Birgit Brock-Utne

Desai, Zubeida, Martha Qorro and Birgit Brock-Utne (Eds) (2010) Educational challenges in multilingual societies: LOITASA Phase Two Research. Cape Town: African Minds . (under publication)

Brock-Utne, Birgit, Zubeida Desai and Martha Qorro with Allan Pitman (Eds.) (2010)
Language of Instruction in Tanzania and South Africa – Highlights from a Project.Boston/Rotterdam: Sense Publishers

Brock-Utne, Birgit and Ingse. Skattum (eds) (2009): Languages and Education in Africa: A comparative and transdisciplinary analysis. Oxford: Symposium Books. 2009 paperback 368 pages
Brock-Utne, Birgit and Gunnar Garbo (Eds) (2009) Language is Power. The Implications of Language for Peace and Development.: Dar es Salaam: Mkuki na Nyota. Oxford. African Books Collective. East Lansing : Michigan State University Press..

Prah, Kwesi Kwaa and Birgit Brock-Utne (Eds.) (2009.) Multilingualism - a paradigm shift in African language of instruction polices. Cape Town: CASAS ,

Qorro, Martha, Zubeida Desai and Birgit Brock-Utne (Eds.) (2008). LOITASA reflecting on Phase I and entering Phase II. Dar es Salaam: E & D Vision Publishing Ltd. Distributed overseas by: Oxford: ABC, East Lansing: Michigan State University Press

Brock-Utne, Birgit, Zubeida Desai and Martha Qorro (Eds.) (2006). Focus on Fresh Data on the Language of Instruction Debate in Tanzania and South Africa. Cape Town: African Minds

Brock-Utne, Birgit and Rodney Kofi Hopson (Eds.) (2005)): Languages of instruction for African emancipation: Focus on postcolonial contexts and considerations. Cape Town: CASAS and Dar es Salaam: Mkuki na Nyota. Oxford: African Books Collective. East Lansing: State University of Michigan Press.

Brock-Utne, Birgit, Zubeida Desai and Martha Qorro (Eds.) (2005): LOITASA Research in Progress. Dar es Salaam: KAD Associates. 2004 Brock-Utne, Birgit, Zubeida Desai and Martha Qorro (Eds.) (2004) Researching the Language of Instruction in Tanzania and South Africa. Cape Town: African Minds.Brock-Utne, Birgit, Zubeida Desai and Martha Qorro (Eds.) (2003) Language of Instruction in Tanzania and South Africa. Dar es Salaam: E & D Publishers.

Brock-Utne, Birgit (2000): Whose Education for All? The Recolonization of the African mind? New York/ London: Falmer Press. Reprinted in 2006 by africanabooks.org. Seoul.Homi Publishing.

Brock-Utne, Birgit (l989) Feminist Perspectives on Peace and Peace Educati¬on.New York/Oxford/Toronto/ Sydney/Paris/ Frankfurt:Pergamon Press.200 pp.

Brock-Utne, Birgit (l985): Educating for Peace. A Feminist Perspective.New York/Oxford/Toronto/Sydney/ Paris / Frankfurt:Pergamon Press.l75.pp.¬Reprinted in l987 and in l989.A Korean edition appeared in l986.Published in Seoul.3l5 pp.A Norwegian edition appeared in l987.Oslo:Folke¬reisn¬ing mot krig.206.pp. An Italian edition appeared at the end of l989,published by Edizione Gruppo Abele.

Brock-Utne, Birgit (l982) Rauhan Kasvatus."Rauha saa alkunsa naisten mielissa".(Women and peace.."Peace starts in the minds of women.")-A Finnish translation of a commissioned paper written in English for a UNESCO conference in New Delhi,l98l. Helsinki:Naiset Rauhan Puolesta.lll.pp.Reprinted in l983.

Brock-Utne, Birgit (l981) Ungdomsskoler i Utvikling.(Innovative schools) Oslo/ Bergen/Tromsø: Universitetsforlaget. 255.pp.

Brock-Utne, Birgit (l980) (together with Runa Haukaa). Kunnskap uten Makt. Kvinner som lærere og elever.(Knowledge without power. Women as teachers and pupils)Oslo/Bergen/Tromsø: Universitetsforlaget.222.pp.¬Reprin¬ted l98l and l984. German edition in l986.Wissen ohne Macht.¬Frauen als Lehrerinnen und Schülerinnen.Giessen:Focus Verlag.l95.¬pp.

Brock-Utne, Birgit (l979) (Ed) Fra Ord til Handling. Pedagogisk aksjonsforskning i utdanningssamfunnet. (From Words to Deeds. Educational action research.) Oslo/ Bergen/ Tromsø: Universitetsforlaget.l68.pp.

1970 (under the name Birgit Gaarder) Praktisk Pedagogikk i Lærer-studiet.(Practical pedagogics within teacher training)Oslo::Asche¬houg.207.pp.
 

• Brock-Utne, Birgit (2026). The application of civil courage to oppose structural violence and defend child-centred education: A Norwegian case study. International Review of Education. ISSN 0020-8566. 72(2). doi: 10.1007/s11159-025-10161-6. Full text in Research Archive Show summary

  Amid the ever-greater encroachment of neoliberal principles in education – including marketisation, ranking and teaching to assessment – this article serves as a reminder that educators possess agency to resist and mount a successful defence of democratic, child-centred education. The case study presented here reports and reflects on an instance of informal adult learning at community level. It occurred between 2011 and 2014 in Sandefjord, a small town in the south of Norway. The municipality is affluent and was governed at the time by the two most right-wing parties in Norway, the liberal-conservative Høyre [The Right], and the populist-libertarian Fremskritts-partiet (FRP [Progress Party]). The local politicians wanted their schools to be the best in the county, preferably in the whole of Norway. For them this meant achieving the top grades in the national exams in Years 5, 8 and 9, so they introduced a strict half-yearly grading scheme in all municipal schools, starting with six-year-old children in Year 1. They ignored the fact that the Norwegian Education Act specifically forbids the grading of children in the first six years of schooling. One teacher refused to comply, arguing that this represented an inhumane ranking of his pupils. He was joined, first by one other teacher, and later, after the municipality hired a law firm to enforce their compliance, by 38 others. Parents wrote to newspapers in support of the protesting teachers. The entire community studied the legal regulations on the grading of young children. The “Sandefjord case” gained nationwide media coverage, the protests were successful, and the scorecards were done away with. On 13 January 2015, the original two protesting teachers were awarded the prestigious Zola Prize for civil courage. Ten years after this victory, the author of this article presented this case study at the 2024 conference of the Comparative and International Education Society (CIES), whose thematic focus was “The power of protest”. The Sandefjord case is of universal relevance, demonstrating the power of informal adult education, of protest, and of solidarity among members of a local community.

• Brock-Utne, Birgit (2024). The Transformative Role of Universities—Making the World a Better Place to Live in Embedding Maori Thinking and Concepts such as Ubuntu, Vasudhaiva Kutumbakam,and Chikyu Minzokushugi. In Zadja, Joseph & Brock-Utne, Birgit (Ed.), 4th ed of Globalisation, Education and Policy Research. Springer. ISSN 9783031676666. p. 585–607. doi: 10.1007/978-3-031-67667-3. Full text in Research Archive
• Brock-Utne, Birgit (2024). Language of instruction as a social marker of difference. In Gurney, Laura & Wedikkarage, Laksman (Ed.), Language Education Policies in Multilingual Settings. Exploring Rhetoric and Realities in Situ. Multilingual Education Yearbook. Springer Nature. ISSN 9783031574832. p. 167–202. Full text in Research Archive
• Nkwiga, Riziki Charles & Brock-Utne, Birgit (2024). Bottlenecks Teachers face when using an unfamiliar language in rural lower primary classes in Tanzania. World Studies in Education. ISSN 1441-340X. 24(1), p. 20–32. Full text in Research Archive
• Brock-Utne, Birgit (2023). English as a medium of instruction and research in education: An international and comparative analysis. In Robert, Robert Tierney,; Rizvi,, Fazald & Erkican, Kadriye (Ed.), International Encyclopedia of Education, 4th edition. vol. 1.. Elsevier. ISSN 9780128186305. p. 371–379. Full text in Research Archive
• Nkwiga, Riziki Charles & Brock-Utne, Birgit (2022). Difficulties Teachers Face When Using an Unfamiliar Language in Rural Lower Primary Classes in Tanzania. Educational Practice and Theory. ISSN 1323-577X. 44(2), p. 55–73. doi: 10.7459/ept/44.2.06. Full text in Research Archive
• Brock-Utne, Birgit (2022). Globalization and the Issue of language of instruction – examples from Tanzania and Norway. In Zadja, Joseph; Vissing, Yvonne & Majhanovich, Suzanne (Ed.), Globalisation, Ideology and Social Justice Discourses. Globalisation, Comparative Education and Policy Research. Springer Netherlands. ISSN 9783030927738. p. 35–54. doi: 10.1007/978-3-030-92774-5. Full text in Research Archive
• Brock-Utne, Birgit (2022). The World Wide Language Issue in Education. In Archer, Margaret Scotford; Bæck, Unn-Doris K. & Skinningsrud, Tone (Ed.), The Morphogenesis of the Norwegian Educational System: Emergence and Development.. Routledge. ISSN 9780367756772. p. 211–230. Full text in Research Archive
• Brock-Utne, Birgit & Vuzo, Mwajuma Siama (2022). The Ambivalent Language-in-Education Policy of Tanzania with Specific Reference to Kiswahili. In Kretzer, Michael & Kaschula, Russell (Ed.), Handbook of Language Policy and Education in Countries of the Southern African Development Community (SADC) A Comparative Perspective on Language Policy and Education.. De Gruyter Brill. ISSN 9789004508057. p. 299–325. Full text in Research Archive
• Brock-Utne, Birgit (2022). The Language of Instruction in Asia and Africa –Some issues. Sri Lanka Journal of Education. ISSN 2827-7457. 1(1), p. 29–49. Full text in Research Archive
• Brock-Utne, Birgit (2021). Language-in-Education Policies and Practices in Africa with a Special Focus on Tanzania and South Africa. In Zajda, Joseph & Brock-Utne, Birgit (Ed.), 3rd International Handbook of Globalisation, Education and Policy Research. Springer Netherlands. ISSN 9783030660024. p. 609–627. Full text in Research Archive
• Brock-Utne, Birgit (2021). En sosialpedagogs tanker om undervisningsspråk. Norsk pedagogisk tidsskrift. ISSN 0029-2052. 105(1), p. 82–92. Full text in Research Archive
• Brock-Utne, Birgit (2020). En sosialpedagogs tanker om undervisningsspråk. In Lindblom, Per Åke & Rubensson, Arne (Ed.), Språkbytesexperimentet i svensk skola – engelska till varje pris?. Språkförsvaret. ISSN 9789151969176. p. 19–35. Full text in Research Archive
• Brock-Utne, Birgit (2019). Models of cooperation between a university in Norway and two universities in Africa: An autoethnographic report. In Halvorsen, Tor; Orgeret, Kristin & Krøvel, Roy (Ed.), Sharing knowledge, transforming Societies : The Norhed programme 2013-2020. African Minds. ISSN 9781928502005. p. 379–403. Full text in Research Archive Show summary

  In June 2016, the Norwegian Programme for Capacity Development in Higher Education and Research for Development (Norhed) hosted a conference on the theme of ‘knowledge for development’ in an attempt to shift the focus of the programme towards its academic content. This book follows up on that event.The conference highlighted the usefulness of presenting the value of Norhed’s different projects to the world, showing how they improve knowledge and expand access to it through co-operation. A wish for more meta-knowledge was also expressed and this gives rise to the following questions: Is this way of co-operating contributing to the growth of independent post-colonial knowledge production in the South, based on analyses of local data and experiences in ways that are relevant to our shared future? Does the growth of academic independence, as well as greater equality, and the ability to develop theories different to those imposed by the better-off parts of the world, give rise to deeper understandings and better explanations? Does it, at least, spread the ability to translate existing methodologies in ways that add meaning to observations of local context and data, and thus enhance the relevance and influence of the academic profession locally and internationally? This book, in its varied contributions, does not provide definiteanswers to these questions but it does show that Norhed is a step in the right direction. Norhed is an attempt to fund collaboration within and between higher education institutions. We know that both the uniqueness of this programme, and ideas of how to better utilise the learning and experience emerging from it, call for more elaboration and broader dissemination before we can offer further guidance on how to do things better. This book is a first attempt.

• Brock-Utne, Birgit; Halvorsen, Torill Aagot & Vuzo, Mwajuma Siama (2019). The school drop-out or rather “push out” problem in the South and in the North. World Studies in Education. ISSN 1441-340X. 20(2), p. 61–75. doi: 10.7459/wse/20.2.04. Full text in Research Archive Show summary

  Both in developing countries in the South and developed countries in the North a large portion of pupils from each cohort drop out or, maybe more correctly described, are pushed out of school each year. In the South, there is also a considerable portion of school-aged children who do not attend school at all. The article examines selected data collected from ethnographic interviews, during a Norwegian ongoing longitudinal project, and a survey in Tanzania, and other developing countries. We ask the questions: What are the reasons for this situation? Are the reasons the same in the South as in the North? In this article examples will be given from a country in the North, Norway and a country in the South, Tanzania. What do we know about the reasons for dropping out of school in these two countries? Who are the children dropping out? From which social class do they come? Are they from urban or rural areas? Were there more boys or more girls? What happens to the children after they drop out of school? How much is the school itself to blame for the situation? How relevant is what is learnt in school to the life children lead and their job prospects? What could have been done differently in order to retain children in school in the South, exemplified by Tanzania, and the North exemplified by Norway

• Brock-Utne, Birgit (2018). Decolonisation of research in the African University. In Makalela, Leketi (Eds.), Shifting Lenses; Multilanguaging, Decolonisation and Education in the Global South.. CASAS The Centre for Advanced Study of African Society. ISSN 9781920294199. p. 45–66. Full text in Research Archive
• Brock-Utne, Birgit (2018). Using a narrative approach to researching literacy and non-formal education in Africa and Asia. International Review of Education. ISSN 0020-8566. 64(6), p. 701–711. doi: 10.1007/s11159-018-9755-5. Full text in Research Archive
• Brock-Utne, Birgit (2018). The English-speaking caste and the drop-out problem. In Brock-Utne, Birgit & Vuzo, Mwajuma Siama (Ed.), Transforming Education for Development in Africa.. Mkuki na Nyota Publishers. ISSN 9789987083503. p. 119–137. Full text in Research Archive
• Brock-Utne, Birgit (2018). Researching language and culture in Africa using an autoethnographic approach. International Review of Education. ISSN 0020-8566. p. 1–23. doi: 10.1007/s11159-018-9746-6. Full text in Research Archive
• Brock-Utne, Birgit (2017). Multilingualism in Africa, marginalisation and empowerment. In Coleman, Hywel (Eds.), Multilingualism and Development. British Council. ISSN 9780863558405. p. 64–80. Full text in Research Archive
• Brock-Utne, Birgit (2017). Decolonisation of knowledge in the African university. In Cross, Michael & Ndofirepi, Amasa (Ed.), Knowledge and Change in African Universities. Brill | Sense. ISSN 9789463008402. p. 161–181. doi: 10.1007/978-94-6300-842-6_10. Full text in Research Archive
• Brock-Utne, Birgit (2017). Language and identity Reflections by a cultural commutet. In Borjian, Maryam (Eds.), Language and Globalization. An Autoethnographic approach.. Routledge. ISSN 9781138227804. p. 132–144. Full text in Research Archive
• Skinningsrud, Tone & Brock-Utne, Birgit (2016). Norway: Formal Education and its Role in Education and Development. In Sprague, Terra (Eds.), Education in non-EU countries in Southern and Western Europe. Bloomsbury Academic. ISSN 9781472592491. p. 37–58. doi: 10.5040/9781474243230.ch-002. Full text in Research Archive
• Brock-Utne, Birgit (2016). The ubuntu paradigm in curriculum work, language of instruction and assessment. International Review of Education. ISSN 0020-8566. 62(1), p. 29–44. doi: 10.1007/s11159-016-9540-2. Full text in Research Archive
• Brock-Utne, Birgit (2016). Research in Africa using an autoethnographical approach. World Studies in Education. ISSN 1441-340X. 17(2), p. 5–16. doi: 10.7459/wse/17.2.02. Full text in Research Archive
• Brock-Utne, Birgit (2016). Sicurezza internazionale e linguaggio: un ampliamento del modello di giornalismo di pace. In Salio, Nanni & Michelis, Silvia De (Ed.), Giornalismo di Pace. Gruppo Abele. ISSN 9788865790441. p. 103–130. Full text in Research Archive
• Brock-Utne, Birgit (2016). English as the language of science and technology. In Babaci-Wilhite, Zehlia (Eds.), Human Rights in Language and STEM Education, Science, Technology, Engineering and Mathematics. Brill | Sense. ISSN 9789463004039. p. 111–127. Full text in Research Archive
• Brock-Utne, Birgit (2015). Language, literacy, power and democracy in Africa. Education and Society. ISSN 0726-2655. 33(2), p. 05–24. doi: 10.7459/es/33.2.02. Full text in Research Archive
• Brock-Utne, Birgit (2015). Language-in-Education Policies and Practices in Africa with a Special Focus on Tanzania and South Africa. In Zadja, Joseph (Eds.), Second international handbook on globalisation, education and policy research. Springer. ISSN 9789401794923. p. 615–633. doi: 10.1007/978-94-017-9493-0_36. Full text in Research Archive
• Brock-Utne, Birgit (2015). Language, Literacy and Democracy in Africa. In Makalela, Leketi (Eds.), New Directions in Language Literacy Education for Multilingual Classrooms in Africa. CASAS The Centre for Advanced Study of African Society. ISSN 9781920294014. p. 15–38. Full text in Research Archive
• Brock-Utne, Birgit & Qorro, Martha (2015). Multilingualism and Language in Education in Tanzania. In Yiakoumetti, Androula (Eds.), Multilingualism and Language in Education: Sociolinguistic and Pedagogical Perspectives from Commonwealth Countries. Cambridge University Press. ISSN 9781107574311. p. 19–31. Full text in Research Archive
• Brock-Utne, Birgit (2014). Part of the solution. In Babaci-Wilhite, Zehlia (Eds.), Giving space to African voices: Rights to local languages and local curriculum. Brill | Sense. ISSN 9789462097322. p. xxi–xxii. Full text in Research Archive
• Brock-Utne, Birgit (2014). Language as a contributor to post-MDG development perspectives in Africa. In Hamish, McIIwraith (Eds.), Language Rich Africa. Policy dialogue. Looking beyond 2015. British Council. ISSN 9780863557569. p. 114–123. Full text in Research Archive
• Brock-Utne, Birgit & Mercer, Malcolm (2014). Using African languages for democracy and lifelong learning in Africa: A post-2015 challenge and the work of CASAS. International Review of Education. ISSN 0020-8566. 60(6). doi: 10.1007/s11159-014-9448-7. Full text in Research Archive
• Brock-Utne, Birgit (2014). Language of instruction in Africa – the most important and least appreciated issue. International Journal of Educational Development in Africa. ISSN 2312-3540. 1(1), p. 4–19. Full text in Research Archive
• Brock-Utne, Birgit & Mercer, Malcolm (2014). Languages of instruction and the question of education quality in Africa: A post-2015 challenge and the work of CASAS. Compare: A Journal of Comparative and International Education. ISSN 0305-7925. 44(4), p. 676–680. doi: 10.1080/03057925.2014.911979. Full text in Research Archive
• Brock-Utne, Birgit (2013). Education in 2030: what would education look like in a largely poverty-free world? And how do we get there? In Robertson, Andrew (Eds.), Commonwealth Education Partnerships 2013/14. Nexus. ISSN 9781908609083. p. 99–103. Full text in Research Archive

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• Zadja, Joseph & Brock-Utne, Birgit (2024). 4th ed of Globalisation, Education and Policy Research. Springer. ISBN 9783031676666. 870 p. Full text in Research Archive
• Brock-Utne, Birgit (2023). Learning from and Teaching Africans. Cambridge Scholars Publishing. ISBN 9781527591561. 173 p. Full text in Research Archive
• Zajda, Joseph & Brock-Utne, Birgit (2021). 3rd International Handbook of Globalisation, Education and Policy Research. Springer Netherlands. ISBN 9783030660024. 820 p. Full text in Research Archive
• Brock-Utne, Birgit; Ismail, Maryam & Vuzo, Mwajuma Siama (2018). Transforming Education for Development in Africa. Mkuki na Nyota Publishers. ISBN 9789987083503. 233 p. Full text in Research Archive

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• Brock-Utne, Birgit (2024). Tonje Brenna og Uføretrygden. Klassekampen. ISSN 0805-3839. Full text in Research Archive
• Brock-Utne, Birgit (2024). Elefanten i rommet. Klassekampen. ISSN 0805-3839. Full text in Research Archive
• Brock-Utne, Birgit (2024). Book review of: Decolonising African university knowledges, volume 1: Voices on diversity and plurality by: Amasa P Ndofirepi, Felix Maringe, Simon Vurayai and Gloria Erima (Eds). International Review of Education. ISSN 0020-8566. 70. doi: 10.1007/s11159-024-10118-1. Full text in Research Archive
• Brock-Utne, Birgit (2024). Civil disobedience to further a good learning environment. A Norwegian case-study. Full text in Research Archive
• Brock-Utne, Birgit (2023). Å lære av og undervise afrikanere. Full text in Research Archive
• Brock-Utne, Birgit (2023). The Transformative Role of Universities- Making the World a better place to live in: embedding Maori thinking and concepts such as Ubuntu, Vasudhaiva Kutumbakam, and Chikyu Minzokushugi. Full text in Research Archive
• Brock-Utne, Birgit (2023). Learning from and Teaching Africans. Full text in Research Archive
• Brock-Utne, Birgit (2023). Indigenous knowledge, language, and culture. Full text in Research Archive
• Brock-Utne, Birgit (2023). Researching Education in Africa – an insider and outsider perspective. Full text in Research Archive
• Brock-Utne, Birgit (2022). Det må stilles krav til norsk språk i akademia. Ordet. ISSN 0803-379X. 72(1), p. 12–12. Full text in Research Archive
• Brock-Utne, Birgit (2022). Kampen for kiswahili – mot klassesamfunnet. p. 25–25. Full text in Research Archive
• Brock-Utne, Birgit (2022). Reflections by a cultural commuter. Full text in Research Archive
• Brock-Utne, Birgit (2021). Overivrig hollender. AKADEMIA. Klassekampen. ISSN 0805-3839. p. 25–25. Full text in Research Archive
• Brock-Utne, Birgit (2021). Språksvinn. AKADEMIA. Klassekampen. ISSN 0805-3839. p. 26–26. Full text in Research Archive
• Brock-Utne, Birgit (2021). Husk det vesenentlige. Klassekampen. ISSN 0805-3839. p. 21–21. Full text in Research Archive
• Brock-Utne, Birgit (2021). Book Review of: Education marginalization in sub-Saharan Africa: Policies, politics, and marginality by Obed Mfum-Mensah. Lexington Books, Lanham, etc., 2018, 217pp. ISBN 978-1-4985-7404-4 (hbk), ISBN 978-1-4985-7405-1 (eBook). International Review of Education. ISSN 0020-8566. 67, p. 249–251. doi: 10.1007/s11159-021-09888-9. Full text in Research Archive
• Brock-Utne, Birgit (2020). Ned med våpnene. p. 3–3. Full text in Research Archive
• Brock-Utne, Birgit (2020). The growth of Kiswahili in East Africa – a blessing or a threat? Full text in Research Archive
• Brock-Utne, Birgit (2020). The World Wide Language Issue in Education. Full text in Research Archive
• Brock-Utne, Birgit (2019). Engelsk-språklig kastesystem? p. 16–17. Full text in Research Archive
• Brock-Utne, Birgit (2019). The Language of Instruction issue in Africa. Full text in Research Archive
• Brock-Utne, Birgit (2019). The forces working to retain English as the language of instruction. Full text in Research Archive
• Brock-Utne, Birgit (2019). General introduction to academic writing for new master students. Full text in Research Archive
• Brock-Utne, Birgit (2019). How to structure a Ph.D.thesis. Full text in Research Archive
• Brock-Utne, Birgit (2019). The drop-out problem in Tanzania. Full text in Research Archive
• Brock-Utne, Birgit (2019). Using a narrative approach to researching literacy and non-formal education in Africa and Asia. Full text in Research Archive
• Halvorsen, Torill Aagot; Vuzo, Mwajuma Siama & Brock-Utne, Birgit (2018). The drop-out or rather “push out” problem in the South and in the North. Full text in Research Archive
• Brock-Utne, Birgit (2018). How a western bias in educational research in Africa contributes to marginalization of African experiences. Full text in Research Archive
• Brock-Utne, Birgit (2018). The drop-out or push out problem in the South and in the North. Full text in Research Archive
• Brock-Utne, Birgit (2018). Knowledge, identity, culture: The birth and development of TRANSLED (TRANSFORMATION, LANGUAGE, EDUCATION AND DEVELOPMENT) a NORHED project. Full text in Research Archive
• Brock-Utne, Birgit (2018). The drop-out or push out problem in the South and in the North. Full text in Research Archive
• Brock-Utne, Birgit (2016). Undervisning på et språk de ikke forstår. [TV]. https://tv.nrk.no/serie/dagsrevyen/NNFA03040316/03-04-. Full text in Research Archive
• Brock-Utne, Birgit (2016). Undervisningsspråk i Afrika. [Radio]. NRK2 - posten Urix. Full text in Research Archive Show summary

  https://radio.nrk.no/serie/urix-paa-loerdag/NREP38001416/02-04-2016#t=33m28s

• Brock-Utne, Birgit (2016). The English-speaking caste and the drop-out problem. Full text in Research Archive
• Brock-Utne, Birgit (2016). Using an autoethnographic approach in research. Full text in Research Archive
• Brock-Utne, Birgit (2016). Researching language and culture in Africa using an autoethnographic approach. Full text in Research Archive
• Brock-Utne, Birgit (2016). Invited speaker at the Presidential panel:”Re-centring Education as a Moral Enterprise”. Full text in Research Archive
• Brock-Utne, Birgit (2016). Å pendle mellom ulike kulturer. Full text in Research Archive
• Brock-Utne, Birgit (2016). Å leve I ulike kulturer. Full text in Research Archive
• Brock-Utne, Birgit (2015). Re-centring Education as a Moral Enterprise - invited speaker on the Presidential Invited Panel. Full text in Research Archive
• Brock-Utne, Birgit (2015). Education and international development: Theory, practice and issues. International Review of Education. ISSN 0020-8566. 61, p. 427–429. doi: 10.1007/s11159-015-9476-y. Full text in Research Archive
• Brock-Utne, Birgit (2015). The richness and the poverty of multilingualism – examples from Africa. Full text in Research Archive
• Brock-Utne, Birgit (2015). Decolonisation of knowledge in the African university. Full text in Research Archive
• Brock-Utne, Birgit (2015). Decolonisation of knowledge in the African university. Full text in Research Archive
• Brock-Utne, Birgit (2015). Language of instruction in Africa – the most important and least appreciated issue. Full text in Research Archive
• Brock-Utne, Birgit (2015). Rethinking Educational Research in African Contexts. Full text in Research Archive
• Brock-Utne, Birgit (2015). Knowledge production in the African University. Full text in Research Archive
• Brock-Utne, Birgit (2015). Die Unterrichtssprachensituation in Afrika und Harmonisierung der afrikanischen Schrift-sprachen. Full text in Research Archive
• Brock-Utne, Birgit (2015). Multilingualism in Africa, marginalisation and empowerment. Full text in Research Archive
• Brock-Utne, Birgit (2014). Erfaringer fra å leve I forskjellige kulturer. Full text in Research Archive
• Brock-Utne, Birgit (2014). Language, literacy and democracy in Africa. Full text in Research Archive
• Brock-Utne, Birgit (2014). Education, democracy and development – does education contribute to democratisation in developing countries? International Review of Education. ISSN 0020-8566. 60(1), p. 145–147. Full text in Research Archive
• Brock-Utne, Birgit (2014). Usaklig svar på Svein Sjøbergs kritikk. Uniforum. ISSN 1891-5825. Full text in Research Archive
• Brock-Utne, Birgit (2014). En evaluering av lærerutdanningsprosjektet Quality Education Project (QEP) i Zimbabwe og Zambia. Full text in Research Archive
• Brock-Utne, Birgit (2014). Utdanningsnøkkelen. Klassekampen. ISSN 0805-3839. p. 20–20. Full text in Research Archive
• Brock-Utne, Birgit (2014). Language, literacy, power and democracy in Africa. Full text in Research Archive
• Brock-Utne, Birgit (2014). Umuhimu wa kutumia Kiswahli kama lugha ya kufundishia shule sekondari na elimu ya juu. Full text in Research Archive
• Brock-Utne, Birgit & Mercer, Malcolm (2014). Norad’s Support to Education through Norwegian NGOs: a review. NORAD. Full text in Research Archive
• Brock-Utne, Birgit (2014). From Blaming to Reflecting. An Evaluation of the Quality Education project(QEP) in Zimbabwe and Zambia. Redd Barna. Full text in Research Archive

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