joakim Ananiassen & Massao, Prisca (2022). Kartlegging av rasisme og diskriminering i møte med Oslo kommune. KIFO. Fulltekst i vitenarkiv
• Massao, Prisca Bruno (2016). Sport, race and gender: the experiences of black Norwegian athletes. Norges idrettshøgskole. ISSN 9788250205284. Fulltekst i vitenarkiv Vis sammendrag

  In this study, I explored how racism and marginalization in Norwegian sport are experienced by black Norwegian athletes. To accomplish this, I used the following research questions: 1. How are individual and institutional racism manifested in Norwegian organized sport? 2. What is the influence of gender on black athletes’ experiences of racism in Norwegian organized sport? In the first chapter, I outline the background, aim and scope of the study and the literature review. In the second chapter, I present the central conceptual and theoretical frameworks used in the study. The concepts of race, racism and racialization are contextualized in relation to the ways I have utilized them. I also present the Critical Race Theory (CRT) and black feminism (BF) theories that have been the main theoretical frameworks for this study. In chapter 3, I discuss the qualitative methodological approaches and the ways I utilized these approaches during different phases of planning, data collection and analysis. I also discuss how the theoretical frameworks of CRT and BF have informed my approaches to the different stages in the conduction of this study. In the fourth chapter, I summarize and discuss the major findings of the study and the theoretical implications. In the final chapter, I present concluding thoughts and avenues for future research.

• Massao, Prisca Bruno & Straume, Solveig (2012). Urban youth and sport for development. United Nations Human Settlement Programme. Fulltekst i vitenarkiv

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