Research

Recent publications

Here you find a selection of the reserach group’s members latest publications. Where possible we provide access to the full text. Please, get in touch with us if there is anything you can’t access!

Seehawer, M. (2025). Integrating knowledge systems in South African school education as
crises response: re-focusing on epistemological questions, African Perspectives of Research in Teaching and Learning Journal, 5 (9), 488-503. https://doi.org/10.70875/v9i5article2

Van Norren, D. E., & Seehawer, M. (2025). The Future of Sustainable Development Goals and Culture: Addressing Missing Dimensions from Four Cosmovisions African Ubuntu, Latin-American Buen Vivir, Buddhist Happiness and Nordic Sami Arbediehtu. The European Journal of Development Research (EJDR). https://doi.org/10.1057/s41287-025-00708-6

Khupe, K., Seehawer, M. & Keane, M. (2024). Decolonising curriculum policy research through community centredness. In: M. Stacey & N. Mockler (Eds.): Analysing Education Policy. Theory and Method. Routledge.

Bentrovato, D & Skårås, M (2023). Ruptured imaginings amid emerging nationhood: The unsettled narrative of “unity in resistance” in South Sudanese history textbooks. Nation and Nationalism.

Seehawer, M. (2023). Research Agendas in an Ubuntu Paradigm. Scholarship of Teaching and Learning in the South, 7(1), 41–61. https://doi.org/10.36615/sotls.v7i1.351

Alhassan, AR.K., Ridwan, A. Historical Portrayal of Children with Disabilities and Exclusionary Practices in Northern Ghana. Hu Arenas (2022). https://doi.org/10.1007/s42087-021-00265-4

Lauritzen, S. M. (2022). Rasisme mot romer og romanifolk/ tatere – Antisiganisme eller anti-romsk rasisme?, Nytt Norsk Tidsskrift, s. 133 – 144. Nytt Norsk Tidsskrift, ISSN: 0800-336X

Seehawer, M., Khupe, C. & Keane, M. (2022). On the impossibility of instrumentalising indigenous methodologies for the sustainable development agenda. In: M. Mbah, W. Leal, & S. Ajaps (Eds.): Indigenous methodologies, research, and practices for sustainable development. Springer.

Seehawer, M., Ludwane, A., Mashozhera, F., Nuntsu, S., Speckman, M. (2022). Creating a sense of belonging. Enabling transformative learning through participatory action research in an Ubuntu paradigm.  In A. Nicolaides, S. Eschenbacher, P. T. Buergelt, Y. Gilpin-Jackson, M. Welch, M. Misawa (Eds.): The Palgrave Handbook of Learning for Transformation (pp. 469-481). Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-84694-7_26

Skårås, M. (2022). No Textbooks, No Peace? Historical Narratives in South Sudan, Teaching Peace and Conflict : The Multiple Roles of School Textbooks in Peacebuilding,, s. 139 – 153. Springer, ISBN: 978-3-031-04676-6

Skårås, M. & Bentrovato, D. (2022). Authoritarian cosmopolitan citizenship in the new nation of South Sudan: Insights from a secondary school textbook analysis, Citizenship Teaching and Learning, s. 399 – 414. Citizenship Teaching and Learning, ISSN: 1751-1917

Thomas, P. (2022). Doing Critical Pedagogy Together:  A case study in a Norwegian postgraduate program. Journal of Transformative Education. Sage Publications. Online first. May 2022.