Professor

Liv Torunn Grindheim

Department of Pedagogy, Religion and Social Studies
Liv Torunn Grindheim
Tel: +47 55 58 59 35
Email: Send email
Bergen
KRONSTAD2, M3-09
Download contact card
See profile in CRIStin

Field of work

Liv Torunn Grindheimn is a core researcher, and a co-leader of WP 6 Conditions for childrens exploration, at KINDknow - Kindergarten Knowledge Centre for Systemic Research on Diversity and Sustainable Futures and the leader of the research group Kindergarten as formative educational arena - children's, student's and teacher's activity

Her research is informed by children's sosiology, cultural-historical approach, philosophy and critical etnography. Her aims are to contribute to national, international and transdiciplinary approaches to sustainabilty for children's contemporay and future lives. 

Courses taught
  • Bachelor: Sustainable development by involvement
  • Master: Kindergarten Knowledge
  • MBA511 Kindergarten as arena for cultural formation and kindergarden teachers' professional assignment

Research areas
  • play
  • children as citizens
  • sustainable education
  • early childhood education
  • exploration

Research groups

Selected publications

  • Approaching Agency in Intra-Activities

    Grindheim, Liv Torunn (2021)
    Brill|Sense. Isbn: 978-90-04-44566-6

  • In the Best Interests of the Child From the Century of the Child to the Century of Sustainability

    Grindheim, Liv Torunn, Borgen, Jorunn Spord, Ødegaard, Elin Eriksen (2021)
    Brill|Sense. Isbn: 978-90-04-44566-6

  • Conflict Analysis: A Methodology for Exploring Children's Cultural Formation in Early Childhood Education

    Grindheim, Liv Torunn (2020)
    Springer Nature. Isbn: 9783030362713. s. 65-81

  • Barnehagelæreren - en verdibygger

    Grindheim, Liv Torunn, Aaserud, Geir (2019)
    Fagbokforlaget. Isbn: 978-82-450-2389-3

  • Early Childhood Education For Sustainability Through Contradicting and Overlapping Dimensions

    Grindheim, Liv Torunn, Bakken, Yvonne, Hauge, Kjellrun Hiis, Heggen, Marianne Presthus (2019)
    ECNU Review of Education 2019 Volum 2 ;(4)s. 374-395