Inga Bostad

• Bostad, Inga (2026). Stillhet. In Stene-Johansen, Knut & Røssaak, Eivind (Ed.), Motstandens former. Tretten skisser.. Existenz Forlag. ISSN 9788293934585. p. 197–213. doi: https:/existenz.no/produkt/boker-til-salgs/motstandens-former/. Full text in Research Archive Show summary

  Motstandens former er utallige, de finnes overalt og setter ulike stemmer og perspektiver i verk. Imidlertid og paradoksalt nok kan det virke som om noen av de mest høylytte stemmene i vår tid utbrer seg i en motstand mot truede verdier, som demokrati, likestilling, integrasjon og mangfold. Motstandsbegrepet er uten tvil presset på en rekke fronter. Samtidig synes vår egen tid å etterlyse forståelse av hva motstand er. Begrepet må analyseres og reartikuleres. Vi oppsøker derfor ulike motstandsformer, ikke primært på gater og torg, men der hvor de diskuteres og utspiller seg i medier som kunst, litteratur, film, poesi og filosofi, hvor motstand fremstår mer som en prosess og en undersøkelse enn et entydig fenomen. Vi anser motstand som noe som er i utvikling, en «bliven» og som fremmes og utforskes snarere enn å være en ferdig form man trer inn i. Den tverrfaglige antologien Motstandens former forsøker å delta i en bevegelse hvor motstandsbegrepet så å si oppfinnes og gjennomreflekteres på nye måter. Av teoretikere som danner rammen for våre tekster finner vi blant andre Hannah Arendt, Roland Barthes, Walter Benjamin, Jonna Bornemark, Gilles Deleuze, Jacques Derrida, Michel Foucault, Miranda Fricker, Félix Guattari, Arne Næss, og Gayatri C. Spivak. Disse og mange flere tenkere er berørt i boken.

• Bostad, Inga (2026). Justice. In Myrebøe, Synne & Trøhler, Daniel (Ed.), Handbook on Education History, Theory and Philosophy. Edward Elgar Publishing. ISSN 9781035317707. p. 84–96. doi: 10.4337/9781035317707.00013. Full text in Research Archive Show summary

  In this entry, the concept of justice is seen as a shifting idea expressed as a tension between universal prospects of education as a promise of equality, impartiality, and rights and on the other hand, as a contextualised concept of relations. This tension will be analyzed and reformulated within three different perspectives. The first is to view educational justice as interdependence. The second is to present educational justice in relation to educational aims, and the last perspective is to see educational justice as a shifting concept between arguing for a value-based and/or a rights-based education as a universal appeal of human rights. However, the language of justice in the philosophy of education is not only rights-based or value-based, but it also tends to operate with disguised injustices. This entry will clarify and discuss the shifting concepts of justice and injustice, to show the site of struggle and resistance education is and has been.

• Bostad, Inga; Papastephanou, Marianna & Strand, Torill (2023). CODA. Justice, Education and the World of Today: Concluding Remarks. In Bostad, Inga; Papastephanou, Marianna & Strand, Torill (Ed.), Justice, Education, and the World of Today. Philosophical Investigations. Routledge. ISSN 9781032355351. p. 238–245. doi: 10.4324/9781003327332-18. Full text in Research Archive Show summary

  In recent philosophy of education, there have been many pleas to rethink education, along with various concepts that relate to it in important ways. It has aspired to offer a new outlook on the link between education and justice and to enrich the related discourse through the exploration of justice in, for, and through education. The plea for restoring a normativity of education through justice reflects the observation that, today, the foundational issue of justice has lost much of its power as a qualifier of appropriate education. Nevertheless, liabilities burden not only the neo-liberal ideology but also those theories that are at first sight less complicit in promoting discursive and other injustices. Various dilemmas, conflictual values, and norms are concealed or glossed over and operate as inconsistent, vague, and ambiguous grounds for educational theory, research, and policies.

• Bostad, Inga; Papastephanou, Marianna & Strand, Torill (2023). Introduction. In Bostad, Inga; Papastephanou, Marianna & Strand, Torill (Ed.), Justice, Education, and the World of Today. Philosophical Investigations. Routledge. ISSN 9781032355351. p. 1–17. doi: 10.4324/9781003327332-1. Full text in Research Archive Show summary

  This book argues for a restored normativity of education through a powerful notion of justice. Today, the foundational issue of justice seems to have lost its power as a qualifier for ethical-political education since the current educational-philosophical discourse tends to narrow down, singularize, and limit the spaces of justice in, for, and through education. Opposing this tendency, the chapters included here move beyond conventional paradigms while exploring the relationship between education and justice in the world of today. The book has three parts. The chapters in the first part explore the ontological and socio-political grounds underlying our notions of the relation between education and justice. The next part contextualizes this exploration through tangible examples. Next, the third part offers a self-reflective meta-critique by exploring how we, as philosophers of education, suffer from onto-epistemic blindness and perform symbolic violence, as we tend to promote and uphold conventional or standardized visions and missions. In short, this collection of essays offers a new eye on the link between education and justice and enriches the discourse through its multi-perspectival and more sensitive exploration of justice in, for, and through education today

• Bostad, Inga & Bondevik, Hilde (2023). Education, Immunity and Autoimmunity—A Study of Medicalized Philosophy of Education. Education Sciences. 13(7). doi: 10.3390/educsci13070691. Full text in Research Archive Show summary

  Education has been described as and considered as a remedy or a treatment for the insecurity experienced by many young people today. To recognize mental health problems and to seek treatment is the subject of many of today’s research, analyses and academic debates on education. In this article, however, we will analyze, clarify and discuss how medicalized metaphors contribute to both an understanding and a reinforcing of what we call an “autoimmune reaction”. We explore how the meaning and use of the concepts of “immunity” and “autoimmunity” in the field of philosophy of education present a new understanding of medicalized metaphors, as well as a philosophy of autoimmunity, partly based on Derrida and his analysis of “inflammatory” democracies. We will nuance and offer new perspectives and concepts with which to think, in order to understand the existing dichotomy between normality and abnormal/pathology, health and illness in educational philosophy today.

• Bostad, Inga (2023). An Ethics of Rhythm and the Philosophical As-If: Educational Aporia and Reimaging Justice as Interdependence. In Bostad, Inga; Papastephanou, Marianna & Strand, Torill (Ed.), Justice, Education, and the World of Today. Philosophical Investigations. Routledge. ISSN 9781032355351. Full text in Research Archive Show summary

  This edited book challenges the limits of current educational philosophical discourse and argues for a restored normativisation of education through a powerful notion of justice. Moving beyond conventional paradigms of how justice and education relate, the book rethinks the promotion of justice in, for, and through education in its current state. Chapters combine international and diverse philosophical perspectives with a focus on contemporary issues, such as climate change, the COVID-19 pandemic, racism, and migrant crises. Divided into three distinct parts, the book explores the ontological and socio-political grounds underlying our notions of education and justice, and offers self-reflective meta-critique on education philosophers’ tendency of promoting and upholding orthodox visions and missions. Ultimately, the book offers contemporary and innovative philosophical reflections on the link between justice and education, and enriches the discourse through a multi-perspectival and sensitive exploration of the topic. It will be of great interest to scholars, researchers, and postgraduate students in the fields of philosophy of education, education policy and politics, education studies, and social justice. The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license. Funded by University of Oslo.

• Bostad, Inga & Solberg, Mariann (2022). Rooms of togetherness: Nordic Ideals of Knowledge in Education. In Tröhler, Daniel; Hörmann, Bernadette; Tveit, Sverre & Bostad, Inga (Ed.), The Nordic Education Model in Context. Historical Developments and Current Renegotiations. Routledge. ISSN 9781032110462. p. 125–143. Full text in Research Archive
• Bostad, Inga (2022). Kjærlighetens rytme. Philosophia og pedagogiske relasjoner. Norsk filosofisk tidsskrift. ISSN 0029-1943. 57(3-4), p. 160–168. Full text in Research Archive
• Lie, Hanne Cathrine; Gerwing, Jennifer; Bondevik, Hilde; Bostad, Inga; Ellingsen, Dan-Mikael & Frühholz, Sascha [Show all 12 contributors for this article] (2022). Studying clinical communication through multiple lenses: The underused potential of inter-disciplinary collaborations. Patient Education and Counseling. ISSN 0738-3991. doi: 10.1016/j.pec.2022.04.010. Full text in Research Archive Show summary

  In the era of evidence-based medicine, surprisingly little attention is given to the practice of evidence-based communication skills and strategies to provide the best and most efficient patient care, perhaps due to the infinitely complex nature of clinical communication. Multiple models for ‘best practice’ exist, but they tend to focus on what skills and strategies to use, paying less attention to how they should be used in which contexts and situations for best effects [1]. Disentangling the complexities of effective clinical communication would therefore require insights from other disciplines outside medicine, including their theoretical models, empirical knowledge, and research methods, concerning the study of human communication and interaction, as well as medical, ethical, legal, philosophical, existential, cultural, and organizational perspectives. Although several disciplines study clinical communication, this is often done in isolation, without integrating efforts beyond a few selected disciplines, e.g., medicine, linguistics, or social psychology [[1], [2], [3], [4]]. Given the multiple levels of complexity in clinical communication research, we need to move beyond this fragmented approach to answer questions about what works, for what reasons, and in which contexts. These Association Pages aim to provide insights to move forward towards interdisciplinary research of clinical communication. As a primer to help build bridges across disciplines, we have asked experts from medicine, cognitive neuroscience, psychology, philosophy, linguistics, medical ethics, and educational sciences these two questions: “What fascinates you about clinical communication?” and “Which methodological tools do you tend to use to study it?“. We have summarized the responses below and provided a suggestion for how these different experts may work together in an interdisciplinary effort to generate new and needed knowledge of what is effective clinical communication, how it works and why, which can be translated into clinical practice and training.

• Bostad, Inga (2022). An ethics of rhythm—reflections on justice and education. Ethics and Education. ISSN 1744-9642. doi: 10.1080/17449642.2022.2054559. Full text in Research Archive
• Bostad, Inga (2021). Affected but not heard - democratic iterations and the restricted language of human rights. In Rosenthal, Edna; Bergua, Jose Angel & Lopez, Ivan (Ed.), Aftershocks: Globalism and the Future of Democracy. The University of Zaragoza. p. 374–385. Full text in Research Archive
• Bostad, Inga (2021). Gratitude and Education. In Hytten, Kathy (Eds.), Oxford Research Encyclopedia of Education. Oxford University Press. ISSN 9780190264093. doi: 10.1093/acrefore/9780190264093.013.1489. Full text in Research Archive
• Bondevik, Hilde & Bostad, Inga (2021). Ut av hjemmet – inn i hjemmet. Når skole og hjem går sammen. In Bostad, Inga (Eds.), Å høre hjemme i verden. Introduksjon til en pedagogisk hjemstedsfilosofi.. Spartacus. ISSN 9788230402917. p. 133–170. Full text in Research Archive
• Bostad, Inga (2021). Å kjenne seg hjemme og å være hjemme – i verden. In Bostad, Inga (Eds.), Å høre hjemme i verden. Introduksjon til en pedagogisk hjemstedsfilosofi.. Spartacus. ISSN 9788230402917. p. 19–38. Full text in Research Archive
• Papastephanou, Marianna; Zembylas, Michalinos; Bostad, Inga; Oral, Sevget Benhur; Drousioti, Kalli & Kouppanou, Anna [Show all 10 contributors for this article] (2020). Philosophy of education in a new key: Education for justice now. Educational Philosophy and Theory. ISSN 0013-1857. doi: 10.1080/00131857.2020.1793539. Full text in Research Archive Show summary

  Since Plato’s allegory of the cave two educational-philosophical critical modes have stood out: the descriptive (reality as it is) and the normative (reality as it should/could be). Reality resembles or is felt as an epistemic, political and existential permanent lockdown,1 a state of isolation where access to ideality is too restricted and rare. Confined to a dystopian(ized) place of limited light and scant possibility the philosopher aspires to help others ascend to a utopian(ized) place of luminosity and promise. Granted, the philosophical-educational community has, as a historical and contemporary collectivity, contrasted the ideal and the real in richer and more complex modes than those of a neat ‘descriptive versus normative’ binarism. Nevertheless, the search operation for finding the key to unlock the lockdown is persistent and evident in most and otherwise diverse educationalphilosophical endeavours, especially in difficult times. As such a time, the recent pandemic has turned the philosophical, figurative lockdown, literally, into a palpable reality that incites more thinking about the tension between the ideal and the real.

• Bostad, Inga (2019). Takknemlighet. In Henriksen, Merete (Eds.), Verdier i vår tid?. Dinamo Forlag. ISSN 9788280713322. p. 57–80. Full text in Research Archive
• Bostad, Inga & Hessen, Dag Olav (2019). Learning and loving of nature in the Anthropocene. How to broaden science with curiosity and passion. Studier i Pædagogisk Filosofi. 8(1), p. 28–42. doi: 10.7146/spf.v8i1.113924. Full text in Research Archive Show summary

  What does “belonging to nature” mean today and how can children and young people be inspired to experience this? What basic dilemmas and challenges arise between the requirement for critical thinking on the one side, and the experience of belonging and coexisting in nature on the other? In this article we will scrutinize the ideal of rational arguments and norms as stated in current policy documents and discuss how this best can promote curiosity and wonder, as well as a sense of relatedness and responsibility with nature that can inspire normative actions, We claim that critical thinking informed by a value-based ecology is needed to reveal the hidden curriculum of sustainable education; that is, a loss of “holistic” view in the footsteps of scientific diversification, a lack of curiosity and training of critical thinking, and a “denial of nature” characterized by a missed opportunity to raise the urgent attention towards environmental risks, that today should be a main mission in natural science education.

• Bostad, Inga (2018). Om det forunderlige - da tvilen tok for (for)undring. In Wright, Moira Von & Kvernbekk, Tone (Ed.), Barn og deres voksne. Cappelen Damm Akademisk. ISSN 9788202572549. p. 162–179. Full text in Research Archive
• Bostad, Inga (2018). Distance/distance. In Stene-Johansen, Knut; Refsum, Christian & Schimanski, Johan (Ed.), Living Together – Roland Barthes, the Individual and the Community. Transcript Verlag. ISSN 9783837644319. p. 169–179. Full text in Research Archive
• Bondevik, Hilde & Bostad, Inga (2017). Core principles in argumentation and understanding: hermeneutics and human rights. In Andreassen, Bård A.; Sano, Hans-Otto & McInerney-Lankford, Siobhán (Ed.), Research Methods in Human Rights : a Handbook. Edward Elgar Publishing. ISSN 9781785367793. p. 68–93. doi: 10.4337/9781785367793.00011. Full text in Research Archive
• Bostad, Inga & Hanisch, Halvor Melbye (2016). Freedom and disability rights: dependence, independence, and interdependence. Metaphilosophy. ISSN 0026-1068. 47(3), p. 371–384. doi: 10.1111/meta.12192. Full text in Research Archive
• Bostad, Inga (2016). Distance / Avstand. In Stene-Johansen, Knut; Refsum, Christian & Schimanski, Johan Henrik (Ed.), Å leve sammen. Roland Barthes, individet og fellesskapet. Spartacus. ISSN 9788230401781. p. 204–217. Full text in Research Archive
• Bostad, Inga & Hanisch, Halvor Melbye (2016). Rettighetsbegrepet på reisefot. Skiftende syn på likhet og frihet for personer med nedsatt funksjonsevne. In Ikdahl, Ingunn & Strand, Vibeke Blaker (Ed.), Rettigheter i velferdsstaten. Begreper, trender, teorier. Gyldendal Juridisk. ISSN 9788205484528. p. 249–267. Full text in Research Archive
• Bostad, Inga & Fisher, Aled Dilwyn (2016). Curriculum and social change in education for a sustainable future? Ecophilosophy, critical inquiry and moral dilemmas. In Babaci-Wilhite, Zehlia (Eds.), Human rights in language and STEM education: science, technology, engineering and mathematics. Brill | Sense. ISSN 9789463004046. p. 71–90. doi: 10.1007/978-94-6300-405-3_5. Full text in Research Archive
• Bostad, Inga (2016). Refleksjoner rundt rettighetsbegreper og rettighetsbegrensninger - om mangfold og det gode liv. Omsorg: Nordisk tidsskrift for Palliativ Medisin. ISSN 0800-7489. 33(4), p. 9–12. Full text in Research Archive
• Bostad, Inga (2016). Dannelsesridderi : med ånd og hånd for en ukjent fremtid. In Brandal, Nikolai & Thorsen, Dag Einar (Ed.), Den dannede opprører: Bernt Hagtvet 70 år. Dreyer Forlag A/S. ISSN 9788282651684. p. 242–252. Full text in Research Archive
• Bostad, Inga & Pettersen, Tove (2015). Kjønn og feminisme i norsk filosofi - noen betraktninger. Norsk filosofisk tidsskrift. ISSN 0029-1943. 50(3-4), p. 129–148. Full text in Research Archive Show summary

  This article presents reflections on women's presence in Norwegian philosophy, partly as a result of input from key persons in the Norwegian philosophy environment. We discuss the low proportion of women among students and staff in the field, then we investigate whether gender perspectives are present in the study of philosophy and why women's low participation in the study of philosophy is regarded as a vital challenge. We argue that awareness of the impact history of categorization of gender is important and it is necessary to examine current direct and indirect stereotypes of gender, rationality and natural properties and their role in Norwegian philosophy today. We identify characteristics of the Norwegian post-war philosophy, such as diversity and openness, power struggles and gender blindness, and argue that women throughout the postwar period and until today been a minority in philosophy. Our material shows that measures to improve gender balance in philosophy, and attempts to integrate gender perspectives, has met fierce resistance. The article also shows how the study of feminist philosophy and its influence and position in Norway, is well suited to give us a richer and more complex picture of the Norwegian philosophy. It may tell us something about how open-minded or closed the philosophical communities are, but it can also throw light on how philosophy itself plays the role as critical and self-reflective.

• Bostad, Inga & Ognjenovic, Gorana (2014). Att sätta kunskap i ett sammanhang : reflektioner kring en ny pedagogisk filosofi. In Burman, Anders (Eds.), Att växa som människa : om bildningens traditioner och praktiker. Södertörns Högskola. ISSN 9789186069926. Full text in Research Archive
• Bostad, Inga (2014). Den ukjente friheten - frihet, ansvar og annerledeshet. In Gullbekk, Svein Harald (Eds.), Ja, vi elsker frihet. Dreyer Forlag A/S. ISSN 9788282650939. p. 53–61. Full text in Research Archive
• Bostad, Inga & Ottersen, Ole Petter (2014). Global presence, global responsibility and the global citizen. In Sterri, Aksel Braanen (Eds.), Global citizen - challenges and responsibility in an interconnected world. Brill | Sense. ISSN 9789462099289. p. 1–3. doi: 10.1007/978-94-6209-929-6_1. Full text in Research Archive
• Bostad, Inga (2013). Right to Education - for All? The Quest for a New Humanism in Globalisation. World Studies in Education. ISSN 1441-340X. 14(1), p. 7–16. doi: 10.7459/wse/14.1.02. Full text in Research Archive
• Bostad, Inga (2013). Spesialpedagogikk i praksis, et foreldreperspektiv. Spesialpedagogikk. ISSN 0332-8457. p. 4–10. Full text in Research Archive
• Bostad, Inga & Løvlie, Lars (2013). Education after 22nd july 2012. In Østern, Anna-Lena; Smith, Kari; Ryghaug, Torill; Krüger, Thorolf & Postholm, May Britt (Ed.), Teacher education research between national identity and global trends : NAFOL year book 2012. Akademika forlag. ISSN 9788232101931. p. 53–77. Full text in Research Archive
• Bostad, Inga & Løvlie, Lars (2013). Deliberative democracy and moral disturbance. In Bergan, Sjur; Harkavy, Ira & Land, Hilligje van't (Ed.), Reimagining democratic societies : a new era of personal and social responsibility. Council of Europe Publishing. ISSN 9789287175373. p. 89109–89109. Full text in Research Archive
• Bostad, Inga (2012). Filosofi og kjærlighet. Norsk filosofisk tidsskrift. ISSN 0029-1943. p. 17–28. Full text in Research Archive
• Bostad, Inga & Ranfelt, Åse (2012). Er steiner levende? Hva er det med filosofi og naturfag? Naturfag. ISSN 1504-4564. 1(13), p. 104–110. Full text in Research Archive
• Bostad, Inga (2012). Existential Education and the Quest for a New Humanism: How to Create Disturbances and Deeper Thinking in Schools and Universities? In Wikander, Lennart; Gustafsson, Christina & Riis, Ulla (Ed.), Enlightenment, Creativity and Education: Polities, Politics, Performances. Brill | Sense. ISSN 9789462090507. p. 45–61. doi: 10.1007/978-94-6209-052-1_3. Full text in Research Archive
• Bostad, Inga & Ottersen, Ole Petter (2011). Dannelse i kryssild. In Hagtvet, Bernt & Ognjenovic, Gorana (Ed.), Dannelse. Tenkning - modning - refleksjon. Dreyer Forlag A/S. ISSN 9788282650274. p. 56–69. Full text in Research Archive
• Bostad, Inga (2011). The Life and Learning of Arne Naess: Scepticism as a Survival Strategy. Inquiry (Oslo). ISSN 0020-174X. 54(1), p. 42–51. doi: 10.1080/0020174X.2011.542945. Full text in Research Archive
• Bostad, Inga (2010). Annerledeshet og frihet - den representative frihetens sårbarhet. In Engebretsen, Eivind; Engebretsen, Eivind; Kristeva, Julia & Kristeva, Julia (Ed.), Annerledeshet: Sårbarhetens språk og politikk. Gyldendal Akademisk. ISSN 9788205400788. p. 212–235. Full text in Research Archive
• Bostad, Inga (2009). Dannelse med tellekanter. Samtiden. ISSN 0036-3928. 2. Full text in Research Archive
• Bostad, Inga (2008). Synlige verdier og usynlig dobbeltmoral. In Leirvik, Oddbjørn Birger & Røthing, Åse (Ed.), Verdier. Universitetsforlaget. ISSN 9788215013671. p. 139–159. Full text in Research Archive

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• Stene-Johansen, Knut; Røssaak, Eivind; Aukrust, Kjerstin; Bondevik, Hilde; Bostad, Inga & Briens, Sylvain [Show all 12 contributors for this article] (2026). Motstandens former. Tretten skisser. Existenz Forlag. ISBN 9788293934585. 265 p. doi: https:/existenz.no/produkt/boker-til-salgs/motstandens-former/. Full text in Research Archive Show summary

  Motstandens former er utallige, de finnes overalt og setter ulike stemmer og perspektiver i verk. Imidlertid og paradoksalt nok kan det virke som om noen av de mest høylytte stemmene i vår tid utbrer seg i en motstand mot truede verdier, som demokrati, likestilling, integrasjon og mangfold. Motstandsbegrepet er uten tvil presset på en rekke fronter. Samtidig synes vår egen tid å etterlyse forståelse av hva motstand er. Begrepet må analyseres og reartikuleres. Vi oppsøker derfor ulike motstandsformer, ikke primært på gater og torg, men der hvor de diskuteres og utspiller seg i medier som kunst, litteratur, film, poesi og filosofi, hvor motstand fremstår mer som en prosess og en undersøkelse enn et entydig fenomen. Vi anser motstand som noe som er i utvikling, en «bliven» og som fremmes og utforskes snarere enn å være en ferdig form man trer inn i. Den tverrfaglige antologien Motstandens former forsøker å delta i en bevegelse hvor motstandsbegrepet så å si oppfinnes og gjennomreflekteres på nye måter. Av teoretikere som danner rammen for våre tekster finner vi blant andre Hannah Arendt, Roland Barthes, Walter Benjamin, Jonna Bornemark, Gilles Deleuze, Jacques Derrida, Michel Foucault, Miranda Fricker, Félix Guattari, Arne Næss, og Gayatri C. Spivak. Disse og mange flere tenkere er berørt i boken.

• Bostad, Inga & Bondevik, Hilde (2024). Tenkepauser - filosofi- og vitenskapsteori (kurdisk oversettelse). SJH. ISBN 9788279500636. 334 p. Full text in Research Archive
• Tröhler, Daniel; Bostad, Inga; Tveit, Sverre & Hörmann, Bernadette (2023). The Nordic Education Model in Context. Routledge. ISBN 9781032110462. 368 p. Full text in Research Archive
• Bostad, Inga; Papastephanou, Marianna & Strand, Torill (2023). Justice, Education, and the World of Today. Philosophical Investigations. Routledge. ISBN 9781032355351. 262 p. doi: 10.4324/9781003327332. Full text in Research Archive Show summary

  This edited book challenges the limits of current educational philosophical discourse and argues for a restored normativisation of education through a powerful notion of justice. Moving beyond conventional paradigms of how justice and education relate, the book rethinks the promotion of justice in, for, and through education in its current state. Chapters combine international and diverse philosophical perspectives with a focus on contemporary issues, such as climate change, the COVID-19 pandemic, racism, and migrant crises. Divided into three distinct parts, the book explores the ontological and socio-political grounds underlying our notions of education and justice, and offers self-reflective meta-critique on education philosophers’ tendency of promoting and upholding orthodox visions and missions. Ultimately, the book offers contemporary and innovative philosophical reflections on the link between justice and education, and enriches the discourse through a multi-perspectival and sensitive exploration of the topic. It will be of great interest to scholars, researchers, and postgraduate students in the fields of philosophy of education, education policy and politics, education studies, and social justice. The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license. Funded by University of Oslo.

• Bostad, Inga; Tröhler, Daniel; Hörmann, Bernadette & Tveit, Sverre (2022). The Nordic Education Model in Context. Ebook. Routledge. ISBN 9781003218180. 368 p. Full text in Research Archive
• Tröhler, Daniel; Hörmann, Bernadette; Tveit, Sverre & Bostad, Inga (2022). The Nordic Education Model in Context. Historical Developments and Current Renegotiations. Routledge. ISBN 9781032110462. 376 p. Full text in Research Archive
• Bostad, Inga (2021). Å høre hjemme i verden. Introduksjon til en pedagogisk hjemstedsfilosofi. Spartacus. ISBN 9788230402917. 330 p. Full text in Research Archive
• Bostad, Inga (2021). Å høre hjemme i verden. Introduksjon til en pedagogisk hjemstedsfilosofi. Spartacus. ISBN 9788230403129. Full text in Research Archive
• Bostad, Inga & Pettersen, Tove (2019). Dialog og danning. Spartacus. ISBN 9788230402405. 145 p. Full text in Research Archive
• Bostad, Inga (2017). Å se seg spørrende omkring : introduksjon til en ny pedagogisk filosofi. Gyldendal Akademisk. ISBN 9788205473409. 168 p. Full text in Research Archive
• Ariansen, Per; Bostad, Inga; Mathisen, Steinar & Rabbås, Øyvind (2008). Filosofi og vitenskapshistorie. Unipub forlag. ISBN 9788291670553. Full text in Research Archive
• Bostad, Inga & Pettersen, Tove (2006). Dialog og danning. Det filosofiske grunnlaget for læring. Spartacus. ISBN 9788230400227. 146 p. Full text in Research Archive

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• 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
• Bostad, Inga (2025). Verdien av å snakke om kritisk danning. Speki. Nordisk pedagogisk-filosofisk tidsskrift. doi: 10.5617/speki.12446. Full text in Research Archive
• Bostad, Inga; Guillemin, Elodie & Hogstad, Kjetil Horn (2024). Demokrati og anarki. Full text in Research Archive
• Haraldsrud, Andreas; Maasø, Arnt; Lerheim, Birgitte; Gregers, Tone Fredsvik; Mirmotahari, Omid & Aronsen, Jan Magnus [Show all 8 contributors for this article] (2024). Rart eller innovativt? Å finne kreativitet i undervisningen. 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
• Bostad, Inga & Hverven, Sigurd (2023). Ville verdier. Naturfilosofi i menneskets tidsalder. Filosofisk supplement. ISSN 0809-8220. 1(1), p. 54–61. Full text in Research Archive
• Bostad, Inga (2021). Introduksjon. In Bostad, Inga (Eds.), Å høre hjemme i verden. Introduksjon til en pedagogisk hjemstedsfilosofi.. Spartacus. ISSN 9788230402917. p. 7–18. Full text in Research Archive
• Bostad, Inga (2019). Seyla Benhabib - Et annet verdensborgerskap. Odin Lysaker i samtale med Inga Bostad. [Internet]. Cappelens upopulære podcast. Full text in Research Archive
• Bostad, Inga (2019). Takknemlighet. [Radio]. Verdibørsen, NRK. Full text in Research Archive
• Bostad, Inga (2019). Takknemlig som filosofisk begrep. Full text in Research Archive
• Bostad, Inga (2019). “Affected but not heard – democratic iterations and the restricted language of human rights”. Full text in Research Archive
• Bostad, Inga (2019). Gender balance as norm criticism, gender blindness and diversity in Norwegian philosophy. 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
• Bostad, Inga (2018). Utdanning for en bærekraftig fremtid? Skolens ansvar og muligheter. Full text in Research Archive
• Bostad, Inga (2018). "Introduction to a new philosophy of pedagogy.”. Full text in Research Archive
• Bostad, Inga (2018). "The Philosophy of Human Rights". Full text in Research Archive
• Bostad, Inga (2018). Å se seg spørrende omkring. Full text in Research Archive
• Bostad, Inga (2018). Conflicting traditions, ideals and concepts of knowledge in the Nordic countries education policies and practices. Full text in Research Archive
• Bostad, Inga (2018). "Jeg lever et liv som ligner deres - samtale med Jan Grue". Full text in Research Archive
• Bostad, Inga (2018). "Introduction to the philosophy of science". Full text in Research Archive
• Bostad, Inga (2018). Anderledeshet i filosofi og litteratur, samtale med Torvald Steen. Full text in Research Archive
• Bostad, Inga (2018). ”To look around in wonder. Introduction to a new philosophy of pedagogy.”. Full text in Research Archive
• Bostad, Inga (2018). Verdigrunnlaget i skolen. Dilemmaer i skvis mellom idealer, retorikk og hverdag. Full text in Research Archive
• Strand, Vibeke Blaker; Ikdahl, Ingunn; Syse, Aslak; Bailliet, Cecilia Marcela & Bostad, Inga (2016). Forbigår den beste. p. 32–32. Full text in Research Archive
• Kierulf, Anine & Bostad, Inga (2016). To damer og en te' - med Marina Nemat. Full text in Research Archive
• Bostad, Inga (2016). Å sette kunnskapen inn i en sammenheng - dømmekraft for en ukjent framtid. Full text in Research Archive
• Kierulf, Anine & Bostad, Inga (2016). To damer og en te' - med Pierre de Vos. Full text in Research Archive
• Bostad, Inga & Kierulf, Anine (2015). Dultepiloten. Nytt Norsk Tidsskrift (NNT). ISSN 0800-336X. 32(3), p. 248–257. Full text in Research Archive
• Bostad, Inga & Kierulf, Anine (2015). To damer og en te' - med Padre Melo. Full text in Research Archive
• Bostad, Inga & Kierulf, Anine (2015). To damer og en te' - med Cass Sunstein. Full text in Research Archive
• Bostad, Inga (2014). Jeg er anerkjent, altså er jeg. StatpedMagasinet. ISSN 1894-0919. Full text in Research Archive
• Bostad, Inga & Ognjenovic, Gorana (2014). Att sätta kunskap i ett sammanhang : reflektioner kring en ny pedagogisk filosofi. In Burman, Anders (Eds.), Att växa som människa : om bildningens traditioner och praktiker. Södertörns Högskola. ISSN 9789186069926. p. 19–40. Full text in Research Archive
• Bostad, Inga (2012). Retten til å være anderledes. Full text in Research Archive
• Bostad, Inga (2011). Universitetene som danningsinstitusjon og dannelsens idehistorie. Full text in Research Archive
• Bostad, Inga (2011). Filosofi og kjærlighet. Adornos kritikk av Kierkegaards Kjærlighetens gjerninger. Full text in Research Archive
• Bostad, Inga (2011). Hva er en god diplomat? dannelse og utdannelse. Full text in Research Archive
• Bostad, Inga (2010). Existensial Education and the quest for a moral disturbance. Full text in Research Archive
• Bostad, Inga (2010). The University in contemporary society: What is the core of the university? Full text in Research Archive
• Bostad, Inga (2010). Jeg reiser med meg selv - om Julia Kristeva og anderledeshet. Full text in Research Archive
• Hennum, Ragnhild Helene; Ottersen, Ole Petter; Bostad, Inga & Jorde, Doris (2009). Et livslangt universitet. Full text in Research Archive
• Hennum, Ragnhild Helene; Ottersen, Ole Petter; Jorde, Doris & Bostad, Inga (2009). Et engasjert Universitet. Full text in Research Archive
• Bostad, Inga (2008). En mors erfaringer - om møte med norsk helsevesen. 128(6), p. 796–796. Full text in Research Archive
• Elvestad, Agnethe Tofte; Bostad, Inga & Sivesind, Kirsten (2025). Musikkfagets begrunnelser gjennom verdier og innhold i skolen. Universitetet i Oslo. Full text in Research Archive Show summary

  Hvilken rolle musikkfaget har i den norske grunnskolen er et omdiskutert tema. Musikklærere og akademikere ønsker at faget skal få flere timer og ha en større praktisk orienteringstilnærming. Andre vil gi flere timer til de teoretiske fagene, da musikkfaget er lite og ser ikke betydningen av musikkfaget i skolen. I denne studien vil jeg undersøke hvilke faglige og pedagogiske hensyn som er relevante i begrunnelse av det musikk faglige innholdet. Studien vil undersøke hvordan høringer synliggjør musikk læreplanens innhold og ulike oppfatninger om musikkfagets verdier for elever. Hvordan begrunnes musikkfaget gjennom verdier og innhold i skolen? Studien vil presentere en tematisk analyse av høringsuttalelser fra høringen av læreplaner i musikk fra 2019, da fagene ble fornyet i arbeidet med utformingen av Kunnskapsløftet 2020. Min tematiske analyse av høringsuttalelsene er basert på teoretiske perspektiver fra bl.a.: Varkøy (2015), Sevilhaug (2022), Ashbee (2021), Sivesind (2024), Hopmann & Künzli (1997) og Yates (2009). Hovedfunnene i studien viser at det er spenninger mellom ulike aktørgrupper i hvordan læreplanens ambisjoner i kompetansemål og musikkfagets rammer påvirker læreres praktisering av faget. Det er idealisme vs. realisme. Høringsuttalelsene synliggjør en diskurs om musikkfagets lave timeantall, vide og diffuse kompetansemål og uteblivelse av sentrale tverrfaglige temaer. Læreplanen i musikk har for lite timeantall i skolen til at kompetansemålene kan oppnås på en forsvarlig måte. En konsekvens av dette er at skolehverdagen forblir teoritung og som igjen kan føre til kjedsomhet, ensomhet og at elevers opplevelsesglede og mestringsfølelse forsvinner.

• Izlamaj, Florentin & Bostad, Inga (2025). Kontroversielle temaer i undervisning - en styrke for demokratiet? Universitetet i Oslo. Full text in Research Archive Show summary

  Studien beskriver, sammenfatter og diskuterer kritiske studier som er gjort for å belyse fenomenet «kontroversielle temaer» og praksisen rundt «kontroversielle temaer i undervisning». Denne masteroppgaven undersøker hvordan kontroversielle temaer kan inngå som en del av undervisning i skolen, med vekt på hvilke utfordringer lærere møter og hvordan slike temaer kan bidra til å styrke elevers forståelse av kritisk tenkning, medborgerskap og ytringsfrihet. Denne masteroppgaven benytter hermeneutisk orientert retning for å tolke, undersøke og diskutere kritisk hvordan undervisning i kontroversielle temaer blir fremstilt i forskningslitteraturen.

• Eldegard, Vilde Juvik & Bostad, Inga (2025). Kontroversielle temaer i undervisning - en styrke for demokratiet? Universitetet i Oslo. Full text in Research Archive Show summary

  Studien beskriver, sammenfatter og diskuterer kritiske studier som er gjort for å belyse fenomenet «kontroversielle temaer» og praksisen rundt «kontroversielle temaer i undervisning». Denne masteroppgaven undersøker hvordan kontroversielle temaer kan inngå som en del av undervisning i skolen, med vekt på hvilke utfordringer lærere møter og hvordan slike temaer kan bidra til å styrke elevers forståelse av kritisk tenkning, medborgerskap og ytringsfrihet. Denne masteroppgaven bygger på en litteraturgjennomgang som metode, med en hermeneutisk-orientert retning for å tolke, undersøke og diskutere kritisk hvordan undervisning i kontroversielle temaer blir fremstilt i forskningslitteraturen.

• Bostad, Inga (2009). Kunnskap og dannelse foran et nytt århundre - innstilling fra Dannelsesutvalget for høyere utdanning. Universitetet i Oslo. Full text in Research Archive

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