Maren Seehawer
Førsteamanuensis
- Internasjonal utdanning og utvikling
- Maren.Seehawer@mf.no
- Kontor: 321A
- Telefonnummer: 22590583
Nyeste vitenskapelige publikasjoner
View all publications on the Cristin website...
- Seehawer, M. (2023). Research Agendas in an Ubuntu Paradigm, SOTL in the south, s. 41 - 61. SOTL in the south, ISSN: 2523-1154
- Seehawer, M. & Nuntsu, S. N. & Mashozhera, F. & Ludwane, A. & Speckman, M. (2022). Creating a Sense of Belonging: Enabling Transformative Learning Through Participatory Action Research in an Ubuntu Paradigm, The Palgrave Handbook of Learning for Transformation,, s. 469 - 481. Palgrave Macmillan, ISBN: 978-3-030-84693-0
- Seehawer, M. & Khupe, C. & Keane, M. (2022). On the Impossibility of Instrumentalising Indigenous Methodologies for the Sustainable Development Agenda, Indigenous Methodologies, Research and Practices for Sustainable Development,, s. 49 - 63. Springer Nature, ISBN: 978-3-031-12326-9
- Seehawer, M. & Breidlid, A. (2021). Dialogue between epistemologies as quality education. Integrating knowledges in Sub-Saharan African classrooms to foster sustainability learning and contextually relevant education, Social Sciences & Humanities Open, s. 1 - 7. Social Sciences & Humanities Open
- Seehawer, M. & Ngcoza, K. M. & Nhase, Z. & Nuntsu, S. N. (2021). Approaching Ubuntu in Education Through Bottom-Up Decolonisation, Proceedings of Pivot 2021 : dismantling/reassembling tools for alternative futures, OCAD University July 22-23 2021, Toronto, Canada,, s. 519 - 527. Design Research Society, ISBN: 978-1-912294-43-5
- Thomas, P. & Seehawer, M. & Fylkesnes, S. (2019). Arenas of Empowerment? Case Study of a ‘Multicultural’ High School in Oslo, Norway, Youth, Place and Theories of Belonging (1st Ed.),, s. 134 - 146. Routledge, ISBN: 9781138559622
- Seehawer, M. (2018). Decolonising research in a Sub-Saharan African context: exploring Ubuntu as a foundation for research methodology, ethics and agenda, International Journal of Social Research Methodology: Theory and Practice, s. 453 - 466. International Journal of Social Research Methodology: Theory and Practice, ISSN: 1364-5579
- Seehawer, M. (2018). South African science teachers’ strategies for integrating indigenous and western knowledges in their classes: Practical lessons in decolonisation, Educational Research for Social Change, s. 91 - 110. Educational Research for Social Change, ISSN: 2221-4070
- Keane, M. & Khupe, C. & Seehawer, M. (2017). Decolonising Methodology: Who Benefits From Indigenous Knowledge Research?, Educational Research for Social Change, s. 12 - 24. Educational Research for Social Change, ISSN: 2221-4070
- Seehawer, M. (2016). How can South African Science Teachers integrate Indigenous Knowledges into their teaching? A lesson learnt from Eastern Cape Teachers who did it - and a Call for Action for Teacher Educators, Promoting IKS for Continental Cooperation and socioeconomic Development. Proceedings of the 2nd International Conference of the African Association for the Study of Indigenous Knowledge Systems AASIKS,, s. 64 - 70. ISBN: 978-0-620-73340-3