Lise Granlund

• Mausethagen, Sølvi & Granlund, Lise (2012). Contested discourses of teacher professionalism: current tensions between education policy and teachers' union. Journal of Education Policy. ISSN 0268-0939. 27(6), s. 815–833. doi: 10.1080/02680939.2012.672656. Fulltekst i vitenarkiv
• Nilsen, Ann; Sümer, Sevil & Granlund, Lise (2009). Parents and organisational change: a cross-sector comparison of two Norwegian organisations. I Nilsen, Ann; Brannen, Julia & Lewis, Suzan (Red.), Work, families and organisations in transitions. European perspectives. Policy Press. ISSN 9781847422200. s. 131–148. Fulltekst i vitenarkiv
• Mutlu, Sevil Sumer; Smithson, Janet; Guerreiro, Maria das Dores & Granlund, Lise (2008). Becoming working mothers: Reconciling work and family at three particular workplaces in Norway, the UK, and Portugal. Community, Work and Family. ISSN 1366-8803. 11(4), s. 365–384. Fulltekst i vitenarkiv
• Sümer, Sevil; Smithson, Janet; Guerreiro, Maria das Dores & Granlund, Lise (2008). Becoming Working Mothers: Reconciling Work and Family at Three Particular Workplaces in Norway, the UK and Portugal. Community, Work and Family. ISSN 1366-8803. 11(4), s. 365–384. doi: 10.1080/13668800802361815. Fulltekst i vitenarkiv

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• Granlund, Lise & Grønlie, Anne (2022). Fokus Sosialkunnskap. Aschehoug & Co. ISBN 9788203319525. 448 s. Fulltekst i vitenarkiv
• Erdal, Silje Førland & Granlund, Lise (2021). Samfunnsfagdidaktikk. Universitetsforlaget. ISBN 9788215031019. 328 s. Fulltekst i vitenarkiv
• Granlund, Lise & Erdal, Silje Førland (2021). Fokus sosiologi og sosialantropologi. Aschehoug & Co. ISBN 9788203319082. Fulltekst i vitenarkiv
• Granlund, Lise & Erdal, Silje Førland (2017). Fokus sosiologi og sosialantropologi. Aschehoug & Co. ISBN 9788203402043. 447 s. Fulltekst i vitenarkiv
• Grønlie, Anne; Granlund, Lise & Flood, Stein Lyder (2014). Fokus sosialkunnskap. Aschehoug & Co. ISBN 9788203347122. 416 s. Fulltekst i vitenarkiv
• Andersen, Gisle & Granlund, Lise (2005). Samfunnsvitenskapelige tenkemåter. Et hjelpehefte. Universitetsforlaget. ISBN 9788215009308. 120 s. Fulltekst i vitenarkiv

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• 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. Fulltekst i vitenarkiv
• Jammeh, Binta-Victoria; Lenz, Claudia; Erdal, Silje Førland & Granlund, Lise (2024). Demokratilæring i møte med marginaliserte elever- hvem eller hva skal "løftes"? Fulltekst i vitenarkiv
• Jammeh, Binta-Victoria; Granlund, Lise; Erdal, Silje Førland & Lenz, Claudia (2024). Forskerperspektivet på Involve to Evolve. Fulltekst i vitenarkiv
• Erdal, Silje Førland; Granlund, Lise; Jammeh, Binta-Victoria & Lenz, Claudia (2024). Diskusjoner om Israel-Palestina-konflikten: Skandinaviske læreres didaktiske refleksjoner om uenighet og konsensus i klasserommet. Fulltekst i vitenarkiv
• Granlund, Lise; Erdal, Silje Førland & Jammeh, Binta-Victoria (2023). Demokratiopplæring og elevmedvirkning på skandinavisk demokraticamp. Fulltekst i vitenarkiv
• Granlund, Lise; Strand, Torill & Aspelund, Ingrid (2023). Livepodd: Kan demokrati læres? Eller er vi naive i vår tro på at utdanning kan dempe de anti-demokratiske kreftene i samfunnet? Fulltekst i vitenarkiv
• Jammeh, Binta-Victoria; Granlund, Lise & Erdal, Silje Førland (2023). Involve to evolve – Scandinavian citizenship in diverse schools. Fulltekst i vitenarkiv
• Granlund, Lise (2022). Involve to evolve – Skandinavisk medborgerskap i skoler med stort elevmangfold. Fulltekst i vitenarkiv
• Ryen, Erik; Granlund, Lise & Erdal, Silje Førland (2021). Samfunnsfagenes fagdidaktikk. I Erdal, Silje Førland & Granlund, Lise (Red.), Samfunnsfagdidaktikk. Universitetsforlaget. ISSN 9788215031019. s. 13–27. Fulltekst i vitenarkiv
• Granlund, Lise (2021). Utforskning i samfunnsfagene: bakgrunn, kritikk og tilnærminger. I Erdal, Silje Førland & Granlund, Lise (Red.), Samfunnsfagdidaktikk. Universitetsforlaget. ISSN 9788215031019. s. 67–87. Fulltekst i vitenarkiv
• Granlund, Lise & Erdal, Silje Førland (2021). Fire innfallsvinkler til undervisning om 22.juli-terroren. I Erdal, Silje Førland & Granlund, Lise (Red.), Samfunnsfagdidaktikk. Universitetsforlaget. ISSN 9788215031019. s. 136–153. Fulltekst i vitenarkiv
• Granlund, Lise; Hansen, Marianne Nordli & Bakken, Anders (2019). Faglig frokost: Sosial ulikhet i skolen. Fulltekst i vitenarkiv
• Erdal, Silje Førland & Granlund, Lise (2019). Hva skal vi lære bort om 22.juli? Perspektiver og didaktiske vinklinger. Fulltekst i vitenarkiv
• Erdal, Silje Førland & Granlund, Lise (2019). 22.juli-undervisning i samfunnsfag. Perspektiver og didaktiske vinklinger. Fulltekst i vitenarkiv
• Mausethagen, Sølvi; Granlund, Lise & Raaen, Finn Daniel (2011). Lærerprofesjonalitet i endring. Bedre Skole. ISSN 0802-183X. Fulltekst i vitenarkiv
• Mausethagen, Sølvi; Granlund, Lise & Raaen, Finn Daniel (2011). Lærerprofesjonalitet i spenningsfeltet mellom policy og profesjon. Fulltekst i vitenarkiv
• Granlund, Lise (2009). Skolens mange verdiverdener. Steinerskolen. Tidsskrift for pedagogikk, samfunn og kultur. 1(1), s. 14–18. Fulltekst i vitenarkiv Vis sammendrag

  Artikkelen sammenligner hvordan lærere ved en Steinerskole og en offentlig skole snakker om problematferd og hvordan de legitimerer dette.

• Granlund, Lise (2009). Steinerpedagogisk lærerutdanning- Hva er det? [Journal]. Steinerskolen. Tidsskrift for pedagogikk, samfunn og kultur. Fulltekst i vitenarkiv
• Granlund, Lise (2006). Mann i ingenmannsland. Tidsskrift for velferdsforskning. ISSN 0809-2052. 9(1), s. 52–54. Fulltekst i vitenarkiv
• Sumer, Sevil; Smithson, Janet & Granlund, Lise (2005). Negotiating work-family boundaries among new parents in the UK and Norway. Fulltekst i vitenarkiv Vis sammendrag

  This paper draws on qualitative data from an EU sponsored study of gender, parenthood and the changing European workplace. In the Transitions study, case studies were carried out in one public sector organisation and one private sector organisation. Focus groups were carried out with new and prospective parents. These were followed up a year later by individual interviews with focus group participants and their partners. In this paper, we analyse two specific cases in order to reach a deeper understanding of the ways work-family boundaries are negotiated within particular national and organisational contexts. We consider the ways in which these two mothers made their choices about paid and caring work. We investigate some of the gendered aspects of interviewees’ reactions to the organisational and national constraints and opportunities. Keywords: gender, parenthood, life course, work-family boundary

• Granlund, Lise (2005). Kvalitativ og kvantitativ metode, samt forskningsprosessen i samfunnsvitenskapelig forskning. Fulltekst i vitenarkiv
• Granlund, Lise (2005). Kvalitativ og kvantitativ metode, samt forskningsprosessen i samfunnsvitenskapelig forskning. Fulltekst i vitenarkiv
• Granlund, Lise (2005). Kvalitativ og kvantitativ metode, samt forskningsprosessen i samfunnsvitenskapelig forskning. Fulltekst i vitenarkiv
• Granlund, Lise (2013). Hvordan oppdras oppdragerne?: En sammenlignende studie av en lærerutdanning for steinerskolene og en offentlig lærerutdanning. Universitetet i Bergen. ISSN 9788230824269. Fulltekst i vitenarkiv Vis sammendrag

  How to teach the teachers? This thesis explores how two institutions educate teachers – in terms of the knowledge and practices that are emphasized and transmitted – by focusing on three questions. 1) What kind of internal and external constraints shape knowledge and practices within the two educational institutions, and how do teacher educators relate to these constraints? 2) What is the relationship between the different kinds of knowledge and practices that are emphasized and transmitted in pedagogy, in mathematics and in the students’ classroom practice? 3) How do the teacher educators handle the tension between transmission of a tradition and the individual freedom of those trained? Previous sociological research on teacher education has to a limited extent focused on the content in teacher education, and in particular how teacher educators disseminate key knowledge and practices to their students. This study examines this dissemination in pedagogy, in mathematics and in the students’ classroom practice. Based on observations of lectures, as well as qualitative interviews with teacher educators, I compare a public teacher education (HIO) and a Waldorf teacher education (RSH). By focusing on two different types of educational institutions with different views on knowledge, content and form, I aim to shed light on conditions that might otherwise be taken for granted within each of the two. Three different analytical tools are used in a sensitizing way: Peter Berger and Thomas Luckmann’s institutional theory (2011), Basil Bernstein's concept of classification and framing (2003), and theories of teaching models. In light of Bernstein's concepts, the contrast between the two institutions can be characterized as a contrast between external and internal framing. In the lectures in pedagogy, in mathematics and in the students’ classroom practice, I show that RSH has a strong internal framing which is placed on students both in terms of subject content, learning theory, didactics and methods. Their education ideals are described as similar to those of a classical musician: you must have an internalized standard repertoire before you can improvise. In contrast to RSH, the ideal at HiO is that students should be able to choose freely among different educational theories and methods. Reminiscent of the ideals of academia, critical reflection regarding choice of theories and methods is emphasized throughout the education. HiO provides students the freedom to choose among learning theories and methods (weak internal framing), but are subject to strong political control (strong external framing). RSH can be described conversely. While they are freer in terms of outside political control (weak external framing), the education provides much stricter guidelines to follow (strong internal framing). A common finding in both institutions is that the classification between subjects – in terms of the boundaries that are drawn between different kinds of knowledge – is relatively weak. According to Bernstein, such weak classification creates a need for an overarching idea which serves to guide what kinds of knowledge that should be included. I argue that ideas from reform pedagogy – characterized by a negative attitude towards instrumental learning, and a positive attitude towards the active, critical, knowledge-seeking pupil – serves as this overarching guiding idea in both institutions. However, these attitudes are manifested very differently within the two educations, both in terms of how this tradition is transmitted to students, and how this attitude is rooted in the institutions. The teacher educators at HiO communicate an anti-instrumentalist and anti-authoritarian perspective on the relationship between themselves and their students: The students can choose the perspectives on learning they like as long as they remain critical and reflexive. An unintended consequence of this academic or scientific critical attitude is vagueness and lack of clarity in relation to the specific work the aspiring teachers should do at the classroom level. HiO's challenge is thus that other actors on other levels may limit the very scope of freedom which the school tries to create for its students, and the teacher educators have little control over what view on learning the students apply when teaching pupils in elementary schools. At RSH the relationship is the opposite. The teacher educators have strong control over what kind of educational theory, didactics and methods the students will learn. They can therefore ensure, to a larger extent, that the teacher-pupil relationship is in line with view of learning where the pupil's active participation in gaining knowledge is emphasized. Their challenge, however, is the tension between tradition and innovation: that between the desire to preserve the school's character and the fear of sticking to old patterns. On one hand is the desire to promote a contemporary up to date pedagogy, on the other is the fear of no longer representing a clear alternative to the public schools. In Berger and Luckmann’s terminology, HiO has institutionalized the individual freedom of its students to the extent that they provide very little of the fixed “background” which serves to relieve people from detailed everyday decision-making. This institutionalized individual freedom creates a kind of void that is open to others to fill with content. Through strong traditions in terms of didactics and views of learning, such an institutional background is not missing at RSH. Through “relieving” students in these areas provides freedom – a “foreground.” Instead their challenge is coming to terms with renewal through critical reflexion upon this background.

• Granlund, Lise; Mausethagen, Sølvi & Munthe, Elaine (2011). Lærerprofesjonalitet i spenningsfeltet mellom policy og profesjon. OsloMet - storbyuniversitetet. ISSN 9788257947484. Fulltekst i vitenarkiv Vis sammendrag

  Denne rapporten undersøker forestillinger om lærerprofesjonalitet, og på hvilken måte disse varierer mellom politiske myndigheter, Utdanningsforbundet, lærere og lærerutdannere. I rapporten undersøkes også på hvilken måte og i hvilken grad det skjer en forskyvning forståelsen av lærerprofesjonalitet over tid. Dokumentene som analyseres er valgt ut for å dekke både policy- og profesjonsnivået. De tre stortingsmeldingene som blir analysert kom i 1996, 2002 og 2008, forut for nye reformer i norsk lærerutdanning. I tillegg er et utvalg dokumenter fra Utdanningsforbundet studert. Til slutt har forestillinger om lærerprofesjonalitet blitt analysert på basis av to elektroniske spørreundersøkelser, som refereres til som LærerUtdannerdata (LU-data).

• Sumer, Sevil; Granlund, Lise & Nilsen, Ann (2005). National Report on Biographical Interviews: Social Services. Department of Sociology. Fulltekst i vitenarkiv
• Nilsen, Ann; Sumer, Sevil & Granlund, Lise (2004). Case Study Report. Manchester Metropolitan University, Research Institute for Health and Social Change. ISSN 9781900139465. Fulltekst i vitenarkiv
• Granlund, Lise (2003). Skolens mange verdiverdener. Definisjoner og legitimering av problematferd i en Steinerskole og en offentlig skole. Universitetet i Bergen. Fulltekst i vitenarkiv

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