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Birgit Brock-Utne

Professor emeritus

E-post birgit.brock-utne@iped.uio.no

Treffetider Etter avtale

Brukernavn

Besøksadresse Sem Sælands vei 7 0317 Oslo

Postadresse Postboks 1092 Blindern 0317 Oslo

Last ned visittkort

Bakgrunn

Cand.polt. (UiO med fagkretsen tysk, politisk sosiologi og pedagogikk)
M.Ed. (University of Illinois)
Dr.philos. innen fredsstudier (UiO)
Professor i utdanning – utvikling

Jobb

Fast ansatt ved Pedagogisk Forskningsinstiutt fra sommeren 1977 til sommeren 2008. Hun var visebestyrer av instituttet i 1982 - 1984. Hun tok initiativ til oppbygging av master-programmet Master of Comparative and International Education ved PFI i 1997. Programmet startet opp høsten 1998 og har stort sett vært ledet av Birgit Brock-Utne gjennom det første tiår av programmet.

Forskningsopphold Forsker ved Institutt for Fredsforskning (1981/82)
Professor ved University of Dar es Salaam, Tanzania (1987 – 1991). Head of department of Educational Psychology (1989 – 1991)
Forsker med DAAD stipend ved Institut für Afrikakunde, Hamburg (høst 1991)
Visiting Professor i Peace and Development studies ved Antioch College, Yellowsprings, Ohio (våren 1992)
Visiting Professor in Education in Africa ved University of Hiroshima, Japan (høsten 2002)
Visiting Professor i Peace and Development studies ved Indiana University, Bloomington, Indiana (våren 2006)
Visiting Professor ved Wartburg College, Iowa. (første halvdel av 2010)
Visiting Profesor ved Univesiry of Otago, New Zealand første halvdel av 2012
Mye brukt gjesteforeleser i inn og utland. Hun er flytende i norsk, engelsk ,tysk, kiswahili og klarer seg godt også på fransk

Forskning

Birgit Brock-Utne har ledet flere store forsknings-prosjekt ved PFI og leder fremdeles prosjektet LOITASA (Language of Instruction in Tanzania and South Africa), som flere doktorgradsstipendiater er knyttet til. I 2015 inngikk hun i ledelsen av det femårige NORAD-støttede forskningsprosjektet TRANSLED (Transformation, Language, Education and Development) sammen med professorene Ola Erstad og Fengshu Liu.Gjennom prosjektet bygger vi opp masterstudier ved SUZA (State University of Zanzibar) og doktorgradprogrammer ved UDSM (University of Dar es Salaam) – begge I Tanzania samtidig som vi bygger opp forskning i forbindelse med programmene. ( Brock-Utne har en meget lang publikasjonsliste av bøker der hun enten er eneforfatter, koforfatter, redaktør eller koredaktør, av kapitler i bøker og artikler i faglig-vitenskaplige tidsskrift (se den oversikten nedenunder for nyere artikler).

Verv

President av BAICE (British Association for International and Comparative Education) (2010 – 2012). I mars 2013 mottok hun utmerkelsen “the Joyce Cain award” på CIES konferansen I New Orleans for beste artikkel om utdanning i Afrika i 2012.

Konsulentvirksomhet

Siden 1998 har Brock-Utne hatt en friere stilling ved PFI, men er fortsatt tilknyttet instituttet som veileder og forsker. Siden 2008 har hun påtatt seg en god del oppdrag i utlandet. Hun driver sitt eget konsulentbyrå http://www.edcon.no. Våren 2011 underviste hun i peace studies ved Universidad Jaime Primero i Castelleon, Spania.. I forbindelse med vervet som President av BAICE har hun hatt gjesteforelesninger ved University of Bristol og University of East Angla i England. Første halvdel av 2012 var hun Visiting Professor i peace and developmet studies ved Univesiry of Otago, New Zealand

Emneord: Pedagogikk, Komparative og internasjonale studier

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. Fulltekst i vitenarkiv Vis sammendrag
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. I Zadja, Joseph & Brock-Utne, Birgit (Red.), 4th ed of Globalisation, Education and Policy Research. Springer. ISSN 9783031676666. s. 585–607. doi: 10.1007/978-3-031-67667-3. Fulltekst i vitenarkiv
Brock-Utne, Birgit (2024). Language of instruction as a social marker of difference. I Gurney, Laura & Wedikkarage, Laksman (Red.), Language Education Policies in Multilingual Settings. Exploring Rhetoric and Realities in Situ. Multilingual Education Yearbook. Springer Nature. ISSN 9783031574832. s. 167–202. Fulltekst i vitenarkiv
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), s. 20–32. Fulltekst i vitenarkiv
Brock-Utne, Birgit (2023). English as a medium of instruction and research in education: An international and comparative analysis. I Robert, Robert Tierney,; Rizvi,, Fazald & Erkican, Kadriye (Red.), International Encyclopedia of Education, 4th edition. vol. 1.. Elsevier. ISSN 9780128186305. s. 371–379. Fulltekst i vitenarkiv
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), s. 55–73. doi: 10.7459/ept/44.2.06. Fulltekst i vitenarkiv
Brock-Utne, Birgit (2022). Globalization and the Issue of language of instruction – examples from Tanzania and Norway. I Zadja, Joseph; Vissing, Yvonne & Majhanovich, Suzanne (Red.), Globalisation, Ideology and Social Justice Discourses. Globalisation, Comparative Education and Policy Research. Springer Netherlands. ISSN 9783030927738. s. 35–54. doi: 10.1007/978-3-030-92774-5. Fulltekst i vitenarkiv
Brock-Utne, Birgit (2022). The World Wide Language Issue in Education. I Archer, Margaret Scotford; Bæck, Unn-Doris K. & Skinningsrud, Tone (Red.), The Morphogenesis of the Norwegian Educational System: Emergence and Development.. Routledge. ISSN 9780367756772. s. 211–230. Fulltekst i vitenarkiv
Brock-Utne, Birgit & Vuzo, Mwajuma Siama (2022). The Ambivalent Language-in-Education Policy of Tanzania with Specific Reference to Kiswahili. I Kretzer, Michael & Kaschula, Russell (Red.), 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. s. 299–325. Fulltekst i vitenarkiv
Brock-Utne, Birgit (2022). The Language of Instruction in Asia and Africa –Some issues. Sri Lanka Journal of Education. ISSN 2827-7457. 1(1), s. 29–49. Fulltekst i vitenarkiv
Brock-Utne, Birgit (2021). Language-in-Education Policies and Practices in Africa with a Special Focus on Tanzania and South Africa. I Zajda, Joseph & Brock-Utne, Birgit (Red.), 3rd International Handbook of Globalisation, Education and Policy Research. Springer Netherlands. ISSN 9783030660024. s. 609–627. Fulltekst i vitenarkiv
Brock-Utne, Birgit (2021). En sosialpedagogs tanker om undervisningsspråk. Norsk pedagogisk tidsskrift. ISSN 0029-2052. 105(1), s. 82–92. Fulltekst i vitenarkiv
Brock-Utne, Birgit (2020). En sosialpedagogs tanker om undervisningsspråk. I Lindblom, Per Åke & Rubensson, Arne (Red.), Språkbytesexperimentet i svensk skola – engelska till varje pris?. Språkförsvaret. ISSN 9789151969176. s. 19–35. Fulltekst i vitenarkiv
Brock-Utne, Birgit (2019). Models of cooperation between a university in Norway and two universities in Africa: An autoethnographic report. I Halvorsen, Tor; Orgeret, Kristin & Krøvel, Roy (Red.), Sharing knowledge, transforming Societies : The Norhed programme 2013-2020. African Minds. ISSN 9781928502005. s. 379–403. Fulltekst i vitenarkiv Vis sammendrag
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), s. 61–75. doi: 10.7459/wse/20.2.04. Fulltekst i vitenarkiv Vis sammendrag
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. I Makalela, Leketi (Red.), Shifting Lenses; Multilanguaging, Decolonisation and Education in the Global South.. CASAS The Centre for Advanced Study of African Society. ISSN 9781920294199. s. 45–66. Fulltekst i vitenarkiv
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), s. 701–711. doi: 10.1007/s11159-018-9755-5. Fulltekst i vitenarkiv
Brock-Utne, Birgit (2018). The English-speaking caste and the drop-out problem. I Brock-Utne, Birgit & Vuzo, Mwajuma Siama (Red.), Transforming Education for Development in Africa.. Mkuki na Nyota Publishers. ISSN 9789987083503. s. 119–137. Fulltekst i vitenarkiv
Brock-Utne, Birgit (2018). Researching language and culture in Africa using an autoethnographic approach. International Review of Education. ISSN 0020-8566. s. 1–23. doi: 10.1007/s11159-018-9746-6. Fulltekst i vitenarkiv
Brock-Utne, Birgit (2017). Multilingualism in Africa, marginalisation and empowerment. I Coleman, Hywel (Red.), Multilingualism and Development. British Council. ISSN 9780863558405. s. 64–80. Fulltekst i vitenarkiv
Brock-Utne, Birgit (2017). Decolonisation of knowledge in the African university. I Cross, Michael & Ndofirepi, Amasa (Red.), Knowledge and Change in African Universities. Brill | Sense. ISSN 9789463008402. s. 161–181. doi: 10.1007/978-94-6300-842-6_10. Fulltekst i vitenarkiv
Brock-Utne, Birgit (2017). Language and identity Reflections by a cultural commutet. I Borjian, Maryam (Red.), Language and Globalization. An Autoethnographic approach.. Routledge. ISSN 9781138227804. s. 132–144. Fulltekst i vitenarkiv
Skinningsrud, Tone & Brock-Utne, Birgit (2016). Norway: Formal Education and its Role in Education and Development. I Sprague, Terra (Red.), Education in non-EU countries in Southern and Western Europe. Bloomsbury Academic. ISSN 9781472592491. s. 37–58. doi: 10.5040/9781474243230.ch-002. Fulltekst i vitenarkiv
Brock-Utne, Birgit (2016). The ubuntu paradigm in curriculum work, language of instruction and assessment. International Review of Education. ISSN 0020-8566. 62(1), s. 29–44. doi: 10.1007/s11159-016-9540-2. Fulltekst i vitenarkiv
Brock-Utne, Birgit (2016). Research in Africa using an autoethnographical approach. World Studies in Education. ISSN 1441-340X. 17(2), s. 5–16. doi: 10.7459/wse/17.2.02. Fulltekst i vitenarkiv
Brock-Utne, Birgit (2016). Sicurezza internazionale e linguaggio: un ampliamento del modello di giornalismo di pace. I Salio, Nanni & Michelis, Silvia De (Red.), Giornalismo di Pace. Gruppo Abele. ISSN 9788865790441. s. 103–130. Fulltekst i vitenarkiv
Brock-Utne, Birgit (2016). English as the language of science and technology. I Babaci-Wilhite, Zehlia (Red.), Human Rights in Language and STEM Education, Science, Technology, Engineering and Mathematics. Brill | Sense. ISSN 9789463004039. s. 111–127. Fulltekst i vitenarkiv
Brock-Utne, Birgit (2015). Language, literacy, power and democracy in Africa. Education and Society. ISSN 0726-2655. 33(2), s. 05–24. doi: 10.7459/es/33.2.02. Fulltekst i vitenarkiv
Brock-Utne, Birgit (2015). Language-in-Education Policies and Practices in Africa with a Special Focus on Tanzania and South Africa. I Zadja, Joseph (Red.), Second international handbook on globalisation, education and policy research. Springer. ISSN 9789401794923. s. 615–633. doi: 10.1007/978-94-017-9493-0_36. Fulltekst i vitenarkiv
Brock-Utne, Birgit (2015). Language, Literacy and Democracy in Africa. I Makalela, Leketi (Red.), New Directions in Language Literacy Education for Multilingual Classrooms in Africa. CASAS The Centre for Advanced Study of African Society. ISSN 9781920294014. s. 15–38. Fulltekst i vitenarkiv
Brock-Utne, Birgit & Qorro, Martha (2015). Multilingualism and Language in Education in Tanzania. I Yiakoumetti, Androula (Red.), Multilingualism and Language in Education: Sociolinguistic and Pedagogical Perspectives from Commonwealth Countries. Cambridge University Press. ISSN 9781107574311. s. 19–31. Fulltekst i vitenarkiv
Brock-Utne, Birgit (2014). Part of the solution. I Babaci-Wilhite, Zehlia (Red.), Giving space to African voices: Rights to local languages and local curriculum. Brill | Sense. ISSN 9789462097322. s. xxi–xxii. Fulltekst i vitenarkiv
Brock-Utne, Birgit (2014). Language as a contributor to post-MDG development perspectives in Africa. I Hamish, McIIwraith (Red.), Language Rich Africa. Policy dialogue. Looking beyond 2015. British Council. ISSN 9780863557569. s. 114–123. Fulltekst i vitenarkiv
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. Fulltekst i vitenarkiv
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), s. 4–19. Fulltekst i vitenarkiv
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), s. 676–680. doi: 10.1080/03057925.2014.911979. Fulltekst i vitenarkiv
Brock-Utne, Birgit (2013). Education in 2030: what would education look like in a largely poverty-free world? And how do we get there? I Robertson, Andrew (Red.), Commonwealth Education Partnerships 2013/14. Nexus. ISSN 9781908609083. s. 99–103. Fulltekst i vitenarkiv

Se alle arbeider i NVA

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

Se alle arbeider i NVA

Brock-Utne, Birgit (2024). Tonje Brenna og Uføretrygden. Klassekampen. ISSN 0805-3839. Fulltekst i vitenarkiv
Brock-Utne, Birgit (2024). Elefanten i rommet. Klassekampen. ISSN 0805-3839. Fulltekst i vitenarkiv
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. Fulltekst i vitenarkiv
Brock-Utne, Birgit (2024). Civil disobedience to further a good learning environment. A Norwegian case-study. Fulltekst i vitenarkiv
Brock-Utne, Birgit (2023). Å lære av og undervise afrikanere. Fulltekst i vitenarkiv
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. Fulltekst i vitenarkiv
Brock-Utne, Birgit (2023). Learning from and Teaching Africans. Fulltekst i vitenarkiv
Brock-Utne, Birgit (2023). Indigenous knowledge, language, and culture. Fulltekst i vitenarkiv
Brock-Utne, Birgit (2023). Researching Education in Africa – an insider and outsider perspective. Fulltekst i vitenarkiv
Brock-Utne, Birgit (2022). Det må stilles krav til norsk språk i akademia. Ordet. ISSN 0803-379X. 72(1), s. 12–12. Fulltekst i vitenarkiv
Brock-Utne, Birgit (2022). Kampen for kiswahili – mot klassesamfunnet. s. 25–25. Fulltekst i vitenarkiv
Brock-Utne, Birgit (2022). Reflections by a cultural commuter. Fulltekst i vitenarkiv
Brock-Utne, Birgit (2021). Overivrig hollender. AKADEMIA. Klassekampen. ISSN 0805-3839. s. 25–25. Fulltekst i vitenarkiv
Brock-Utne, Birgit (2021). Språksvinn. AKADEMIA. Klassekampen. ISSN 0805-3839. s. 26–26. Fulltekst i vitenarkiv
Brock-Utne, Birgit (2021). Husk det vesenentlige. Klassekampen. ISSN 0805-3839. s. 21–21. Fulltekst i vitenarkiv
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, s. 249–251. doi: 10.1007/s11159-021-09888-9. Fulltekst i vitenarkiv
Brock-Utne, Birgit (2020). Ned med våpnene. s. 3–3. Fulltekst i vitenarkiv
Brock-Utne, Birgit (2020). The growth of Kiswahili in East Africa – a blessing or a threat? Fulltekst i vitenarkiv
Brock-Utne, Birgit (2020). The World Wide Language Issue in Education. Fulltekst i vitenarkiv
Brock-Utne, Birgit (2019). Engelsk-språklig kastesystem? s. 16–17. Fulltekst i vitenarkiv
Brock-Utne, Birgit (2019). The Language of Instruction issue in Africa. Fulltekst i vitenarkiv
Brock-Utne, Birgit (2019). The forces working to retain English as the language of instruction. Fulltekst i vitenarkiv
Brock-Utne, Birgit (2019). General introduction to academic writing for new master students. Fulltekst i vitenarkiv
Brock-Utne, Birgit (2019). How to structure a Ph.D.thesis. Fulltekst i vitenarkiv
Brock-Utne, Birgit (2019). The drop-out problem in Tanzania. Fulltekst i vitenarkiv
Brock-Utne, Birgit (2019). Using a narrative approach to researching literacy and non-formal education in Africa and Asia. Fulltekst i vitenarkiv
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. Fulltekst i vitenarkiv
Brock-Utne, Birgit (2018). How a western bias in educational research in Africa contributes to marginalization of African experiences. Fulltekst i vitenarkiv
Brock-Utne, Birgit (2018). The drop-out or push out problem in the South and in the North. Fulltekst i vitenarkiv
Brock-Utne, Birgit (2018). Knowledge, identity, culture: The birth and development of TRANSLED (TRANSFORMATION, LANGUAGE, EDUCATION AND DEVELOPMENT) a NORHED project. Fulltekst i vitenarkiv
Brock-Utne, Birgit (2018). The drop-out or push out problem in the South and in the North. Fulltekst i vitenarkiv
Brock-Utne, Birgit (2016). Undervisning på et språk de ikke forstår. [TV]. https://tv.nrk.no/serie/dagsrevyen/NNFA03040316/03-04-. Fulltekst i vitenarkiv
Brock-Utne, Birgit (2016). Undervisningsspråk i Afrika. [Radio]. NRK2 - posten Urix. Fulltekst i vitenarkiv Vis sammendrag
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. Fulltekst i vitenarkiv
Brock-Utne, Birgit (2016). Using an autoethnographic approach in research. Fulltekst i vitenarkiv
Brock-Utne, Birgit (2016). Researching language and culture in Africa using an autoethnographic approach. Fulltekst i vitenarkiv
Brock-Utne, Birgit (2016). Invited speaker at the Presidential panel:”Re-centring Education as a Moral Enterprise”. Fulltekst i vitenarkiv
Brock-Utne, Birgit (2016). Å pendle mellom ulike kulturer. Fulltekst i vitenarkiv
Brock-Utne, Birgit (2016). Å leve I ulike kulturer. Fulltekst i vitenarkiv
Brock-Utne, Birgit (2015). Re-centring Education as a Moral Enterprise - invited speaker on the Presidential Invited Panel. Fulltekst i vitenarkiv
Brock-Utne, Birgit (2015). Education and international development: Theory, practice and issues. International Review of Education. ISSN 0020-8566. 61, s. 427–429. doi: 10.1007/s11159-015-9476-y. Fulltekst i vitenarkiv
Brock-Utne, Birgit (2015). The richness and the poverty of multilingualism – examples from Africa. Fulltekst i vitenarkiv
Brock-Utne, Birgit (2015). Decolonisation of knowledge in the African university. Fulltekst i vitenarkiv
Brock-Utne, Birgit (2015). Decolonisation of knowledge in the African university. Fulltekst i vitenarkiv
Brock-Utne, Birgit (2015). Language of instruction in Africa – the most important and least appreciated issue. Fulltekst i vitenarkiv
Brock-Utne, Birgit (2015). Rethinking Educational Research in African Contexts. Fulltekst i vitenarkiv
Brock-Utne, Birgit (2015). Knowledge production in the African University. Fulltekst i vitenarkiv
Brock-Utne, Birgit (2015). Die Unterrichtssprachensituation in Afrika und Harmonisierung der afrikanischen Schrift-sprachen. Fulltekst i vitenarkiv
Brock-Utne, Birgit (2015). Multilingualism in Africa, marginalisation and empowerment. Fulltekst i vitenarkiv
Brock-Utne, Birgit (2014). Erfaringer fra å leve I forskjellige kulturer. Fulltekst i vitenarkiv
Brock-Utne, Birgit (2014). Language, literacy and democracy in Africa. Fulltekst i vitenarkiv
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), s. 145–147. Fulltekst i vitenarkiv
Brock-Utne, Birgit (2014). Usaklig svar på Svein Sjøbergs kritikk. Uniforum. ISSN 1891-5825. Fulltekst i vitenarkiv
Brock-Utne, Birgit (2014). En evaluering av lærerutdanningsprosjektet Quality Education Project (QEP) i Zimbabwe og Zambia. Fulltekst i vitenarkiv
Brock-Utne, Birgit (2014). Utdanningsnøkkelen. Klassekampen. ISSN 0805-3839. s. 20–20. Fulltekst i vitenarkiv
Brock-Utne, Birgit (2014). Language, literacy, power and democracy in Africa. Fulltekst i vitenarkiv
Brock-Utne, Birgit (2014). Umuhimu wa kutumia Kiswahli kama lugha ya kufundishia shule sekondari na elimu ya juu. Fulltekst i vitenarkiv
Brock-Utne, Birgit & Mercer, Malcolm (2014). Norad’s Support to Education through Norwegian NGOs: a review. NORAD. Fulltekst i vitenarkiv
Brock-Utne, Birgit (2014). From Blaming to Reflecting. An Evaluation of the Quality Education project(QEP) in Zimbabwe and Zambia. Redd Barna. Fulltekst i vitenarkiv

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Publisert 8. okt. 2010 13:19 - Sist endret 14. sep. 2026 12:50

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