Tasks performed
- Director of Academic writing centre
- Writing courses
Background
- Doctoral degree in the philosophy of education from the University of Oslo, 2010. Theme of dissertation: the philosophy of Cornelius Castoriadis.
Academic Interests
Philosophy of education, political philosophy, politics, democracy, sustainability, ESD, academic writing.
Tags:
Library,
Academic writing,
Writing centre,
EAP,
English for Academic Purposes,
philosophy of education
Publications
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Straume, Ingerid (2020). Bildung from Paideia to the Modern Subject, In Kathy Hytten (ed.),
Philosophy of Education.
Oxford University Press.
ISBN 9780190919726.
Chapter.
Show summary
The concept of bildung plays a central role in the history of European philosophy of education. Broadly speaking, the concept refers to the interplay between cultural, personal, and educational processes whose concrete contents vary with time and place but with an enduring interest in the self-formation of the subject. From the paideia of Greek antiquity via European modernization and beyond, bildung has been viewed as the true goal of educational processes, more essential than the fostering of skills and competences. Bildung ideals vary with cultural and social imaginaries. Along with the general bildung ideals that exist in all cultures, a more emphatic interest in the question of bildung—what it means and what it ought to mean—can be traced in the Graeco-Western tradition. In various languages and forms, notably as paideia, Bildung, and danning, this self-reflexive and sometimes contested notion can be seen as a catalyst for these societies’ capacity for selfreflection. Three historical phases of bildung theory stand out in this respect: the Greek polis democracy, 508–322 BCE, Germany in the period 1770–1830, and the Scandinavian nation-building period, 1850–1900. In these very different historical contexts, the question of bildung, what it means, and what it ought to mean, can be seen to have stimulated self-reflection and self-formation at the individual, sociohistorical, and institutional levels of the societies in question. This complexity of the concept of bildung and its related paradoxes makes it an enduring source of philosophical and practical inquiry, as well as a focus point for social transformation. Keywords: bildung, paideia, self-reflexivity, critical thinking, subjectification, Nordic modernity, autonomy, enlightenment, antiquity, democracy
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Straume, Ingerid (2020). What Children ask from us: Education and Worldlessness in the Anthropocene, In Odin Lysaker (ed.),
Between Closeness and Evil. A Festschrift for Arne Johan Vetlesen.
Scandinavian Academic Press.
ISBN 978-82-304-0268-9.
Chapter.
s 231
- 262
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Straume, Ingerid (2019). What may we hope for? Education in times of climate change. Constellations.
ISSN 1351-0487.
27(3), s 540- 552 . doi:
10.1111/1467-8675.12445
Full text in Research Archive.
Show summary
Climate change is a challenging topic for educators. The science is complex, involving many disciplines and modes of knowledge, and the consequences are uncertain, but potentially dire. Moreover, climate change engages socio-scientific questions that concern various social groups in different and potentially conflicting ways. As pointed out by climate change researchers, techno-scientific approaches are not sufficient for addressing these issues, and it is also an open question whether climate change can be controlled within the instituted political-economic order. On this background, the paper discusses some of the central, educational concerns related to climate change in a political perspective. A key argument is that every collective holds the capacity to create new institutions and significations, and that this insight needs to be passed on to the next generation – along with an informed, realistic approach to climate change.
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Anderson, Astrid; Fagerlid, Cicilie; Larsen, Håkon & Straume, Ingerid (2017). Åpne forskningsbibliotek. Innledende betraktninger, I: Astrid Anderson; Cicilie Fagerlid; Håkon Larsen & Ingerid Straume (red.),
Det åpne bibliotek: Forskningsbibliotek i endring.
Cappelen Damm Akademisk.
ISBN 9788202571863.
Kapittel 1.
s 11
- 21
Full text in Research Archive.
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Sinnes, Astrid Tonette & Straume, Ingerid (2017). Bærekraftig utvikling, tverrfaglighet og dybdelæring: fra big ideas til store spørsmål. Acta Didactica Norge.
ISSN 1504-9922.
11(3) . doi:
10.5617/adno.4698
Full text in Research Archive.
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Straume, Ingerid (2017). Skrivesenter i forskningsbibliotek: om teorigrunnlag, identitet og legitimering, I: Astrid Anderson; Cicilie Fagerlid; Håkon Larsen & Ingerid Straume (red.),
Det åpne bibliotek: Forskningsbibliotek i endring.
Cappelen Damm Akademisk.
ISBN 9788202571863.
Kapittel 5.
s 99
- 119
Full text in Research Archive.
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Straume, Ingerid (2016). Challenges of the Anthropocene - between critique and creation. Social Imaginaries.
ISSN 2393-2503.
2(2), s 53- 69 . doi:
10.5840/si20162211
Show summary
The Anthropocene refers to the geological epoch where human activities have turned into a geological factor. The paper discusses some of the questions that emerge with this concept, related, especially, to antireductionism, transdisciplinarity and the modern notion of freedom. An important factor is the eco-philosophical critique of modern knowledge systems and what is often seen as exploitative and dominating forms of knowledge. In this literature, capitalist expansion, colonization and fossil fuel consumption are seen as historically connected and supported by scientific forms of rationality that have proven to be harmful. While sharing many of these eco-philosophical concerns, I argue that the sciences may still harbour the resources necessary to recreate themselves in response to contemporary challenges. One example is Terrence Deacon’s autogenic theory of life, where the relationship between life and non-life is seen as continuous and historical, not abstract and metaphysical. This theory, which transgresses the problematic nature/human divide, illustrates how the sciences are capable of questioning and renewing themselves from within. Moreover, artists, sometimes working together with scientists, have been strongly inspired by the Anthropocene. Taking this as an opening for greater social transformations, the paper discusses how the Anthropocene can become part of a social movement while maintaining creativity, complexity and contiued commitment to reason.
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Straume, Ingerid (2016). Danning, I: Ole Andreas Kvamme; Tone Kvernbekk & Torill Strand (red.),
Pedagogiske fenomener. En innføring.
Cappelen Damm Akademisk.
ISBN 9788202494667.
Kapittel.
s 45
- 58
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Straume, Ingerid (2016). "Norge ligger på dette området langt fremme i forhold til de fleste land": Utdanning for bærekraftig utvikling i Norge og Sverige. Nordisk tidsskrift for pedagogikk og kritikk.
ISSN 2387-5739.
2(3), s 78- 96 . doi:
10.17585/ntpk.v2.282
Full text in Research Archive.
Show summary
Gjennom 1970- og 80-tallet var det ikke uvanlig at pedagogiske miljøer i Norge engasjerte seg i sosiale bevegelser og politiske saker, som miljø- og fredsbevegelsen. Dagens politisk-sosiale saker, som utdanning for bærekraftig utvikling (UNESCO), har fått langt mindre oppmerksomhet i fagfeltet, selv om Norge holder en høy profil i internasjonal sammenheng. I denne artikkelen sammenligner jeg Norges og Sveriges tilnærming til FN-prosesser som Agenda 21 og FNs tiår for utdanning for bærekraftig utvikling, og diskuterer mulige forklaringer på den svake oppfølgingen av disse prosessene i Norge. Et forhold som framheves av flere forskere, er den tette koblingen mellom norsk politikk og utvinningen av olje og gass, der økt oppmerksomhet omkring økologiske og økonomiske sammenhenger vanskelig lar seg forene med fortellingen om det norske oljeeventyret. Slik oppmerksomhet vil kunne lede til beklemmende spørsmål som blir vanskelige å håndtere i skolen. Utgangspunktet for artikkelen er likevel at det ligger et stort, ubrukt potensial i pedagogikkfaget til å belyse og arbeide med denne type spørsmål.
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Straume, Ingerid (2016). Pedagogikk, betydningstap og selvrefleksjonens grunnlag. Studier i Pædagogisk Filosofi.
ISSN 2244-9140.
5(1), s 3- 17 . doi:
10.7146/spf.v5i1.23133
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Straume, Ingerid (2015). Democracy, Education and the Need for Politics. Studies in Philosophy and Education.
ISSN 0039-3746.
35(1), s 29- 45 . doi:
10.1007/s11217-015-9465-4
Show summary
Even though the interrelationship between education and democratic politics is as old as democracy itself, it is seldom explicitly formulated in the literature. Most of the time, the political system is taken as a given, and education conceptualized as an instrument for stability and social integration. Many contemporary discussions about citizenship education and democracy in the Western world mirror this tendency. In the paper, I argue that, in order to conceptualise the socio-political potential of education we need to understand democracy in more political terms. This means that democracy can neither be seen primarily as a mode of associated living (Dewey), nor a model for handling different life-views (political liberalism à la Rawls and Gutmann). A third alternative is Gert Biesta’s notion of democratic subjectification. Even though Biesta identifies depoliticising trends in citizenship education policies, I argue that his alternative still fails to be a sufficiently political alternative. What is lacking in Biesta is the explicit attention to political causes and the kind of collective activities that define a democracy: the creation of one’s own laws, norms and institutions. This capacity of the collective to question and govern itself is put in relief by Cornelius Castoriadis’s notion of “the project of autonomy”.
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Straume, Ingerid (2015). The Subject and the World: Educational challenges. Educational Philosophy and Theory.
ISSN 0013-1857.
47(13-14), s 1465- 1476 . doi:
10.1080/00131857.2014.951596
Show summary
The paper explores the notion of ‘the subject’ in the context of education as an alternative to more limited concepts such as the student or learner. Drawing on the thought of Cornelius Castoriadis, the subject under consideration is a conscious, self-reflective subject that organizes and modifies itself in relation to a world of significations. Through the capacity for conscious self-modification, the subject becomes a self-reflective agent in a socially instituted world of significations. For Castoriadis, this kind of subjectivity is not readily available in every kind of social organization; rather, it is a possible product of a society that has instituted itself explicitly or autonomously. This socially instituted reflexivity is for Castoriadis historically associated with democracy, politics and philosophy. In the second part, the discussion is extended to the non-human realm and the world of the living being. Here, too, meaning – or proto-meaning in the case of the living being – is a constituent in the formation of a world. In this discussion, where Francisco Varela is an important source, concepts such as meaning, signification, normativity and purpose are introduced in the natural sciences, or rather, the sciences of human and non-human nature. The aim of the paper is twofold: on the one hand to introduce pedagogical reflections into discussions about human on non-human nature; on the other to develop a richer conceptual repertoire for exploring educational phenomena than what is immediately available. An important background, in both cases, is the possibility of ecological crisis, which poses new problems for educators.
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Straume, Ingerid (2014). Democracy, In Suzi Adams (ed.),
Cornelius Castoriadis - Key Concepts.
Bloomsbury Academic.
ISBN 9781441181640.
Kapittel 18.
s 191
- 204
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Straume, Ingerid (2014). Education in a crumbling democracy. Ethics and Education.
ISSN 1744-9642.
9(2), s 187- 200 . doi:
10.1080/17449642.2014.921973
Show summary
From a political viewpoint, education in a modern society can be said to have two functions. On the one hand, it takes care of the social reproduction; on the other, it represents society's capacity for self-reflection and conscious (political) change. Therefore, when the members of a society deliberate on educational aims and their justification, we could say that this society reflects upon itself. The essay discusses whether contemporary Western societies are still capable of such self-reflection and deliberation. By comparing ancient Athenian democracy with contemporary political arrangements, important connections between education and democracy are put into relief. A central question is whether democratic qualities – notably political responsibility and ‘the quest for truth’ – are still able to provide meaning in such a way that the most important problems of our time will be met by political action.
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Straume, Ingerid (2014). Paideia, In Suzi Adams (ed.),
Cornelius Castoriadis - Key Concepts.
Bloomsbury Academic.
ISBN 9781441181640.
Kapittel 14.
s 143
- 153
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Straume, Ingerid (2013). Castoriadis, education and democracy, In
Creation, Rationality and Autonomy: essays on Cornelius Castoriadis.
Aarhus Universitetsforlag.
ISBN 978-87-87564-99-1.
Kapittel.
s 203
- 228
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Straume, Ingerid (2013). Cornelius Castoriadis: Danning som ansvar, I:
Danningens filosofihistorie.
Gyldendal Akademisk.
ISBN 9788205444218.
Kapittel 22.
s 296
- 307
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Straume, Ingerid (2013). Danningens filosofihistorie - en innføring, I:
Danningens filosofihistorie.
Gyldendal Akademisk.
ISBN 9788205444218.
Kapittel 1.
s 15
- 54
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Straume, Ingerid (2013). Pedagogisk filosofi i en krisetid, eller hvorfor pedagogikken aldri har vært postmoderne, I: Jenny Elise Steinnes & Stephen R Dobson (red.),
Pedagogikk under livets tre.
Akademika forlag.
ISBN 978-82-321-0356-0.
Kapittel 3.
s 43
- 58
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Straume, Ingerid (2013). "That which depends on us: Responsibility, Democratic Courage and Shame", In Sophie Klimis; Philippe Caumières & Laurent Van Eynde (ed.),
L'Autonomie en pratique(s) Cahiers Castoriadis no. 8.
Publications des Facultés universitaire Saint-Louis.
ISBN 978-2-8028-0214-3.
kapittel.
s 157
- 178
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Straume, Ingerid (2013). Wilhelm von Humboldt: Fra antikkens Hellas til det moderne universitet, I:
Danningens filosofihistorie.
Gyldendal Akademisk.
ISBN 9788205444218.
kapittel 13.
s 185
- 196
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Straume, Ingerid & Baruchello, Giorgio (2013). Creation, rationality and autonomy: a brief introduction, In
Creation, Rationality and Autonomy: essays on Cornelius Castoriadis.
Aarhus Universitetsforlag.
ISBN 978-87-87564-99-1.
Kapittel 1.
s 11
- 27
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Straume, Ingerid (2012). A common world? Arendt, Castoriadis and political creation. European Journal of Social Theory.
ISSN 1368-4310.
15(3), s 367- 383 . doi:
10.1177/1368431012440870
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Straume, Ingerid (2012). The Survival of Politics. Critical Horizons.
ISSN 1440-9917.
13(1), s 113- 133 . doi:
10.1558/crit.v13i1.113
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Straume, Ingerid & Adams, Suzi (2012). Castoriadis in Dialogue. European Journal of Social Theory.
ISSN 1368-4310.
15(3), s 289- 294 . doi:
10.1177/1368431012440864
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Straume, Ingerid; Adams, Suzi & Smith, Jeremy (2012). Political Imaginaries in Question. Critical Horizons.
ISSN 1440-9917.
13(1), s 5- 11 . doi:
10.1558/crit.v13i1.5
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Straume, Ingerid (2011). Betydningen av læring, I: Tone Kvernbekk (red.),
Humaniorastudier i pedagogikk. Pedagogisk filosofi og historie.
Abstrakt forlag.
ISBN 978-82-7935-306-5.
Kapittel.
s 32
- 50
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Straume, Ingerid (2011). 'Danning i en flerkulturell lærerutdanning'. Norsk pedagogisk tidsskrift.
ISSN 0029-2052.
95(1), s 5- 17
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Straume, Ingerid (2011). 'Learning' and signification in neoliberal governance, In Ingerid Straume & J.F. Humphrey (ed.),
Depoliticization: The Political Imaginary of Global Capitalism.
Aarhus Universitetsforlag.
ISBN 9788787564212.
Antologibidrag.
s 229
- 259
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Straume, Ingerid (2011). Loven, det er oss. Danning i et demokrati, I: Kjetil Steinsholt & Stephen Dobson (red.),
Dannelse : Introduksjon til et ullent pedagogisk landskap.
Tapir Akademisk Forlag.
ISBN 978-82-519-2554-9.
kapittel.
s 373
- 390
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Straume, Ingerid (2011). The political imaginary of global capitalism, In Ingerid Straume & J.F. Humphrey (ed.),
Depoliticization: The Political Imaginary of Global Capitalism.
Aarhus Universitetsforlag.
ISBN 9788787564212.
Kapittel.
s 27
- 50
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Straume, Ingerid & Håndlykken, Petter (2011). The Financial Transactions Tax. A popular source for innovative financing, In
Finansiell åpenhet: Grep for å styrke demokrati og retteferdig fordeling. Forslag fra samarbeidspartnere til Dialogprosjektet kapital for utvikling.
Utenriksdepartementet.
ISBN 9788271778811.
Kapittel.
s 27
- 35
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Straume, Ingerid (2009). Cornelius Castoriadis: Det imaginære er det virkelige, I: Kjetil Steinsholt; Stephen Dobson (red.),
Verden satt ut av spill : postmoderne pedagogiske perspektiver.
Tapir Akademisk Forlag.
ISBN 978-82-519-2355-2.
antologibidrag.
s 201
- 217
Show summary
Med en gjennomgripende kritikk av ideen om at det å være til, betyr å være bestemt (être comme être-déterminé), føyer Castoriadis' tenkning seg inn i en større postmoderne bevegelse der alle forestillinger om væren, sannhet og virkelighet settes radikalt på spill. Den menneskelige verden består for Castoriadis av 'imaginære betydninger', og like fullt er den virkelig. Ikke bare er det imaginære noe virkelig, det er selve kilden til alle våre forestillinger om virkelighet og væren, sannhet og relativisme.
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Straume, Ingerid (2008). Freeedom and the Collective. Nordicum-Mediterraneum.
ISSN 1670-6242.
3(2)
Show summary
Abstract: Since Isaiah Berlin's epitomizing Cold War-essay, "Two Concepts of Liberty", thinkers who emphasize collective concepts of social life have carried the burden of proof against charges of totalitarian tendencies. The background is a ground figure in contemporary political thought that sets notions of collectivity against individual freedom, in a zero sum game: Either one is in favour of the individual, or one is in favour of the collective, and hence, so the bias has it, willing to sacrifice the rights and liberties of individuals. Since it is impossible to favour the latter position and remain liberal, in the wide sense of the term, this dichotomy serves to rob contemporary political thought of both its classical and revolutionary connotations, leaving only individual initiatives like lobbying and voting. Cornelius Castoriadis offers a way around this - arguably false - dichotomy, by regarding individual and collective freedom as two sides of the same coin.
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Straume, Ingerid (2005). Depoliticizing Environmental Politics; Sustainable Development in Norway, In Robert Paehlke & Douglas Torgerson (ed.),
Managing Leviathan; Environmental Politics and the Administrative State.
Broadview Press.
ISBN 1-55111-583-2.
Ch 11.
s 191
- 207
View all works in Cristin
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Straume, Ingerid (2020). Skriveren og teksten: Fortellinger om identitet og faglig skriving..
Cappelen Damm Akademisk.
ISBN 978-82-02-66374-2.
127 s.
Show summary
Skriving berører dypt personlige prosesser som angår hvem vi er for andre og hvordan vi ser på oss selv. Boka retter søkelys mot de kreative og subjektive sidene ved skriveprosessen i faglitterær skriving, som viser seg å ikke være så forskjellige fra den skjønnlitterære skrivingen. Her intervjues studenter og forskere som setter ord på det vanskelige ved skriveprosessen, gledene ved skriving og beslutningene underveis i utviklingen mot å bli en faglig, kreativ skriver. Gjennom pedagogisk-filosofiske diskusjoner om identitet, anerkjennelse og viktige overganger tilbyr boka et forståelsesrepertoar som overskrider forestillingen om at skriving er noe man enten er god eller dårlig til.
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Anderson, Astrid; Fagerlid, Cicilie; Larsen, Håkon & Straume, Ingerid (red.) (2017). Det åpne bibliotek: Forskningsbibliotek i endring.
Cappelen Damm Akademisk.
ISBN 9788202571863.
220 s.
Full text in Research Archive.
Show summary
Dagens forskningsbibliotek lever ikke opp til stereotypien av støvete, stille rom med hysjende bibliotekarer. Snarere er bibliotekene ofte i forkant av den teknologiske utviklingen. Tenkningen om deres samfunnsoppdrag endres, og bibliotekene åpner for nye aktiviteter og oppgaver. Også brukerne endrer sine vaner. Økt åpenhet kan stå som en fellesnevner for disse endringene. Samtidig hefter det en dobbelthet ved honnørordet «åpenhet», en dobbelthet som er en grunntone i denne boka. De ni kapitlene utforsker endringene i forskningsbibliotekene fra forskjellige faglige og metodiske ståsteder. Vi får lese om dilemmaene digitalisering av tidsskrift og bøker bringer med seg, om Nasjonalbibliotekets legitimeringsarbeid, minoritetskilders problematiske plass i nasjonale samlinger, om nye innretninger som skrivesentre i forskningsbibliotek, om tverrfaglighet i bibliotekundervisningen, om universitetsbibliotek som fysisk sted, om den disiplinerende atmosfæren bibliotekbrukerne søker og om biblioteket som arena for trøst og støtte. Det åpne bibliotek vil være en viktig ressurs for alle som er interessert i de mange endringene som pågår i forskningsbibliotekene, og hvordan disse påvirker og påvirkes av større endringer i universitets- og høgskolesektoren og kultur- og kunnskapspolitikken.
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Straume, Ingerid (2017). En menneskeskapt virkelighet: klimaendring, sosiale forestillinger og pedagogisk filosofi.
Res Publica.
ISBN 978-82-8226-061-9.
240 s.
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Straume, Ingerid (2013). Danningens filosofihistorie.
Gyldendal Akademisk.
ISBN 9788205444218.
380 s.
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Straume, Ingerid & Baruchello, Giorgio (2013). Creation, Rationality and Autonomy: essays on Cornelius Castoriadis.
Aarhus Universitetsforlag.
ISBN 978-87-87564-99-1.
273 s.
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Straume, Ingerid & Humphrey, J.F. (ed.) (2011). Depoliticization: The Political Imaginary of Global Capitalism.
Aarhus Universitetsforlag.
ISBN 9788787564212.
280 s.
View all works in Cristin
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Straume, Ingerid (2020, 10. september). Boklansering: Arne Johan Vetlesen og klimakrisen. [Internett].
YouTube (Litteraturhuset i Oslo).
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Straume, Ingerid (2020). Discussions won't save the world.
Show summary
Keynote. Tverrfaglig foredrag (digitalt strømmet på YouTube og Facebook)
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Straume, Ingerid (2020, 19. august). Film. [TV].
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Munir, Muhammad & Straume, Ingerid (ed.) (2019). An Investigation of the Problems with the Prose Style of the Students at the University of Oslo. Full text in Research Archive.
Show summary
This short project presents an analysis of the varying nature of academic-writing problems of the students at the University of Oslo, the effects of these problems on the students’ progress, and the main factors of these problems, with recommendations. The main purpose of this study is to apprise the Academic Writing Center (the University of Oslo) of the issues the university students face regarding their writing style while studying at Oslo University, and to recommend measures to enhance its operation. However, this study can be insightful for the students too. The investigation is based on the views collected from the students belonging to different disciplines at graduate and postgraduate levels. The data (i.e. the students’ views) have been elicited through open-ended interviews with the students. Additionally, the consultant’s (i.e. the researcher) personal experience as an international student at the University of Oslo also proved to be relevant and useful in this investigation. This is, primarily, an observation-based study. The results show that mainly the international students, and among them the non-European and non-American ones, face problems with their prose style. These problems appear equally relevant to the varying (educational) backgrounds of the students and to the errors in their language use.
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Straume, Ingerid (2019). Articulation and shame.
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Straume, Ingerid (2019). Dannelsens filosofi.
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Straume, Ingerid & Burke, David Andrew (2019). Digitalization, writing & struggles for recognition. Designing writing support services at a Norwegian university.
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Straume, Ingerid (2018). Bildung as a self-reflexive norm: democratization in Norway 1850–1975.
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Straume, Ingerid (2018). «Danning: fra Paideia til Bildung og Literacy» og «Danning som individuell og kollektiv selvrefleksivitet».
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Straume, Ingerid (2018). Klimakoma - paneldebatt i Studentersamfunnet i Bergen.
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Straume, Ingerid (2018). Transformation from within: creating SDG-reformed universities.
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Straume, Ingerid S. (2018, 24. mars). Klimaendringene kan ikke ønskes vekk. [Radio].
NRK P2, Verdibørsen.
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Sinnes, Astrid Tonette & Straume, Ingerid (2017). Hva skal elevene lære?. Dagsavisen.
ISSN 1503-2892.
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Straume, Ingerid (2017). Bruk og misbruk av pedagogisk teori: legitimering av biblioteksforskning og skrivepedagogikk.
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Straume, Ingerid (2017). «Hvorfor har det ikke skjedd nok?» Klimaendring som politisk tema. Klassekampen.
ISSN 0805-3839.
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Straume, Ingerid (2017). The position of a writing centre: theory building in an unsettled landscape.
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Straume, Ingerid S. (2017). Apathy, Tragedy, Hope and Creation: Education in times of Climate change.
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Straume, Ingerid S. (2017). Klimaendringer og handling.
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Vold, Eva Thue & Straume, Ingerid (2017). Acta Didactica 10 år. Acta Didactica Norge.
ISSN 1504-9922.
11(3)
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Straume, Ingerid (2016). Castoriadis on Autonomy and Heteronomy, In Michael Peters (ed.),
Encyclopedia of Educational Philosophy and Theory.
Springer.
ISBN 978-981-287-532-7.
Living reference work entry.
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Straume, Ingerid (2016). Skriveprosesser og danningsprosesser: to sider av samme sak?.
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Straume, Ingerid (2015). Filosofi. Kunsten og samfunnets drømmer, I: Tove Kommedal & Trine Mathiesen Gilje (red.),
dEFINISJONSMAKT.
BONO Tove Kommedal.
ISBN 978-82-303-3040-1.
Kapittel.
s 78
- 91
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Straume, Ingerid (2015). How deep the transition? Paradoxes of the Western mindset.
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Straume, Ingerid (2015). Kunsten er samfunnets drømmer.
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Straume, Ingerid (2015). Politics as creation: Arendt, Castoriadis, the Greek polis and us.
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Straume, Ingerid (2015). Self-reflexive education: a Castoriadian perspective.
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Straume, Ingerid (2014). Castoriadis, Cornelius, In D.C. Phillips (ed.),
Encyclopedia of Educational Theory and Philosophy.
Sage Publications.
ISBN 9781452230894.
Kapittel.
s 106
- 107
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Straume, Ingerid (2014). Climate change as a democratic challenge, publisert med tittelen Democracy is the only alternative.
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Straume, Ingerid (2014, 27. september). Kan det gamle demokratiet redde miljøet?. [Radio].
NRK P2.
Show summary
Intervju av Aase Cathrine Myrtveit, Verdibørsen
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Straume, Ingerid (2013). Danningens paradokser i vår tid.
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Straume, Ingerid (2013). Oppdragelse før og nå.
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Straume, Ingerid (2013). Ulike perspektiver på klimaendringer: vitenskaper i endring.
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Straume, Ingerid (2012). Hvorfor driter vi i politikken?.
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Straume, Ingerid (2012). Krise i Europa.
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Straume, Ingerid (2012). The pedagogical subject and its world.
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Danbolt, Anne Marit Vesteraas; Engen, Thor Ola; Kulbrandstad, Lars Anders; Sand, Sigrun; Straume, Ingerid & Streitlien, Åse (2010). Opplæringstilbudet til minoritetsspråklige innen barnehage og grunnopplæring.
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I samarbeid med Telemarksforskning Notodden har Høgskolen i Hedmark fått i oppdrag å kartlegge opplæringstilbudet til minoritetsspråklige barn, unge og voksne og vurdere om nåværende ansvarsforhold, virkemidler og tiltak sikrer inkluderende opplæringstilbud/utdanning. Undersøkelsen omfatter beskrivelser og vurdering av organiseringen, omfang av ulike typer tilbud til minoritetsspråklige og innholdet i disse tilbudene i seks kommuner ? to små, to mellomstore og to store. Forskningsspørsmålene belyses gjennom en kombinasjon av kvalitative og kvantitative metoder. Noe av informasjonen ble innhentet gjennom en nettbasert spørreundersøkelse, mens andre deler av studien bygger på intervjuer med aktører på feltet. Undersøkelsen viser at det er stor variasjon både i organiseringen av opplæringstilbudet og i innholdet det har. Variasjonen henger sammen med flere forhold. Blant annet er det avgjørende for tilbudet som gis at aktørene på ulike nivåer har god kompetanse for å arbeide med dette feltet. Når det gjelder spørsmålet, i hvilken grad og på hvilke måter det flerkulturelle perspektivet er integrert i opplæringsinstitusjonene, kommer det fram et variert bilde. Noen enheter karakteriseres av at de kun ved spesielle anledninger har oppmerksomheten mot mangfoldet i den kulturelle bakgrunnen til barna eller elevene, uten at dette mangfoldet preger den daglige virksomheten. Samtidig finnes det institusjoner som skiller seg positivt ut, først og fremst gjennom ulike former for kvalitativ differensiering i det pedagogiske arbeidet.
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Straume, Ingerid (2010). Inclusion, Power and Participation – Critical Perspectives.
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Straume, Ingerid (2010). Politikken og det imaginære: Cornelius Castoriadis' bidrag til et politisk danningsbegrep.
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Straume, Ingerid (2010). Skirbekk og den norske folkedanningstradisjonen.
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Straume, Ingerid (2009). 'Learning' as Imaginary Signification.
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Straume, Ingerid (2009). Skolastisk om Castoriadis. Bokanmeldelse av: Castoriadis: psyche, society, autonomy / by Jeff Klooger ; foreword by Dick Howard. Agora : Journal for metafysisk spekulasjon.
ISSN 0800-7136.
27(4), s 331- 338
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Straume, Ingerid (2009). The Deep Ambivalence of Modernity - seen through the case of education.
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When the existing institutions are unable to offer sufficiently meaningful ideals or resources to handle the society's political problems - like today - education may become a problem in itself. In late modernity we can, perhaps, talk about a society that does not master or justify its own significations. This society is in a certain sense alienated from itself. Now, if we turn to Castoriadis¿ distinction between the instituting society (l¿instituant) and the instituted society (l¿institué), the key to collective and individual autonomy is not to let the instituting society be paralyzed/passivized by its own products. In this situation, elucidation means insight: not in how poor our institutions are - this insight is more than well developed - but insight into the current state of alienation. An important factor here is to see that problems that are experienced as personal, are structural in origin.
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Straume, Ingerid (2008). Claiming the Paradox: The Imaginary and the Organization.
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Straume, Ingerid (2008). 'Paideia' and Political Democracy.
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Straume, Ingerid (2007). On the Creation of a Common World: Arendt and Castoriadis Connections.
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Straume, Ingerid (2007). The Social-historical and questions of collective agency.
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Straume, Ingerid (2006). Freedom and the Collective.
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Straume, Ingerid (2006). From Power Point to Power. On the Education of a Political Demos.
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Straume, Ingerid (2005, 10. august). Den STORE valgdagen - og de 364 små.
Forbrukerrapporten.
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Straume, Ingerid (2005). Hva er god kommunikasjon mellom befolkning og myndigheter i demokratiet?.
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Straume, Ingerid (2005). Kollektivet og friheten. Morgenbladet.
ISSN 0805-3847.
(44)
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Straume, Ingerid (2005). Normative notions in education for democracy.
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Ingerid S. Straume Institute for Educational Research Faculty of Education University of Oslo Normativity in Education for Democracy Education for democracy is a normative project, with several layers of normativity. Legitimacy is the most obvious, yet weak form of normativity, which may be present even in non-democracies. Justice is a stronger form of normative ideal, which to a certain extent is guaranteed by the democratic institutions. Yet beneath these notions lies a deeper kind of normativity; the promise of democracy so to speak, namely the potentiality of human flourishing, excellence, humanité. «Democracy» is a concept that invokes the notion that something important for all of us is at stake. This sense of importance and deep normativity is, however, spilt milk, when education for democracy is reduced to talk of skills and �competency�. Gone is the notion that some things are valuable in themselves, regardless of discourse and opinion � the concept of intrinsic value � lost is the idea of cultivating certain character traits in individuals � the notion of virtues � which, in the case of democratic education, may include love of the truth, intellectual courage, a proper sense of shame and perseverance. The discourse(s) of poststructuralism and socioculturalism � so common today � are instrumental in this reductionist move: Not only are these perspectives sceptical towards notions of intrinsic value and virtues; they even negate and refute them, on grounds of essentialism � thereby aspiring for hegemony. Furthermore, poststructuralism and socioculturalism�s concepts of �literacy�, self-Bildung, �technocultural competency� etc., in effect means functionalism; management of complex and changing surroundings � in short, a perfect match for a social apparatus based on self-technologies and permanent reorganization.
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Straume, Ingerid (2005, 16. april). Verdibørsen - NRK P2s magasin for etikk og livssyn. [Radio].
Norsk Rikskringkasting.
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Sendt 16. 04. 05 og 17. 04. 05 Omtale av FN-rapporten Millennium Ecosystem Assessment (2005)
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Straume, Ingerid (2005). Økonomiens rolle i det autonome samfunn.
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Straume, Ingerid (2005). Pressens samfunnsmessige rolle - sett gjennom Durkheims briller.
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Straume, Ingerid (2004). Debatt: Individ eller system?.
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Straume, Ingerid (2004, 16. oktober). Sammenhengen mellom politikk og røkelse. [Radio].
NRK P2, Verdibørsen og www.nrk.no.
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Straume, Ingerid (2004, 15. mai). Den Gode Samtalen - er den bærekraftig?. [Radio].
NRK P2, "Verdibørsen".
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Intervju og kommentarer til "Den Gode Samtalen" arrangert av miljøstiftelsen GRIP. Deltakere: Moralfilosof Nina Karin Monsen, politiker Kristin Halvorsen, prest og ansatt i Kirkens Nødhjelp Stig Utnem, generalsekretær i Røde Kors Jonas Gahr Støre. Mine kommentarer pekte på samtalens definisjonskamper, der slaget primært sto om hvorvidt bærekraftig utvikling skal adresseres i termer av moralfilosofi eller politikk.
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Straume, Ingerid (2003). Miljøet, demokratiet og forakten for folk flest. www.samtiden.no.
feb
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Debattinnlegg på Samtidens nettsider. Svar til innvendinger fra Gard Lindseth og Trygve Bjørnæs (Samtiden 4/2002)til min artikkel Den avpolitiserende miljøpolitikken (Samtiden 2/2002)
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Published Jan. 6, 2011 8:39 AM
- Last modified Mar. 21, 2019 3:43 PM