Eevi Elisabeth Beck

• Keinänen, Mia O. & Beck, Eevi Elisabeth (2017). Wandering intellectuals: establishing a research agenda on gender, walking, and thinking [Intelectuales en camino: establecer una agenda sobre género, caminar y pensar]. Gender, Place & Culture: A Journal of Feminist Geography.  ISSN 0966-369X.  24(4), s 515- 533 . doi: 10.1080/0966369X.2017.1314940 Fulltekst i vitenarkiv. Vis sammendrag

  Building on a study of three women who practice walking-for-thinking as a part of their intellectual work, the analysis identifies potential themes for a future research agenda on gender, walking, and thinking. A particular focus is the subtle, daily, management of gendered expectations and ways in which walking, for these women, is a contribution to such management. We name this ‘walking away from expectations’ and identify three themes: walking away from others’ gaze, walking away from restlessness and domestic responsibility, and walking away as belonging. Walking emerges as a skillful way of creating the conditions to do one’s intellectual work and manage gendered expectations. Further, the meanings of silences about gender in the context of intellectual work and walking is discussed and questions for future research agenda are suggested.

• Beck, Eevi Elisabeth (2016). Hva er viktigst innenfor mitt fagområde? 'Universell utforming' av undervisning som kreativ stimulans, I: Helge Ivar Strømsø; Kirsten Hofgaard Lycke & Per Lauvås (red.),  Når læring er det viktigste. Undervisning i høyere utdanning..  Cappelen Damm Akademisk.  ISBN 978-82-02-52728-0.  kapittel 12.  s 210 - 230
• Beck, Eevi Elisabeth (2016). Thundering Silence: On Death, Fear, Science, In Geoffrey C. Bowker; Stefan Timmermans; Adele E. Clarke & Ellen Balka (ed.),  Boundary Objects and Beyond. Working with Leigh Star.  MIT Press.  ISBN 9780262029742.  chapter 22.  s 435 - 457 Vis sammendrag

  Leigh Star showed that silences can be creative spaces for critical, scholarly exploration. This chapter was written after her death and in honour of her intellectual legacy. It exposes the existence of untold and unexplicated experiences which form part of the mundane work of academic research, yet rarely - if ever - find their way into publications. Through an experimental style of writing it explores some of the boundary lands of research by explicating a series of examples of experiences from fieldwork and other academic work - some of it as invisible, silent/silenced "screams". A new term is introduced: bodynote (p.435, 452 n.1): a fieldwork experience lodged not in the external memory of written fieldnotes, nor in the memory as usually conceptualised in the head (head-note), but in the researcher's body. The chapter uses perspectives from outside the Academy as an aide to help bring the specificity of scholarly work into relief. The story is told of the pain of staying conventional, accepting the given bounds on interaction and thus not receiving or giving satisfactory personal connection, as is the freedom in choosing to give an academic talk by dancing it. The question is raised of the deeper purpose of science (pp.450-451).

• Solbrekke, Tone Dyrdal; Englund, Tomas; Karseth, Berit & Beck, Eevi Elisabeth (2016). Educating for Professional Responsibility: From Critical Thinking to Deliberative Communication, or Why Critical Thinking Is Not Enough, In Franziska Trede & Celina McEwen (ed.),  Educating the Deliberate Professional.  Springer Science+Business Media B.V..  ISBN 978-3-319-32956-7.  Kap 3.  s 29 - 44
• Beck, Eevi Elisabeth; Solbrekke, Tone Dyrdal; Sutphen, Molly & Fremstad, Ester (2015). When mere knowledge is not enough: The potential of bildung as self-determination, co-determination and solidarity. Higher Education Research and Development.  ISSN 0729-4360.  34(3), s 445- 457 . doi: 10.1080/07294360.2014.973373 Vis sammendrag

  How can higher education educate graduates who know more than ‘just knowledge’? Such an education includes developing in students an awareness of the limits of their knowledge, an ability to discern what kinds of knowledge are appropriate in a given situation and a sensitivity to different forms of knowing. When is scientific rigour appropriate and when is another type of knowing appropriate? When should one set aside own preferences in favour of the needs of others? This paper rethinks ‘bildung’ as a source of ideas on aims for teaching students. Making the arguably ephemeral ideal of bildung work in practice can be an obstacle. This paper, however, takes it as a positive challenge, exploring ways in which bildung might be appropriate in professional education. If bildung can be helpful even within this most applied part of higher education, implications in terms of the development of more readily applicable and fully inclusive notions of bildung would benefit not only professional education but also higher education more generally. Drawing on work by Wolfgang Klafki, the authors argue the value of updated notions of bildung. Klafki’s three-part conception of bildung as self-determination, co-determination and solidarity helps reconnect the importance of personal development with that of peer communities (e.g., professional bodies) and action for others. Klafki’s framework facilitates working with ethical-epistemological questions such as these.

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• Beck, Eevi Elisabeth (2017). Hjelpe elevene utvikle sine ideer til problemstillinger.
• Beck, Eevi Elisabeth (2016). Undring, handlingsrom og teknodemokratiske potensialer. Hva vil vi med IKT, I: Ole Andreas Kvamme; Tone Kvernbekk & Torill Strand (red.),  Pedagogiske fenomener. En innføring.  Cappelen Damm Akademisk.  ISBN 9788202494667.  Del 4, kapittel 6.  s 388 - 402 Vis sammendrag

  Kapittelet argumenterer mot forenklede forestillinger om hva teknologi bør brukes til i undervisningen, inkludert teknologioptimisme og teknologipessimisme. I stedet oppmuntrer kapittelet til å undres over mulighetene for å skape større tekniske handlingsrom, f.eks. gjennom å stille kritiske spørsmål. Det underliggende synet er at i et teknologiintensivt samfunn som dagens Norge kan demokratiet styrkes gjennom kritisk, teknisk danning.

• Beck, Eevi Elisabeth (2015). Intervjuobjekt, tema: å lære barn bli kritiske mediebrukere.
• Beck, Eevi Elisabeth (2015). Researching for Change: Letting Go When I Can. Vis sammendrag

  A current interest of mine is the causes of limited and limiting views of what constitutes (research) knowledge/findings/design. It seems to me that this often operates through self-limitation. I'm currently investigating some of the workings of this through an auto-ethnography of embodied practices of research, especially about aspects that are usually left out of the story of doing research (including emotions such as fear). Another interest is in how to teach young students in school to become critical users of ICTs, and what kinds of support teachers might need to guide them. So far i've published separately on these topics but reading the workshop description, the two areas meet. This touches my heart. Thank you.

• Beck, Eevi Elisabeth (2015). Ånden i laptop-en. Vårt land.  ISSN 0805-5424.

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