Ole Andreas Kvamme

• Kvamme, Ole Andreas (2025). Truth, Situatedness, and Critique: Toward Religion and Worldview Education in the Anthropocene. In windsor, sally & Franck, Olof (Ed.), Intersections of Religion, Education, and a Sustainable World. Springer. ISSN 9783031818097. p. 9–24. doi: 10.1007/978-3-031-81809-7_2. Full text in Research Archive Show summary

  This chapter is written into a situation conceived of as the era of the Anthropocene, expressing the new position of the human species in earth history with an irreversible and massive impact on earth’s planetary systems. In the notion of the Anthropocene I include the conception of humankind as many and not one, acknowledging the interconnectedness with other forms of life. A premise in the following is that the current sustainability challenges involving climate crisis, ecological crisis and global injustice, prompt a rethinking of pedagogy and education. If so, how may religious and worldview education be reconsidered? I examine three accounts of religious and worldview education – Andrew Wright’s critical religious education, Robert Jackson’s interpretive approach, and Wanda Alberts’ didactics of the study of religions. I particularly identify their conceptions of the purpose of religious and worldview education, exploring how they accommodate the ecological, existential, and political contexts. While these approaches pay limited attention to the crises in the Anthropocene, by primarily situating and reflecting on religious and worldview education in increasingly plural societies, they contribute to social sustainability. Furthermore, in their attention to the search for truth and student situatedness, a recognition of a global element, a formative dimension of education accommodating a critical, reflexive element they provide possible spaces and entry points for rethinking of an integrative religious and worldview education in the Anthropocene.

• Kvamme, Ole Andreas (2024). Depoliticisation of stigma: the drama series Skam (”shame”) as an instance of public religious education. British Journal of Religious Education. ISSN 0141-6200. p. 1–15. doi: 10.1080/01416200.2024.2353042. Full text in Research Archive Show summary

  In the final season of the Norwegian drama series Skam (”Shame”) (2015–2017), the protagonist Sana, navigating in a secular, liberal youth culture, is a practicing Muslim wearing the hijab. The series is analysed as an instance of public religious education focusing on the issue of representation. This approach is informed by the ethical turn in narrative studies, warranting and problematising representations of the other. Stigmatisation and normalising strategies are examined and discussed as part of the plot structure with an emphasis on the portrayal of Sana. The series presents a process towards self-determination in a distinct portrait of a young, Muslim woman’s agency. Liberal values are privileged, and the issue of racism is put aside. In the development of the plot, stigmatisation is subject to depoliticisation, bringing forward a utopian vision of a liberal, diverse society. While the series turns out to be a rich, educational resource, Skam calls for critical explorations within a reflexive religious education.

• Kvamme, Ole Andreas (2024). Situatedness and distantiation: education in a time of ecological and climate crises. Journal of Philosophy of Education. ISSN 0309-8249. 58(5), p. 653–673. doi: 10.1093/jopedu/qhae066. Full text in Research Archive Show summary

  In this article, I explore the significance of place in education. The historical context is expressed by the ecological and climate crises in a world distinguished by the unjust distribution of privileges and burdens. I elucidate the concept of place by entering the tradition of the pedagogy of place. Here, the significance of place is accentuated with a sensitivity to the local context, in contrast to other educational approaches that emphasize more generic, abstract knowledge. A central premise is the notion of place as a delimited unit that is distinguished from other places. This stable notion, I argue, needs to be reconsidered in the present. With reference to Massey, I accentuate relations as pivotal to a notion of place that accommodates both a sense of belonging and conflicts of power and interest. I hold that education at this time in history should be sensitive to our situatedness in everyday life’s web of relationships. Still, general knowledge is required to bring up perspectives that enable students to critically conceive the place in which they are situated. I make and discuss these claims with reference to and in critique of Young’s notion of powerful knowledge and Klafki’s reformulation of German Didaktik. A central concern is to clarify the mediation of situated knowledge and general knowledge in educational practice. In the final part of the article, I bring in elements from critical hermeneutics and utopian thinking, approaching Bildung as a process involving situatedness, distantiation, and refiguration.

• Kvamme, Ole Andreas (2023). Facets of Justice in Education: A Petroleum Nation Addressing the United Nations Sustainable Development Agenda. In Bostad, Inga; Papastephanou, Marianna & Strand, Torill (Ed.), Justice, Education, and the World of Today. Philosophical Investigations. Routledge. ISSN 9781032355351. p. 112–130. doi: 10.4324/9781003327332-10. Full text in Research Archive Show summary

  Norway has a complex relationship with the United Nations Agenda 2030 and the 17 Sustainable Development Goals. Norway makes considerable financial contributions to the United Nations and has strongly supported the establishment of the sustainability agenda aimed at promoting global equity and mitigating the ecological and climate crises. Norway is also a prominent petroleum-producing nation. The Norwegian position is here explored using an approach that emphasizes justice and education in the sustainability agenda. Three key texts are studied. The first is the objectives clause in the Education Act, the second is an address by then prime minister Erna Solberg at the annual conference of the Confederation of Norwegian Enterprise, and the third is educational assignments published by the Norwegian Petroleum Museum addressing sustainability and climate change. What is decisive is how specific facets of justice are emphasized in ways that detach Norway from tensions, contradictions, and dilemmas involved.

• Kvamme, Ole Andreas (2022). Ethical Grounding of Critical Place-Based Education in the Anthropocene. In Paulsen, Michael; jagodzinski, jan & Hawke, Shé M. (Ed.), Pedagogy in the Anthropocene. Re-Wilding Education for a New Earth. Palgrave Macmillan. ISSN 9783030909796. p. 277–294. doi: 10.1007/978-3-030-90980-2_14. Full text in Research Archive Show summary

  Within environmental and sustainability education the significance of situatedness and context has been particularly emphasized by so-called place-based education. Objections have been raised that this tradition has not sufficiently considered the function of critique in education. In this chapter I acknowledge both the significance of context and the seminal role of critique, expressed in a critical place-based education in the Anthropocene. A central issue is how critique may be conceived of, here explored as a question of ethical grounding. The reflections have a foothold in Peter Greeenwood’s article “The Best of Both Worlds: A Critical Pedagogy of Place,” and the subsequent engaged exchange between Greenwood and Bowers in the columns of Environmental Education Research. In the explorations I carry out, various notions of critique within critical theory are brought in. A decisive suggestion is that a sensitivity of context, distinguishing place-based approaches, in itself offers an ethical grounding of critique. From being-with others—humans and more-than-human alike—emerges the ethical responsibility of being-for others. At the same time, social movements like #Fridays for Future Climate Strikes demonstrate how institutionalized values and norms continuously are employed in an immanent critique of current institutions, structures, and practices.

• Kvamme, Ole Andreas (2022). Curriculum and the United Nations’ sustainable development goals. In Tierney, Rob; Rizvi, Fazal & Ercikan, Kadriye (Ed.), International Encyclopedia of Education. Elsevier. ISSN 9780128186305. p. 406–413. doi: 10.1016/B978-0-12-818630-5.03071-2. Full text in Research Archive
• Kvamme, Ole Andreas (2022). Facets of justice in education: a petroleum nation addressing United Nations sustainable development agenda. Ethics and Education. ISSN 1744-9642. p. 1–22. doi: 10.1080/17449642.2022.2054540. Full text in Research Archive Show summary

  Norway has a complex, even paradoxical, relationship to the United Nations Agenda 2030 and its 17 Sustainable Development Goals. It makes considerable financial contributions to the United Nations and has strongly supported the establishment of the sustainability agenda aimed at promoting global equity and mitigating the ecological and climate crises. Norway is also a prominent petroleum-producing nation. The Norwegian position is explored using an approach that emphasizes justice and education in the sustainability agenda. Three key texts are studied. The first is the objectives clause in the Education Act, the second is an address by then prime minister Erna Solberg at the annual conference of the Confederation of Norwegian Enterprise, and the third are educational assignments published by the Norwegian Petroleum Museum addressing sustainability and climate change. What is decisive is how specific facets of justice are emphasized in ways that detach Norway from tensions, contradictions, and dilemmas involved.

• Kvamme, Ole Andreas (2021). Reworking the Social Order: Skam as an Instance of Public Moral Education. Studies in Philosophy and Education. ISSN 0039-3746. 40, p. 507–521. doi: 10.1007/s11217-021-09780-x. Full text in Research Archive Show summary

  The Norwegian high-school drama series Skam is produced and published by the Norwegian Broadcasting Corporation, a publicly funded institution distinguished by an explicit obligation to the public interest, not only serving their audience as consumers but even as citizens. Generally, the normativity expressed in Skam may be summarized by treating all with respect, involving not only moral considerations of what is right, but also ethical conceptions of what is good, offered, opened up and obstructed by the living social order established there. In season three, given attention here, the plot revolves around issues concerning same-sex relationships, mental disorder and religion. Here Skam becomes interesting for the field of moral education, elaborating on how to encounter the challenges of pluralistic societies that undergo continuous changes and in which common values have become open questions. In this paper attention is drawn toward Skam’s ethical dimension, considering Skam as an instance of public moral education. Faced with tensions, hindrances and conflicts, the norm of treating all with respect, irrespective of how trivial it may appear outside of context, becomes loaded with meaning, while the actualization of the good life is at risk. Appalling is the way hegemonic religion is transformed in the living social order. Decisive is the active role taken by the youths in the series, recontextualizing the norm. The social order here is not a static, given condition, but a continuous, moving, cultivating project. In that respect, a certain democratic aspect of the public moral education of Skam also becomes visible. Together, the youths portrayed in the series seem to accommodate a variety of expressions of life emerging within their community.

• Ødegaard, Marianne; Knain, Erik; Kvamme, Ole Andreas & Sæther, Elin (2021). Making sense of frustration and complexity when introducing sustainability in teacher education. Acta Didactica Norden (ADNO). 15(3), p. 1–23. doi: 10.5617/ADNO.8184. Full text in Research Archive Show summary

  Barn og unge vokser i dag opp til et liv med klimakrise og miljøkrise. Dette må skolen forholde seg til, og lærerutdannere må reflektere over hvorvidt vi forbereder våre studenter godt nok til denne oppgaven. Denne artikkelen er en studie av innføringen av bærekraftdidaktikk i en større lærerutdanningsinstitusjon i Norge. Intervensjonen varte én uke og ble gjennomført innenfor rammene av eksisterende strukturer, prosesser og lokale ressurser. Vi utforsker hvilke muligheter, spenninger og hindringer som viser seg i intervensjonen med henblikk på å videreutvikle lærerutdanningen i møte med bære­kraftutfordringene. Analysene er særlig orientert mot å få fram studentstemmer, med et empirisk materiale som består av gruppeintervjuer, spørreundersøkelser og videopptak av gruppearbeid. Lærerstudentene som deltok måtte forholde seg til kompleksitet med hensyn til både tverrfaglighet og bærekraft. Autentisitet var også et anliggende som trådte fram. Noen av studentene stilte spørsmål ved hvorvidt det tverrfaglige arbeidet i intervensjonen reflekterte bærekraftundervisningen i dagens skole. Studien indikerer at i lærerutdanningsprogrammer som vil romme både tverrfaglighet og bærekraft, er det nødvendig med strukturelle endringer. Hvis lærerstudentene er blitt fortrolige med tverrfaglige tilnærminger, vil de også bedre være i stand til å møte kompleksiteten forbundet med bærekraft som et ontologisk, normativt og politiske anliggende. Vårt forsøk på å innføre bærekraftdidaktikk i våre lærerutdanningsprogrammer har ikke ført til betydelige endringer, og bærekraftdidaktikk er fortsatt et begrenset perspektiv i disse programmene. Men gitt utfordringene som global oppvarming og tap av biologisk mangfold representerer, er det behov for raskt å få på plass større endringer.

• Kvamme, Ole Andreas (2021). Rethinking Bildung in the Anthropocene: The Case of Wolfgang Klafki. HTS Theological Studies. ISSN 0259-9422. 77(3), p. 1–9. doi: 10.4102/HTS.V77I3.6807. Full text in Research Archive Show summary

  In this article, I discuss education in a time in the history when the human impact on Earth is massive and pervasive, with devastating consequences on the conditions for life. Within various academic fields, this era is increasingly distinguished as the Anthropocene. The term highlights the new, dominant position of the human species in Earth’s history, but is contentious, hiding as much as it reveals. Humanity is surely not one, but many, participating in a complex web of relations constituted by other species and the material world. Moreover, the Anthropocene is also a time of global corporate capitalism, when the magnitude and the consequences of human activities are unequally distributed among humans and more-than humans alike. The ethical and political dimensions involved in this determine the reflections in this article. Specifically, I examine Wolfgang Klafki’s educational theory as an expression of and a response to the Anthropocene. Klafki is a salient contributor to the rethinking of North European general didactics in the 20th century, in which Bildung, formations of the self, plays a key role. In Klafki’s later works, epochal key problems are integrated in his concept of Bildung, addressing environmental crisis, social inequity, and threats to peace on Earth, in a global outlook that transcends Bildung’s traditionally national scope. At the same time, Klafki’s educational response expresses an anthropocentric outlook, which calls for rethinking. In such a rethinking I suggest to see the mediating element of the common, crucial in Klafki’s Bildung theory, not as limited to human interests but as including concerns for life on Earth, and to conceive of historical situatedness as an aspect of the commonality of Bildung.

• Kvamme, Ole Andreas (2021). Stedspedagogikk i antropocen. In Bostad, Inga (Eds.), Å høre hjemme i verden. Introduksjon til en pedagogisk hjemstedsfilosofi.. Spartacus. ISSN 9788230402917. p. 61–79. Full text in Research Archive
• Kvamme, Ole Andreas (2020). Situating Moral Education in a Globalized World: Environmental Ethical Values and Student Experiences. In Strand, Torill (Eds.), Rethinking Ethical-Political Education. Springer Nature. ISSN 9783030495244. p. 45–65. doi: 10.1007/978-3-030-49524-4_4. Full text in Research Archive Show summary

  Since the 1980s the United Nations has called for a sustainable development, responding to the challenges of ecological crisis, global warming, and continuous social inequity. Within the sustainable development agenda environmental ethical values are addressed, formulated as concerns for human beings in the present and the future, and for the more-than-human world. These values are also central in UNESCO’s initiative of education for sustainable development. This chapter is an empirical study based on observations of a class of tenth grade Norwegian students who are exposed to the challenge of sustainable development in moral education. I examine how the environmental ethical values formulated by UNESCO are recontextualized in the classroom. The analyses are informed by critical cosmopolitanism, with a sensitivity for the situatedness of the students in a web of relations. In the particular lesson in which sustainability is addressed, carbon footprint plays a significant role, drawing attention to the students’ consumption patterns. In this way the issue becomes individualized and depoliticized, reflecting central tenets in neoliberalism. National concerns seem to add to this impact of hegemony. Informed by a retrospect group interview, the article demonstrates the potential of bringing in the students’ web of relations in moral education, addressing both their global and local embeddedness. An educational practice is suggested, in which the environmental ethical values are disclosed and explored, involving the students’ situatedness, and mediating between the ethical and the political.

• Kvamme, Ole Andreas & Sæther, Elin (2019). Bærekraftdidaktikk - spenninger og sammenhenger. In Kvamme, Ole Andreas & Sæther, Elin (Ed.), Bærekraftdidaktikk. Fagbokforlaget. ISSN 9788245024272. p. 14–40. Full text in Research Archive
• Kvamme, Ole Andreas (2019). Etikkens plass i en bærekraftdidaktikk. In Kvamme, Ole Andreas & Sæther, Elin (Ed.), Bærekraftdidaktikk. Fagbokforlaget. ISSN 9788245024272. p. 170–188. Full text in Research Archive
• Sæther, Elin & Kvamme, Ole Andreas (2019). Fagovergripende perspektiver i en bærekraftdidaktikk. In Kvamme, Ole Andreas & Sæther, Elin (Ed.), Bærekraftdidaktikk. Fagbokforlaget. ISSN 9788245024272. p. 190–214. Full text in Research Archive
• Kvamme, Ole Andreas (2019). School Strikes, Environmental Ethical Values, and Democracy. Studier i Pædagogisk Filosofi. 8(1), p. 6–27. doi: 10.7146/spf.v8i1.117967. Full text in Research Archive Show summary

  The aim of this paper is to contribute to an understanding of the school strikes for climate, initiated in August 2018 by the Swedish student Greta Thunberg, soon to become a global social movement involving hundreds of thousands of students. I examine 10 speeches of Thunberg as recontextualizations of environmental ethical values that have been formulated within the context of United Nations. With this approach, guided by an ethical and educational interest grounded in moral education, and informed by conceptions of Seyla Benhabib, this paper demonstrates how students become democratic citizens appropriating the concern for future generations as a cosmopolitan claim in a resistance to exclusions from current politics.

• Kvamme, Ole Andreas (2018). Blurring the Image of the Other? The Recontextualization of Environmental Ethical Values in Norwegian Education Policy Documents. In Ristiniemi, Jari; Sporre, Karin & Skeie, Geir (Ed.), Challenging Life. Existential Questions as a Resource for Education. Waxmann Verlag. ISSN 9783830938866. p. 359–381. Full text in Research Archive Show summary

  This chapter focuses on the value dimension of sustainability and environmental education, pinpointing the concern for non-human life forms and future generations formulated by UNESCO at the outset of the United Nations Decade of Education for Sustainable Development (2005-2014). In the presented study I examine the recontextualization of these values in education policy documents during the UN Decade, making the Norwegian context the specific case and with a particular interest for moral education. Informed by Seyla Benhabib, an analytical framework is established, including a top-down and a bottom-up perspective. Her concept of jurisgenerativity is employed referring to the capacity for democratic iterations of universal claims. I conclude that the Norwegian context does make visible a concern for non-human life forms, however, primarily expressed in an anthropocentric manner. The future is barely thematized in the examined school subject syllabi. The humanities, including moral education, is scarcely connected with environmental ethical values, weakening the overall jurisgenerative capacity of the curriculum.

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• Kvamme, Ole Andreas & Sæther, Elin (2019). Bærekraftdidaktikk. Fagbokforlaget. ISBN 9788245024272. 225 p. Full text in Research Archive
• Kvamme, Ole Andreas; Lindhardt, Eva Mila & Steineger, Agnethe (2018). I samme verden Religion og etikk VG3. Cappelen Damm AS. ISBN 9788202575724. 364 p. Full text in Research Archive

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• Kvamme, Ole Andreas (2025). ‘Et globalt orientert humanistisk danningsfag’ – en kommentar til Øystein Brekkes Religionshermeneutikk: Forståing i ei polarisert tid og NoReFo-samtalen om boka. | Prismet. Prismet. ISSN 0032-8847. 76(3), p. 199–205. doi: 10.5617/pri.12604. Full text in Research Archive Show summary

  I denne   kommentaren til Øystein Brekkes  bok Religionshermeneutikk: Forståing i ei polarisert tid  løfter jeg  fram  noen  spørsmål  som  har  meldt  seg under lesningen og forhåpentligvis utfordre forfatteren litt. Dette handler om temaer jeg berørte så vidt i et innlegg i samtalen om boka på årskonferansen til Norsk religionspedagogisk forskerforum (NoReFo) i 2024.  Det  første spørsmålet  dreier  seg  om  samtalerommet  boka  etablerer,  særlig  med  hensyn  til  den  posisjonen  som  blir  kritisert,  som  jeg  her knytter  til  bokas  sjanger  og  materiale.  Det andre  temaet er  RLE-faget  som  et  danningsfag.  Og  til slutt vil jeg gå inn på  hermeneutikken  som  et  utgangspunkt  og en horisont for RLE-faget. Det er her den viktigste utfordringen fra Brekke ligger til fagmiljøet. Jeg har ikke mulighet til å drøfte noe av dette inngående, men nøyer meg med å peke på noen aspekter som utgangspunkt for videre samtale.

• Gregers, Tone Fredsvik; Langford, Malcolm; Maasø, Arnt; Brevik, Lisbeth M.; Mjaaland, Marius & Mirmotahari, Omid [Show all 25 contributors for this article] (2025). Utdanningskvalitet: Hva kan vi forvente av UiOs framtidige rektorteam? Full text in Research Archive
• Kvamme, Ole Andreas; Fredriksen, Biljana Culibrk; Jørgensen, Nanna Jordt; Sanne, Vibeke Gilje & Granlund, Lise (2025). BÆREKRAFT I LÆRERUTDANNINGENE: Redaksjonell lederartikkel til temanummer. Acta Didactica Norden (ADNO). 19(2). doi: 10.5617/adno.12463. Full text in Research Archive
• Bjermeland, Monica; Kvamme, Ole Andreas; Korum, Solveig & Scheie, Eldri (2024). Universitetsplassen podkast: Slik blir skolen naturklok med kunst og kultur. [Internet]. https://www.uio.no/om/aktuelt/universitetsplassen/nyheter/20. Full text in Research Archive
• Kvamme, Ole Andreas (2024). Professional Ethics, Loyalties and Interpretative Space. Human Arenas. ISSN 2522-5790. doi: 10.1007/s42087-024-00453-y. Full text in Research Archive Show summary

  In a study of Iranian English teachers’ reflections on moral dilemmas, a central finding is conflicting loyalties between professional integrity and various forms of pressure from school leaders and parents. In this commentary I reflect on experiences from a Norwegian context. Here similar dilemmas are discussed within professional ethics, a field that respond to the responsibility and trust the teachers receive from society to employ their professional judgment in complex situations involving uncertainty. Referring to two publicly known cases that both accentuate the significance of loyalty, I exemplify how professional ethics is put under pressure, and reflect on how these cases make distinct what professional ethics is about. The commentary highlights the importance of providing an interpretative space for teachers carrying out a complex institutional practice, and the need to situate ethical dilemmas in the larger societal context school and education is a part of.

• Pilskog, Ingjald & Kvamme, Ole Andreas (2024). MUVIN - nordisk danning i møte med miljøkrisen. [Internet]. https://shows.acast.com/naturfagsrommet/episodes/muvin-nordi. Full text in Research Archive
• Hogstad, Kjetil Horn; Bostad, Inga; Lie, Elin Rødahl; Kvamme, Ole Andreas; Kvernbekk, Tone & Harboe, Turid Løyte [Show all 9 contributors for this article] (2024). Humaniorafagenes perspektiver kan styrke utdannings­forskningen. Full text in Research Archive
• Bjermeland, Monica; Kvamme, Ole Andreas; Korum, Solveig & Scheie, Eldri (2024). Vi redder ikke kloden med faglig kompetanse alene. Også følelsesmessig intelligens må læres – Kunst hjelper oss til å se mekanismene som gjør oss mennesker avhengige av hverandre og naturen. [Internet]. https://www.forskning.no. Full text in Research Archive
• Lomsdalen, Christian; Bråten, Oddrun Marie Hovde; Eidhamar, Levi Geir; Jørgensen, Camilla Stabel; Anker, Trine & Kvamme, Ole Andreas (2023). Hvordan formes livssyn? Utforsking i en livssynsåpen skole: Et planlagt bokprosjekt. Full text in Research Archive
• Kvamme, Ole Andreas & Tronsmo, Eli (2022). Prosessen mot en bærekraftstrategi på UV-fakultetet, UiO – erfaringer og dilemmaer. Full text in Research Archive
• Kvamme, Ole Andreas (2022). Bærekraftagendaen som utfordring for religions- og etikkdidaktikken. Full text in Research Archive
• Kvamme, Ole Andreas; Sinnes, Astrid Tonette & Wals, Arjen (2022). School Strikes as Catalysts for Rethinking Educational Institutions, Purposes and Practices. NORRAG Special Issue. ISSN 2571-8010. p. 84–89. Full text in Research Archive Show summary

  In this article we rethink schooling and education in times of climate urgency. Climate urgency is not simply a content issue to be dealt with and solved. The students are themselves a part of the content, at risk and nested in a wider world shaped by deeply rooted and highly resilient structures. This situatedness has bearings on educational institutions and the functions of transgression, resistance and the common good.

• Kvamme, Ole Andreas (2022). EVA2020: Fra politiske intensjoner til nytt læreplanverk: Prosesser, rammer og sammenhenger. Full text in Research Archive
• Kvamme, Ole Andreas; Karseth, Berit & Ottesen, Eli (2022). Verdier på glid. Bedre Skole. ISSN 0802-183X. 34(4), p. 56–61. Full text in Research Archive
• Kvamme, Ole Andreas (2021). Det samfunnsaktuelle naturfaget - utdanningspolitisk diskusjon. Full text in Research Archive
• Kvamme, Ole Andreas; Karseth, Berit & Ottesen, Eli (2021). Skolens satsing på bærekraft. Full text in Research Archive
• Kvamme, Ole Andreas (2021). Reconsidering the pluralistic approach to environmental and sustainability education. Full text in Research Archive
• Frøjd, Elise Koppang; Guriby, Marianne & Kvamme, Ole Andreas (2021). Klimastreikende elever i skolen: Hvordan undervise i bærekraft? [Internet]. Podkasten Universitetsplassen. Full text in Research Archive
• Frøjd, Elise Koppang; Espelata, Adrian; Sulejmani, Nora; Guriby, Marianne & Kvamme, Ole Andreas (2021). De unge stemmene i klimasaken. [Internet]. Podkasten Universitetsplassen. Full text in Research Archive
• Kvamme, Ole Andreas (2021). Facets of Sustainability Justice: Norway addressing Agenda 2030. Full text in Research Archive
• Kvamme, Ole Andreas (2021). Promoting Values in the Norwegian National Curriculum: The Sustainability Connections. Full text in Research Archive
• Aasen, Kristin Ramberg; Sørensen, Julie Netland; Sinnes, Astrid Tonette; Nøvik, Hanne & Kvamme, Ole Andreas (2021). Her har de en halv dag i uken med bærekraft. [Internet]. nrk.no. Full text in Research Archive
• Karseth, Berit & Kvamme, Ole Andreas (2021). Fagintegrasjon eller fagkonsentrasjon? Bærekraftig utvikling i fagfornyelsen LK20. Full text in Research Archive
• Kvamme, Ole Andreas; Karseth, Berit & Ottesen, Eli (2021). The concern for Interdisciplinarity in the Renewal of the Norwegian Curriculum. Full text in Research Archive
• Kvamme, Ole Andreas (2021). Prioritization and Reservation – the Norwegian Response to the UN Decade on Education for Sustainable Development. Full text in Research Archive
• Kvamme, Ole Andreas (2021). Democracy and Bildung: Reflections within the Anthropocene. Full text in Research Archive
• Kvamme, Ole Andreas (2021). Miljøetiske verdier i en globalisert verden: Kontekstorienterte studier i etikkdidaktikk. Full text in Research Archive
• Kvamme, Ole Andreas; Ødegaard, Marianne; Knain, Erik & Sæther, Elin (2021). Bærekraft i lærerutdanningen - gi mening til frustrasjon og kompleksitet. Full text in Research Archive
• Kvamme, Ole Andreas (2021). Educational positions of justice: Norway addressing Agenda 2030. Full text in Research Archive
• Kvamme, Ole Andreas (2021). Bærekraft på timeplanen: Handlingsrom og mulige begrensninger. Full text in Research Archive
• Kvamme, Ole Andreas (2021). Om bærekraft i fagfornyelsen (LK20). [Internet]. Lektor Lomsdalen. Full text in Research Archive
• Kvamme, Ole Andreas (2021). On John Wall´s "Theorizing children´s global citizenship". Full text in Research Archive
• Kvamme, Ole Andreas (2021). The Critical and Utopian Potential of Environmental Ethical Values. Full text in Research Archive
• Kvamme, Ole Andreas (2021). Nordic environmental education in the 1990s: the MUVIN project. Full text in Research Archive
• Kvamme, Ole Andreas (2021). Bærekraft i fagfornyelsen (LK20): Mulige implikasjoner for Kulturhistorisk museum med eksempler fra faget religion og etikk. Full text in Research Archive
• Kvamme, Ole Andreas (2021). Dialogues on responsibility: 10th graders encountering sustainability in moral education. Full text in Research Archive
• Kvamme, Ole Andreas (2021). The climate crisis calls for a new pedagogy. [Journal]. Asterisk - DPU's digitale magasin - Aarhus Universitet. Full text in Research Archive
• Kvamme, Ole Andreas (2021). Klimakrisen kalder på en ny pædagogik. [Journal]. Asterisk - DPU's digitale magasin. Full text in Research Archive
• Kvamme, Ole Andreas (2021). Det normative grunnlaget for en kritisk stedspedagogikk. Full text in Research Archive
• Kvamme, Ole Andreas (2020). Engagement and Reluctance: The Norwegian Response to the United Nations Decade of Education for Sustainable Development (2005-2014). Full text in Research Archive
• Kvamme, Ole Andreas (2020). The Scope of Responsibility: Sustainabiltiy in Moral Education. Full text in Research Archive
• Kvamme, Ole Andreas & Heggen, Marianne Presthus (2020). Barn og unge som lokale og globale medborgere? Utdanningens plass i bærekraftagendaen. Full text in Research Archive
• Kvamme, Ole Andreas (2020). Tverrfaglighet og bærekraftig utvikling i fagfornyelsen og utover det. Full text in Research Archive
• Kvamme, Ole Andreas (2020). Justice and Education in the Anthropocene: The Case of Norwegian Oil Museum. Full text in Research Archive
• Kvamme, Ole Andreas (2020). Bærekraftig utvikling og verdier: Kritiske og utopiske muligheter i FNs bærekraftagenda. Full text in Research Archive
• Kvamme, Ole Andreas & Sæther, Elin (2020). Bærekraftdidaktikk – et kritisk og konstruktivt perspektiv. Full text in Research Archive
• Kvamme, Ole Andreas (2020). Bærekraft på timeplanen for ansatte og elever: Hva kan bærekraftdidaktikk bety i et etisk og politisk danningsperspektiv? Full text in Research Archive
• Kvamme, Ole Andreas (2020). Skolestreikene og demokratiet. Harvest Magazine. Full text in Research Archive
• Kvamme, Ole Andreas (2019). Situating Moral Education in a Globalized World. Sustainability Values and Student Experiences. Full text in Research Archive
• Biseth, Heidi; Lenz, Claudia; Leming, Tove; Huang, Lihong; Anker, Trine & Erdal, Silje Førland [Show all 31 contributors for this article] (2019). La elevene bli rustet til å møte de store samfunnsutfordringene, Jan Tore Sanner! Forskning.no. ISSN 1891-635X. Full text in Research Archive
• Furuseth, Sissel; Kvamme, Ole Andreas; Eide, Espen Barth; Kroneberg, Benedicte Meyer & Nesheim, Lea Justine (2019). Klimafrykt og sivil ulydighet på timeplanen. Full text in Research Archive
• Kvamme, Ole Andreas (2019). Hva har bærekraftig utvikling med religion og etikk å gjøre? Full text in Research Archive
• Kvamme, Ole Andreas (2019). Bærekraftig utvikling som tverrfaglig tema - hva kan religion og etikk bidra med? Full text in Research Archive
• Kvamme, Ole Andreas (2019). Den etiske dimensjonen i tv-serien Skam. Full text in Research Archive
• Kvamme, Ole Andreas; Sæther, Elin & Ødegaard, Marianne (2019). Nye utgivelser på UV: Bærekraft i alle fag. [Journal]. Uniforum - nettavis for Universitetet i Oslo. Full text in Research Archive
• Kvamme, Ole Andreas (2019). Bærekraftdidaktikk. Full text in Research Archive
• Kvamme, Ole Andreas (2019). Bærekraftundervisning i faget religion og etikk. Religion og livssyn : Tidsskrift for religionslærerforeningen i Norge. ISSN 0802-8214. 31(3), p. 4–13. Full text in Research Archive
• Kvamme, Ole Andreas; Sæther, Elin & Ødegaard, Marianne (2019). Bærekraftdidaktikk som forskningsfelt. Acta Didactica Norden (ADNO). 13(2), p. 1–8. doi: 10.5617/adno.7077. Full text in Research Archive
• Kvamme, Ole Andreas (2019). Hegemoni og grenser: Om filosofiens plass i KRLE-faget. KRLE-podden. Full text in Research Archive Show summary

  KRLE-podden er en podcast om KRLE-faget og religion i skolen. Målgruppen er fagfolk, lærere og studenter. Den er laget på dugnadsbasis av fagfolk med hovedsete ved GFU/OsloMet. Dette bidraget er en skriftlig kommentar til en samtale mellom Vigdis Hølen og Knut Aukland om filosofiens plass i KRLE-faget. Redaksjonen består av Knut Aukland (OsloMet), Ragnhild Laird Iversen (USN), Heidi Hansen Tømmerås (OsloMet), Andrew Thomas (HiOF), Åge J. Schanke (OsloMet) og Anne Siri Kvia (OsloMet). https://www.krlepodden.com/

• Curren, Randall & Kvamme, Ole Andreas (2019). Preserving opportunities to live well: A conversation with Randall Curren on sustainability and education. [Journal]. Studier i Pædagogisk Filosofi. doi: 10.7146/spf.v8i1.117772. Full text in Research Archive
• Bostad, Inga & Kvamme, Ole Andreas (2019). Utdanning og bærekraft - noen filosofiske perspektiver. Studier i Pædagogisk Filosofi. 8(1), p. 1–6. doi: 10.7146/spf.v8i1.118631. Full text in Research Archive
• Lenz, Claudia; Korbøl, Karsten; Anker, Trine; Bråten, Oddrun Marie Hovde; Kvamme, Ole Andreas & Sæther, Elin [Show all 14 contributors for this article] (2018). Overstyring av 22. juli-senterets formidlingsvirksomhet. Full text in Research Archive
• Kvamme, Ole Andreas (2018). Skolen og det globale ansvaret. KLIMA - Et magasin om klimaforskning fra CICERO. Full text in Research Archive
• Kvamme, Ole Andreas (2018). Context as a Challenge for Environmental and Sustainability Education on Values. Full text in Research Archive
• Kvamme, Ole Andreas (2018). Framtida er nå. Om fraværet av tematisering av framtida i LK06, læreplaner for fellesfag på ungdomstrinnet. Full text in Research Archive
• Kvamme, Ole Andreas (2018). Bærekraftig utvikling - elevens eller skolens utfordring? Full text in Research Archive
• Kvamme, Ole Andreas (2018). Situating Moral Education. Full text in Research Archive
• Kvamme, Ole Andreas (2018). Etiske perspektiver på bærekraftig utvikling i skolen. Full text in Research Archive
• Kvamme, Ole Andreas (2018). Etikkundervisningens bidrag til utdanning for bærekraftig utvikling. Full text in Research Archive
• Kvamme, Ole Andreas (2018). Bærekraftig utvikling i fagfornyelsen. Full text in Research Archive
• Kvamme, Ole Andreas (2018). ‘Det behøver ikke å være mer’ – om bærekraftig utvikling i skolen. Pan. Harvest Publishing. Full text in Research Archive
• Kvamme, Ole Andreas (2018). Styring og skjønn. Verdier og kompetanse. Perspektiver på læreplanutkastene i fagfornyelsen. Full text in Research Archive
• Kvamme, Ole Andreas (2018). Filosofisk samtale i KRLE og religion og etikk og som arbeidsmåte i en bærekraftetikk. Full text in Research Archive
• Kvamme, Ole Andreas (2018). Etiske perspektiver på utdanning for bærekraftig utvikling. Full text in Research Archive
• Furberg, Anniken; Karseth, Berit; Gunnulfsen, Ann Elisabeth; Brandmo, Christian; Olsen, Rolf Vegar & Silseth, Kenneth [Show all 9 contributors for this article] (2026). Evaluering av fagfornyelsen — Intensjoner, prosesser og praksiser: Sluttrapport fra prosjektet EVA2020. Det utdanningsvitenskapelige fakultet, Universitetet i Oslo . ISSN 9788293847236. doi: https:/www.uv.uio.no/forskning/prosjekter/fagfornyelsen-evaluering/publikasjoner/sluttrapport_eva2020.pdf. Full text in Research Archive Show summary

  Denne rapporten er tolvte og siste i rekken av EVA2020-rapporter, og representerer en syntetisering av analyser og funn i våre tidligere rapporter. På bakgrunn av dette presenterer vi en rekke råd og anbefalinger til ulike aktører i utdanningsfeltet. Prosjektet har et forskningsdesign som har gjort det mulig å undersøke iverksettingen av fagfornyelsen på ulike nivåer. Vi har rettet søkelys mot prosessen som førte frem til det nye læreplanverket og hvordan politiske intensjoner følges opp i læreplanen og gjennom sentrale støtteressurser til læreplanverket. Videre har vi undersøkt endringsprosessene i spennet mellom sentrale og lokale skolemyndigheter, skolenivå, profesjonsfaglig samarbeid og undervisningspraksis. Sist, men ikke minst har vi undersøkt iverksettelsen av fagfornyelsen i møte med skolens praksis og elevenes læring. Her har vi rettet særlig oppmerksomhet mot lærere og elevers arbeid med de tverrfaglige temaene, og elevers læring, motivasjon og trivsel.

• Furberg, Anniken; Silseth, Kenneth; Rødnes, Kari Anne; Arnseth, Hans Christian; Kvamme, Ole Andreas & Rasmussen, Ingvill [Show all 11 contributors for this article] (2024). Dette sier EVA2020: Fagfornyelsen i møte med klasseromspraksiser: Elevers læring i møte med de tverrfaglige temaene. Universitetet i Oslo. Full text in Research Archive
• Furberg, Anniken; Silseth, Kenneth; Rødnes, Kari Anne; Arnseth, Hans Christian; Kvamme, Ole Andreas & Rasmussen, Ingvill [Show all 11 contributors for this article] (2024). Fagfornyelsen i møte med klasseromspraksiser: Elevers læring i møte med de tverrfaglige temaene. Universitetet i Oslo. ISSN 9788293847144. Full text in Research Archive
• Furberg, Anniken; Rødnes, Kari Anne; Silseth, Kenneth; Arnseth, Hans Christian; Kvamme, Ole Andreas & Lund, Andreas [Show all 12 contributors for this article] (2023). Fagfornyelsen i møte med klasseromspraksiser: Læreres planlegging og gjennomføring av undervisning om tverrfaglige tema. Universitetet i Oslo. ISSN 9788293847113. Full text in Research Archive
• Karseth, Berit; Kvamme, Ole Andreas & Ottesen, Eli (2022). Fra politiske intensjoner til nytt læreplanverk: Prosesser, rammer og sammenhenger. Universitetet i Oslo. ISSN 9788293847069. Full text in Research Archive
• Kvamme, Ole Andreas (2020). Recontextualizing Environmental Ethical Values in a Globalized World: Studies in Moral Education. Universitetet i Oslo. Full text in Research Archive Show summary

  In this PhD thesis I study recontextualizations of environmental ethical values in moral education. The three considered values, claimed by United Nations within the Sustainable Development Agenda, are the concerns for present and future human beings and for nature. The study is situated within the historical context of globalizations in the era of the Anthropocene. A central problem is the relationship between universal values and particular contexts, conceived of from the perspective of critical cosmopolitanism. In two of the three included papers I examine how the values are recontextualized in a Norwegian context. I identify a withdrawn position of the values of future generations and nature in education policy and curriculum documents. A conspicuous element in the second study, following 10th grade students engaged in moral education on sustainable development, is a consistent individual perspective, not exploring the students´ local and global situatedness. Third, I study the school strikes for the climate, analyzing Greta Thunberg´s speeches. Here the value of future generations is appropriated, conceived of as a cosmopolitan claim, by which the adult world is held accountable.

• Karseth, Berit; Kvamme, Ole Andreas & Ottesen, Eli (2020). Fagfornyelsens læreplanverk: Politiske intensjoner, arbeidsprosesser og innhold. Det utdanningsvitenskapelige fakultet. ISSN 9788293847007. Full text in Research Archive

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