Ove Skarpenes

• Skarpenes, Ove & Hidle, Kari-Mette Walmann (2024). The clash of cultures: Individualization and standardization in education. Policy Futures in Education. ISSN 1478-2103. doi: 10.1177/14782103241226526. Full text in Research Archive Show summary

  In this essay, we argue that pupils in compulsory school education seem to be exposed to conflicting pressures from an (internal) tendency towards individualisation and an (external) tendency towards standardisation. Drawing on Luc Bolanski and Laurent Thévenot’s pragmatic sociology of orders of worth, we develop a theoretical framework to discuss the two conflicting cultures. In the first part of the analysis, we present the broad and enhanced tendency towards individualisation in terms of methods and content in Norwegian compulsory education – the construction of an inspirational pupil – and in the second part of the analysis, we present the development of standards for assessment – the construction of an industrial pupil. In the final section we discuss two forms of processes – individualisation and standardisation – rooted in two incompatible orders of worth, the inspirational and industrial order, respectively, and argue that these processes represent a major challenge in schools, a conflicting pressure to which pupils are being subjected.

• Skarpenes, Ove & Hidle, Kari-Mette Walmann (2024). The clash of cultures: Individualization and standardization in education. Policy Futures in Education. ISSN 1478-2103.
• Skarpenes, Ove (2023). Oppfinnelsen av Pearsons r. In Hestholm, Roger Ivan & Skarpenes, Ove (Ed.), Sosiologisk analyse. Fagbokforlaget. ISSN 9788245045932.
• Hestholm, Roger Ivan & Skarpenes, Ove (2023). Sammenbinding av ideer og evidens: en samling eksempler. In Hestholm, Roger Ivan & Skarpenes, Ove (Ed.), Sosiologisk analyse. Fagbokforlaget. ISSN 9788245045932. p. 17–33.
• Karlsen, Maria Louise; Skarpenes, Ove & Borgen, Jorunn Spord (2022). Standardizing the WHO guidelines of physical activity for children and adolescents and consequences for practice in Norwegian Schools. Acta Didactica Norden (ADNO). ISSN 2535-8219. 16(1). doi: 10.5617/adno.8983. Full text in Research Archive Show summary

  In this article the authors discuss the World Health Organization`s (WHO) guidelines for children and adolescents regarding 60 minutes of daily physical activity, and an example on how health-based recommendations are introduced in Norwegian schoolsthough initiatives. The authors, using sociological terms, analyses how phenomenon, such as the lack of physical activity among children and adolescents, are articulated as a social problem and are linked to actions and social groups. Subsequently how these problems and solutions are incorporated in school. The article analyses possible consequences for teaching and for the students when a health-based concept of physicalactivity is transformed and operationalized in school through the county`s initiative “Active and healthy Kids”. The results shows that the medical health aspect regarding physical activity articulated by WHO, are also linked to cognitive skills and academic performance, and the school’s social mandate. The authors discuss, based on the analyseand results, possible future challenges with incorporating health-based physical activity in subjects in schools.

• Furnes, Bjarte Reidar; Norman, Elisabeth & Skarpenes, Ove (2022). "Mer enn bare fine ord?" Pedagogen, psykologen og sosiologen drøfter moteord i skolen. In Almås, Aslaug Grov; Bjørkelo, Brita; Roness, Dag & Ulvik, Marit (Ed.), Betydningen av å møtes: Relasjoner som grunnlag for læring og undervisning. Fagbokforlaget. ISSN 9788245037999. p. 35–57.
• Hidle, Kari-Mette Walmann & Skarpenes, Ove (2021). «Formalistic obscurantism»? An attempt to decipher the curriculum in social studies. Nordidactica. ISSN 2000-9879. 11(3), p. 24–50. Full text in Research Archive Show summary

  In 2020 the new National Curriculum, Knowledge Promotion Reform 2020, was implemented in Norwegian schools. In this article we present a detailed empirical analysis of the relationship between competence aims, core elements (disciplinary knowledge and transversals skills) and interdisciplinary topics in the National Curriculum. The discussion is limited to the school subject social studies at the secondary level (ages 13-15). The findings provide practical knowledge about the curricula that will prove useful for teacher educators and teachers. In the second part of the article, we discuss the implications of the findings and call for a theoretical informed discussion of (1) governance in school, (2) the content of curriculum, and (3) the teachers’ professionalism. We conclude that the curriculum structure is exceptionally complex, lacking both logical integrity and consistency. And since the digital module seems to obscure rather than amend this flaw, we suggest that “formalistic obscurantism” characterises the curriculum.

• Skarpenes, Ove (2021). DE UNGES PROBLEM – individualisering og kvantifiseringskultur i skolen. Nytt Norsk Tidsskrift. ISSN 0800-336X. 38(1-2), p. 139–153. doi: 10.18261/issn.1504-3053-2021-01-02-12.
• Skarpenes, Ove (2021). Identity and Class: Boundary Drawing in Norway. In Machin, Amanda & Meidert, Nadine (Ed.), Political Identification in Europe. Emerald Group Publishing Limited. ISSN 9781839821257.
• Nilsen, Ann Christin Eklund & Skarpenes, Ove (2021). Quantification and classification in education: What is at stake? Policy Futures in Education. ISSN 1478-2103. doi: 10.1177/14782103211032049. Full text in Research Archive
• Leonsen, Maria & Skarpenes, Ove (2021). Den sakrale og den profane fotballen - om forskjeller i medias dekning av kvinne- og herrefotball på Sørlandet. Tidsskrift for kjønnsforskning. ISSN 0809-6341. 45(1), p. 6–20. doi: 10.18261/issn.1891-1781-2021-01-02. Full text in Research Archive
• Skarpenes, Ove (2021). Defending the Nordic model: Understanding the moral universe of the Norwegian working class. . European Journal of Cultural and Political Sociology. ISSN 2325-4823. 8(2), p. 151–174. doi: 10.1080/23254823.2021.1895857. Full text in Research Archive
• Nilsen, Ann Christin Eklund & Skarpenes, Ove (2020). Coping with Covid-19. Dugnad: A case of the moral premise of the Norwegian welfare state . International journal of sociology and social policy. ISSN 0144-333X. p. 1–14. doi: 10.1108/ijssp-07-2020-0263.
• Skarpenes, Ove & Sakslind, Rune (2019). Educational experiences and perceptions of occupational hierarchies: The case of the Norwegian working class. Scandinavian Journal of Educational Research. ISSN 0031-3831. p. 1–16. doi: 10.1080/00313831.2019.1639814. Full text in Research Archive
• Skarpenes, Ove (2018). Klassiske klassekonflikter? Grensedragninger i den norske arbeiderklassen. Tidsskrift for samfunnsforskning. ISSN 0040-716X. 59(4), p. 349–372. doi: 10.18261/issn.1504-291X-2018-04-02.
• Skarpenes, Ove & Sæverot, Ane Malene (2018). Symmetry and equality: Bringing Rancière into the classroom. Contemporary Issues in Early Childhood. ISSN 1463-9491. 19(1), p. 63–71. doi: 10.1177/1463949118762159.
• Skarpenes, Ove & Sakslind, Rune (2018). Pride, paternalism, prejudice-images of the working class. Social Sciences. ISSN 2076-0760. 7:10(1), p. 1–13. doi: 10.3390/socsci7010010.
• Sæverot, Ane Malene & Skarpenes, Ove (2017). Familien og felleskapets betydning i skoleelevenes selvpresentasjoner. Nordisk tidsskrift for pedagogikk og kritikk. ISSN 2387-5739. 3(1). doi: 10.23865/ntpk.v3.574. Full text in Research Archive
• Skarpenes, Ove; Sakslind, Rune & Hestholm, Roger (2016). National repertoires of moral values. Cultura: International Journal of Philosophy of Culture and Axiology. ISSN 1584-1057. 13(1), p. 7–20. doi: 10.5840/cultura20161311.
• Skarpenes, Ove & Hestholm, Roger (2015). Fravær og permanens. Tolkningsrommet i kultursosiologiske klasseanalyser. In Larsen, Håkon (Eds.), Kultursosiologisk forskning. Universitetsforlaget. ISSN 978-82-15-02499-8. p. 21 –36.
• Skarpenes, Ove & Nilsen, Ann Christin Eklund (2014). "Making up pupils". Norsk pedagogisk tidsskrift. ISSN 0029-2052. p. 424–439.

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• Hestholm, Roger Ivan & Skarpenes, Ove (2023). Sosiologisk analyse. Fagbokforlaget. ISBN 9788245045932. 322 p.
• Sakslind, Rune; Skarpenes, Ove & Hestholm, Roger (2018). Middelklassekulturen i Norge: En komparativ sosiologisk studie. Scandinavian Academic Press. ISBN 9788230402184. 280 p.

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• Hidle, Kari-Mette Walmann & Skarpenes, Ove (2024). Kulturkollisjoner: Individualisering og standardisering i skolen.
• Skarpenes, Ove (2024). Frigjøring og kritikk. sosiologen.no.
• Skarpenes, Ove & Walmann Hidle, Kari-Mette (2024). «Hvis Udir ikke fantes». Utdanningsnytt.no.
• Hidle, Kari-Mette Walmann & Skarpenes, Ove (2024). «Hvis Udir ikke fantes». Utdanningsnytt.no.
• Skarpenes, Ove (2023). Discussion - Nordic Network for New Social Pragmatism.
• Skarpenes, Ove (2023). Discussion in Nordic Network for New Social Pragmatism.
• Skarpenes, Ove (2023). French pragmatism - short introduction.
• Skarpenes, Ove (2023). Boklansering: Sosiologisk analyse.
• Skarpenes, Ove (2023). Middelklassen i Norge.
• Skarpenes, Ove (2023). Presentasjon av bok og kapittelet: Oppfinnelsen av Pearsons r.
• Skarpenes, Ove (2023). Teori og metode i middelklassestudien.
• Skarpenes, Ove (2023). Forholdet mellom kunnskap og verdier i vitenskapssosiologi .
• Hidle, Kari-Mette Walmann & Skarpenes, Ove (2023). Pedosentrismens utvikling og betydning for forståelsen av samfunnsfaget .
• Hidle, Kari-Mette Walmann & Skarpenes, Ove (2023). A backlash? Individualization and standardization in education.
• Nilsen, Ann Christin Eklund & Skarpenes, Ove (2022). Dugnadens forfall. Fædrelandsvennen. ISSN 0805-3790.
• Skarpenes, Ove (2022). Livsmestring og skolevegring.
• Skarpenes, Ove (2022). Individualisering og standardisering i utdanning.
• Skarpenes, Ove (2022). Quantification, classification and individualisation in education .
• Nepstad, Christian & Skarpenes, Ove (2021). Kroppslig og sosial stedstilhørighet. Bygdegutters forankring og framtidsperspektiver. Plan. 53(3), p. 48–55.
• Skarpenes, Ove (2021). Den franske pragmatikken.
• Skarpenes, Ove (2021). Debattinnlegg, Arendalsuka .
• Trysnes, Irene; Skjølberg, Katja Haaversen-Westhassel; Vasstrøm, Mikaela; Skarpenes, Ove; Goldschmidt-Gjerløw, Beate & Tømte, Cathrine Edelhard [Show all 7 contributors for this article] (2021). Kroken på døra for den allmenndannende enhetsskolen? Fædrelandsvennen. ISSN 0805-3790.
• Trysnes, Irene; Skjølberg, Katja Haaversen-Westhassel; Skarpenes, Ove; Vasstrøm, Mikaela Lise Modalen; Goldschmidt-Gjerløw, Beate & Jore, Mari Kristine [Show all 7 contributors for this article] (2021). Kroken på døra for den allmenndannende enhetsskolen? Fædrelandsvennen. ISSN 0805-3790.
• Nilsen, Ann Christin Eklund; Steen-Johnsen, Tale; Magnussen, May-Linda & Skarpenes, Ove (2020). (Smitte)skammens funksjoner. Fædrelandsvennen. ISSN 0805-3790.
• Skarpenes, Ove & Widding Isaksen, Lise (2019). Debatt Sosiologisalongen: Arbeiderklassen.
• Nilsen, Ann Christin Eklund & Skarpenes, Ove (2019). Nei, undervisning er ikke en tidstyv. Khrono.no. ISSN 1894-8995.
• Skarpenes, Ove & Nilsen, Ann Christin Eklund (2019). Tidstyver i akademia. Hva gjør viten­skapelig ansatte egentlig. Khrono.no. ISSN 1894-8995.
• Skarpenes, Ove (2019). Norsk middelklasse er ikkje oppteken av høgkultur. Dei vil berre vere som folk flest. [Business/trade/industry journal]. Forskning.no.
• Skarpenes, Ove; Hestholm, Roger Ivan; Mangset, Marte & Gulliksen, Geir (2019). Middelklassen i Norge – likhetsbejaende eller maktkåt?
• Skarpenes, Ove & Hestholm, Roger (2019). Boklansering og diskusjon: Middelklassekulturen i Norge.
• Skarpenes, Ove; Hestholm, Roger & Vassenden, Anders (2019). Den store middelklassesamtalen.
• Skarpenes, Ove & Hestholm, Roger (2019). Bokpresentasjon - Den norske middelklassen.
• Skarpenes, Ove & Hestholm, Roger (2019). Den norske middelklassen i et historisk og komparativ perspektiv.
• Skarpenes, Ove (2019). Sociology of Scientific Knowledge and French Pragmatic Theory: Some Commonalities" .
• Skarpenes, Ove (2019). Betre å være moralsk anstendig enn god på skulen. [Newspaper]. Fædrelandsvennen.
• Skarpenes, Ove (2019). Heller fjelltur enn finkultur for den øvre middelklasse. [Newspaper]. Aftenposten.
• Skarpenes, Ove (2019). Typisk middelklasse: Å være moralsk god. [Newspaper]. Vårt land.
• Skarpenes, Ove (2018). Education and the working class.
• Skarpenes, Ove (2018). Han vet hvorfor nordmenn ikke elsker opera. [Newspaper]. Fædrelandsvennen.
• Skarpenes, Ove (2018). Kartlegging og testing i skolen – hvor kommer det fra, hvilke elevtyper skaper det?
• Skarpenes, Ove (2018). Educational Experiences and Perceptions of Occupational Hierarchies: The Case of the Norwegian Working Class .
• Skarpenes, Ove (2018). Foredrag og debatt: Klasseanalyse- brennaktuell eller uvitenskapelig og utdatert?
• Skarpenes, Ove (2018). Om skoleforskning.
• Skarpenes, Ove (2018). Der grensene trekkes.
• Skarpenes, Ove (2018). Historiske perspektiver i sosiologisk forskning.
• Skarpenes, Ove (2018). Hvorfor engasjerer kunstsiloen så voldsomt? [Newspaper]. Fædrelandsvennen.
• Skarpenes, Ove (2017). Fortellinger om de lavtutdannede i Norge. sosiologen.no.
• Skarpenes, Ove (2017). Om artikkelskriving.
• Skarpenes, Ove (2017). Der grensene trekkes En studie av hvilke grupper som arbeidere i Norge irriterer seg over .
• Skarpenes, Ove & Sakslind, Rune (2017). Educational Experiences and the Perceptions of Occupational Hierarchies: The Case of the Working Class in Norway .
• Skarpenes, Ove (2017). Høg kultur, låg status. [Internet]. Nrk.
• Skarpenes, Ove (2017). - Middelklassens moralske kultur (ca. 45 minutter) - Kritisk blikk på Bourdieus epistemologi (ca. 15 minutter) .
• Skarpenes, Ove (2017). Utdanning, klasse, kultur.
• Skarpenes, Ove (2016). Tolkningsrommet i kultursosiologien.
• Skarpenes, Ove (2016). Oppfinnelsen av skoleelever .
• Skarpenes, Ove (2016). Utdanning, kultur og klasse HiOAK.
• Skarpenes, Ove (2016). Fortellinger om arbeiderklassen og erfaringer i arbeiderklassen.
• Skarpenes, Ove (2016). LK06 og den sterke eksterne innramming av skolens innhold og praksis - konsekvenser av det postnasjonale regimeskiftet i skolepolitikken.
• Skarpenes, Ove (2016). Education and the Working Class. Ambivalences and Paradoxes.
• Skarpenes, Ove (2016). Chigago-skolens rike barnebarn.
• Skarpenes, Ove (2016). Fravær og permanens.
• Skarpenes, Ove (2016). Perspectives in Cultural Sociology.
• Skarpenes, Ove (2016). Statistikk og kategorikonstruksjoner.
• Skarpenes, Ove (2016). Klasser i Stavanger og i Norge.
• Skarpenes, Ove (2016). Utdanningspolitikk - eksterne krav og indre behov .
• Skarpenes, Ove (2016). Læreren profesjonalitet og det postnasjonale regimeskiftet i utdanningspolitikken.
• Skarpenes, Ove (2015). Kultursosiologiske perspektiver.
• Skarpenes, Ove (2015). Middelklassens kultur.
• Skarpenes, Ove (2015). Kunnskap i skolen.
• Skarpenes, Ove (2014). Kunnskapsløftets elever.
• Skarpenes, Ove (2014). Cultural sociology of education.
• Skarpenes, Ove (2014). Elevrollen.
• Skarpenes, Ove (2014). Kunnskap i skolen - i et demokratiperspektiv.
• Skarpenes, Ove (2014). Making up pupils.
• Skarpenes, Ove (2014). Utdanning i Frankrike og Norge.
• Skarpenes, Ove (2014). Moral og klasse.
• Nilsen, Ann Christin Eklund; Støkken, Anne Marie & Skarpenes, Ove (2017). «Bekymringsbarn blir til. En institusjonell etnografi av tidlig innsats som styringsrasjonal i barnehagen.». UiA.

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