Publikasjoner og formidling av Kina-samarbeidet
Artikler, bokkapittler, spesielle utgaver, og bøker
Special Issue: Pramling-Samuelsson, I., Hu, A. & Li, M. (eds.) (2019). Building a sustainable future for our young children: Voices from China and Nordic Countries in ECE Context. ECNU Review of Education, 2(4).
Birkeland, Å. & Li, M. (2019). Building a sustainable future through partnership programs. In I. Pramling-Samuelsson, A. Hu, M. Li (eds.) Special Issue; Building a sustainable future for our young children: Voices from China and Nordic Countries in ECE Context. ECNU Review of Education.
Grindheim, L. T, Bakken, Y., Hauge, K. and Heggen, M. P (2019). Sustainability in the context of early childhood education: contradicting and overlapping dimensions. In I. Pramling-Samuelsson, A. Hu, M. Li (eds.) Special Issue; Building a sustainable future for our young children: Voices from China and Nordic Countries in ECE Context. ECNU Review of Education.
Li, M., & Birkeland, Å. (2019.) A comparative study of curriculum documents focused on ECEfS. In I. Pramling-Samuelsson, A. Hu, M. Li (eds.) Special Issue; Building a sustainable future for our young children: Voices from China and Nordic Countries in ECE Context. ECNU Review of Education.
Birkeland, Å. (2019). Temporal settings in Kindergarten: a lens to trace historical and current cultural formation ideals? In Journal of European Early Childhood Education and Care Research, 27(1), 53-67.
Birkeland, Å. & Ødemotland, S. (2018). Disorienting dilemmas - The significance of resistance and disturbance in an intercultural program within kindergarten teacher education. Integrative Psychology and Behavioral Science. Special Issue: 52 (3) 377 – 387.
Wang, Y., Jiang, Y & Birkeland, Å. (2017). The Status and Inspiration of Norwegian Kindergarten Teachers’ Learning and Development.
Jiang, Y., Birkeland, Å. (2017) New Thinking on the Curriculum Reform of Teacher Education Based on the ALC Core Competences: A New Perspective of Cultural Existentialism Pedagogy. The Journal of Academic Degrees and Graduate Education. (8) 15-20 (Chinese)
Birkeland, Å. (2016) Cross-cultural comparative education – fortifying preconceptions or transformation of knowledge? Policy Futures in Education 14 (1), 77-91.
Birkeland, Å. (2013). Research dilemmas associated with photo elicitation in comparative early childhood education research. Research in comparative and international education 8 (4), 455-467.
Birkeland, Å. & Ødemotland, S. (2013). Hva skjer når norske barnehagelærerstudenter møter kinesisk samfunn, kultur og barnehage? I: Johannes Servan og Michael Paulsen: Terra Nullius –et hav af kultursammenstød. Aalborg: Aalborg Universitetsforlag.
Birkeland, Å. (2013). Kindergarten Teachers' educational ideals — tensions and contradictions. Cultural Historical Psychology 8 (2), 45-53.
Birkeland, Å. (2012). Barnehagens vegger som danningsagenter - en komparativ analyse I: Elin Eriksen Ødegaard & Torolf Kruger: Barnehagen som danningsarena. Bergen: Fagbokforlaget, 157-180.
Hu, A. (2020). Exploration: Chinese kindergarten teachers’ perceptions and practices. In E.E. Ødegaard and M. Hedegaard (Eds.) Children’s exploration and cultural formation. Springer.
Sørensen, H.V & Birkeland, Å. (2020). Children’s explorative activities in kindergarten playgrounds: A case study in China and Norway. In: M. Hedegaard & E. E. Ødegaard (eds). Exploration and cultural formation. Springer.
Ødemotland, S. (2020). Exploration through process drama with kindergarten children. In: M. Hedegaard & E. E. Ødegaard (eds). Exploration and cultural formation. Springer.
Birkeland, Å. and Sørensen, H. (2020). Time regulation as institutional condition for children’s outdoor play and cultural formation in kindergarten. In L.T. Grindheim, H. Sørensen and A. Rekers (eds.) Outdoor Learning and Play: Pedagogical Practice and Children's Cultural Formation in the book series edited by M. Fleer & I. Pramling-Samuelsson (series eds.).
Grindheim, L. T. (2020). Exploring the taken for granted advantage of outdoor play, in Norway. In L.T. Grindheim, H. Sørensen and A. Rekers (eds.) Outdoor Learning and Play: Pedagogical Practice and Children's Cultural Formation in the book series edited by M. Fleer & I. Pramling-Samuelsson (series eds.). International Perspectives on Early Childhood Education and Development. Springer.
Birkeland, Å., Sørensen, H.V. & He, M. (2020). Transitions in outdoor playtime in kindergarten; children’s exploration, opportunities and resistances. In M. Fleer, M. Hedegaard, E.E. Ødegaard & H.V. Sørensen, Exploration in early childhood education: Studies in local settings. Serien: Transitions. Bloomsbury
Birkeland, Å& Huo, L. (2021) (Eds). Cooperative learning in early childhood education between China and Norway: Experiences-Dialogues-Reflections. China Youth Publishing Group. (In Chinese)
Li, M., Birkeland, Å. & Duan, T. (2021). Building Education for Sustainable Futures in Early Childhood: Transformative Learning Captured Within an Intercultural Training Program for Government Stakeholders from Rural China. In International Research in Early Childhood Education.
Hu, A. (2021). Parental involvement in ECEC in Hong Kong: Critical analysis of related policies. In S. Garvis, S. Phillipson, H. Harju-Luukkainen and A. R. Sadownik (Eds.) Parents and early childhood education around the world. Routledge.
Hu, A. (2021). What matters?: A case study of insiders’ perspectives on transition from preschool to primary school in Shanghai. In Sanja Tatalović Vorkapić, S. T. & LoCasale-Crouch, J. (Eds.) Supporting children’s well-being during early childhood transition to school. Hershey, PA: IGI global. .
Skoglund, R. I., Birkeland, Å., Hu, A. (2021). Student teachers’ dialogical formation in an international program within Kindergarten teacher education. In Paulsen, Koefoed, Brömssen, Jacobsen, Petersen &Garsdal, Global challenges – rethinking education: Society, Culture and the Anthropocene seen from a Scandinavian point of view (or against neoliberalism, nationalism and destructionism).
Birkeland, Å. (in writing) Early Childhood Education in China – Cultural historical traces of local situatedness and global awareness. In Shang, G. and Zhao, S. (eds.) When China Faces the World: Global Engagement and Self-Characterization. (Ongoing proposal to Routledge)
Li, M., Birkeland, Å. and Xu, J. (in writing): From rhetoric reality to making a change – An explorative study into kindergarten teachers’ understanding about early childhood education for sustainability in China and Norway. (EECERJ)
