Eevi Elisabeth Beck

• Beck, Eevi Elisabeth (2023). The Will to Injustice. An Autoethnography of Learning to Hear Uncomfortable Truths. I Bostad, Inga; Papastephanou, Marianna & Strand, Torill (Red.), Justice, Education, and the World of Today. Philosophical Investigations. Routledge. ISSN 9781032355351. s. 220–237. Fulltekst i vitenarkiv Vis sammendrag

  This auto-ethnography starts from three moments of insight into privileges through which I benefit from injustice towards others, whether or not I want to. These are: 1) "Being in the Know": The privilege of a trusting familiarity with Higher Education, and realising how this enabled me to join a university in the first place. I recognised privilege in the comfortably bygone past. 2) "Crooked Fingers": Accepting my need to act more decisively for Earth Justice, this moved me to the need to change my actions in the present. 3) "Skin Deep in Black Lives Matter": Accepting that I have privileges as a White that manifest as injustice to others, regardless of whether I actively want them or support this. This one is hard, suddenly I see that I do not know how to fix it. I need to change not so much outwardly as inwardly: My thinking, and deep assumptions behind it. As these three moments progressively shake up a straightforward sense of injustice, the paper next articulates ways of moving on from just shock and guilt. Insights especially from James Baldwin, Reni Eddo-Lodge, and Ruth King, provide guidance and support for elaborating movement towards Whites' collective taking of responsibility for injustices participated in. For my own part, I yearn for discussions: which encompass both my privileges and the subordinations I have experienced; with the power to combine sitting still with action and combine indigenous ways of knowing with national and international governance. For this work, I need a more complex mathematics than ‘1’ or ‘2’, identity or separation. Viewing instead individual and collective as mutually constitutive provides richer grounds for discussing responsibility for participating in cultures that sanction privilege, and for developing connectedness with other people, and with all inhabitants of the Earth. [While the chapter is a revised version of a paper published in 2022 under the same title, this summary is original.]

• Ebeltoft, Nini & Beck, Eevi Elisabeth (2023). Breakdowns and breakthroughs. Handling challenging moments in university teaching. Studies in Higher Education. ISSN 0307-5079. 48(9), s. 1399–1410. doi: 10.1080/03075079.2023.2199768. Fulltekst i vitenarkiv
• Beck, Eevi Elisabeth (2022). The will to injustice. An autoethnography of learning to hear uncomfortable truths. Ethics and Education. ISSN 1744-9642. 17(2), s. 211–229. doi: 10.1080/17449642.2022.2054561. Vis sammendrag

  Abstract: Activists and writers on injustice have highlighted as a structural problem that injustice is experienced differentially. What injustices of privilege lie hidden in my daily academic life? Three deeply discomforting moments relating to Class, climate, and Whiteness privilege, form the core of an account of gradually admitting to my passive acceptance of injustice in the form of privileges from which I benefit. My ignorance has perpetuated privilege despite this not being my conscious will. From this crisis, the paper explores the inner work for healing injustice individually, and the outer work of changing collective habits of dominance within the Academy. A starting point is befriending my will to injustice and facing up to my privileges. Effort needed from White, Middle Class academics ‘like me’ includes uncovering ways in which we benefit from privilege whether or not we want to. Proposals are made for inner growth through building community among academics.

• Schaffar, Birgit & Beck, Eevi Elisabeth (2022). Means and Meanings of Research Collaboration in the Face of a Suffering Earth: A Landscape of Questions. I Bjørkdahl, Kristian & Franco Duharte, Adrian Santiago (Red.), Academic Flying and the Means of Communication. Palgrave Macmillan. ISSN 978-981-16-4910-3. s. 297–325.
• Keinänen, Mia O. & Beck, Eevi Elisabeth (2017). Wandering intellectuals: establishing a research agenda on gender, walking, and thinking [Intelectuales en camino: establecer una agenda sobre género, caminar y pensar]. Gender, Place & Culture: A Journal of Feminist Geography. ISSN 0966-369X. 24(4), s. 515–533. doi: 10.1080/0966369X.2017.1314940. Fulltekst i vitenarkiv Vis sammendrag

  Building on a study of three women who practice walking-for-thinking as a part of their intellectual work, the analysis identifies potential themes for a future research agenda on gender, walking, and thinking. A particular focus is the subtle, daily, management of gendered expectations and ways in which walking, for these women, is a contribution to such management. We name this ‘walking away from expectations’ and identify three themes: walking away from others’ gaze, walking away from restlessness and domestic responsibility, and walking away as belonging. Walking emerges as a skillful way of creating the conditions to do one’s intellectual work and manage gendered expectations. Further, the meanings of silences about gender in the context of intellectual work and walking is discussed and questions for future research agenda are suggested.

• Beck, Eevi Elisabeth (2016). Hva er viktigst innenfor mitt fagområde? 'Universell utforming' av undervisning som kreativ stimulans. I Strømsø, Helge Ivar; Lycke, Kirsten Hofgaard & Lauvås, Per (Red.), Når læring er det viktigste. Undervisning i høyere utdanning.. Cappelen Damm Akademisk. ISSN 978-82-02-52728-0. s. 210–230.
• Solbrekke, Tone Dyrdal; Englund, Tomas; Karseth, Berit & Beck, Eevi Elisabeth (2016). Educating for Professional Responsibility: From Critical Thinking to Deliberative Communication, or Why Critical Thinking Is Not Enough. I Trede, Franziska & McEwen, Celina (Red.), Educating the Deliberate Professional. Springer Science+Business Media B.V.. ISSN 978-3-319-32956-7. s. 29–44. doi: 10.1007/978-3-319-32958-1.
• Beck, Eevi Elisabeth (2016). Thundering Silence: On Death, Fear, Science. I Bowker, Geoffrey C.; Timmermans, Stefan; Clarke, Adele E. & Balka, Ellen (Red.), Boundary Objects and Beyond. Working with Leigh Star . MIT Press. ISSN 9780262029742. s. 435–457. Vis sammendrag

  Leigh Star showed that silences can be creative spaces for critical, scholarly exploration. This chapter was written after her death and in honour of her intellectual legacy. It exposes the existence of untold and unexplicated experiences which form part of the mundane work of academic research, yet rarely - if ever - find their way into publications. Through an experimental style of writing it explores some of the boundary lands of research by explicating a series of examples of experiences from fieldwork and other academic work - some of it as invisible, silent/silenced "screams". A new term is introduced: bodynote (p.435, 452 n.1): a fieldwork experience lodged not in the external memory of written fieldnotes, nor in the memory as usually conceptualised in the head (head-note), but in the researcher's body. The chapter uses perspectives from outside the Academy as an aide to help bring the specificity of scholarly work into relief. The story is told of the pain of staying conventional, accepting the given bounds on interaction and thus not receiving or giving satisfactory personal connection, as is the freedom in choosing to give an academic talk by dancing it. The question is raised of the deeper purpose of science (pp.450-451).

• Beck, Eevi Elisabeth; Solbrekke, Tone Dyrdal; Sutphen, Molly & Fremstad, Ester (2015). When mere knowledge is not enough: The potential of bildung as self-determination, co-determination and solidarity. Higher Education Research and Development. ISSN 0729-4360. 34(3), s. 445–457. doi: 10.1080/07294360.2014.973373. Vis sammendrag

  How can higher education educate graduates who know more than ‘just knowledge’? Such an education includes developing in students an awareness of the limits of their knowledge, an ability to discern what kinds of knowledge are appropriate in a given situation and a sensitivity to different forms of knowing. When is scientific rigour appropriate and when is another type of knowing appropriate? When should one set aside own preferences in favour of the needs of others? This paper rethinks ‘bildung’ as a source of ideas on aims for teaching students. Making the arguably ephemeral ideal of bildung work in practice can be an obstacle. This paper, however, takes it as a positive challenge, exploring ways in which bildung might be appropriate in professional education. If bildung can be helpful even within this most applied part of higher education, implications in terms of the development of more readily applicable and fully inclusive notions of bildung would benefit not only professional education but also higher education more generally. Drawing on work by Wolfgang Klafki, the authors argue the value of updated notions of bildung. Klafki’s three-part conception of bildung as self-determination, co-determination and solidarity helps reconnect the importance of personal development with that of peer communities (e.g., professional bodies) and action for others. Klafki’s framework facilitates working with ethical-epistemological questions such as these.

• Beck, Eevi Elisabeth (2011). Computers in education: What for? :. Nordic Journal of Digital Literacy. ISSN 1891-943X. s. 282–294.
• Beck, Eevi Elisabeth & Jamissen, Grete (2011). Cultivating Collective Reflection over Experiences of Teaching with ICT. Digital kompetanse. ISSN 0809-6724. 6(1-2), s. 22–35. Fulltekst i vitenarkiv Vis sammendrag

  The question of how to teach digital literacy draws the attention of researchers, government agencies, parents, mass media, etc. This paper proposes that the teachers are pivotal: To teach digital literacies, teachers must have developed their own digital literacies. Defining digital literacies broadly, skills-based approaches to teacher training are not enough. Inspiration from ‘critical’ approaches to reflection adds to existing conceptualisations of how to develop digital literacies in schools. We thus propose the need for approaches where teachers are supported in jointly reflecting on their experiences of teaching with, and about, information and communication technologies (ICTs). Based on the educationalist Paulo Freire we argue the need to see action and reflection as integrated. A project is explored in which we added a reflective approach to a technology roll-out to 30 schools. While each school project differed, a semi-structured process facilitated by mentors supported collective reflection in all schools. Although challenges were encountered along the way, the final evaluation indicated that schools had found the approach helpful. The paper argues the need to include approaches which stimulate and make possible collective, critical reflection among teachers.

• Beck, Eevi Elisabeth & Øgrim, Leikny (2009). Bruke, forstå, forandre: Hva trenger elever lære om IKT? I Østerud, Svein (Red.), Enter. Veien mot en IKT-didaktikk. Gyldendal Akademisk. ISSN 978-82-05-39656-2. s. 174–190.
• Beck, Eevi Elisabeth (2009). Technologie w spoleczenstwie: Wplyw edukacji na stymulowanie krytycznej swiadomosci? I Siemieniecki, Bronislaw; Zeglen, Urzula; Siemieniecka, Dorota; Kawa, Daniel; Kotlarski, Kazimierz & Skrzypczak, Waldemar (Red.), Kognitywistyka i media w edukacji. Wydawnictwu Adam Marszalek. ISSN 978-83-7611-412-5. s. 41–60.
• Beck, Eevi Elisabeth; Øgrim, Leikny & Sandvik, Margareth (2007). Responsible Design for Children: Whose Responsibility? [Reprint of paper published in 2005]. I Siemieniecka-Gogolin, Dorota & Nilsen, Harald (Red.), ICT in Educational Context: Exchanging knowledge between Czech, Norway and Poland. Høgskolen i Nesna. ISSN 9788275691697. s. 4–13. Vis sammendrag

  Responsibility for ensuring the quality of learning resources for schools has been relaxed or dissolved in many countries. For ICT-based learning resources this raises issues of e.g. how social (cultural, class, gender) responsibility will be ensured. In this paper, we discuss divergent views of where responsibility lies. With designers? With teachers who use it? With the young students? We sketch a model for teacher and student participation in design which takes into account ethical questions.

• Beck, Eevi Elisabeth (2006). Inn i varmen: Universell utforming av undervisning. I Strømsø, Helge Ivar; Lauvås, Per & Lycke, Kirsten Hofgaard (Red.), Når læring er det viktigste. Cappelen Damm Akademisk. ISSN 82-02-24988-0. s. 195–211.
• Beck, Eevi Elisabeth (2006). Teknologier i samfunnet: Hvordan kan utdanning stimulere kritisk bevissthet? Norsk pedagogisk tidsskrift. ISSN 0029-2052. 90(4), s. 316–331.
• Beck, Eevi Elisabeth (2005). Learning Management Systems: The Need for Critical Analyses. I Bertelsen, Olav W.; Bouvin, Niels Olof; Krogh, Peter G. & Kyng, Morten (Red.), Critical Computing - Between Sense and Sensibility. Proceedings of The Fourth Decennial Aarhus Conference, August 20-24, 2005, Aarhus, Denmark. Association for Computing Machinery (ACM). ISSN 1-59593-203-8. s. 173–176.
• Beck, Eevi Elisabeth; Øgrim, Leikny & Sandvik, Margareth (2005). Responsible Design for Children: Whose Responsibility? I Bertelsen, Olav W.; Bouvin, Niels Olof; Krogh, Peter G. & Kyng, Morten (Red.), Critical Computing - Between Sense and Sensibility. Proceedings of The Fourth Decennial Aarhus Conference, August 20-24, 2005, Aarhus, Denmark. Association for Computing Machinery (ACM). ISSN 1-59593-203-8. s. 153–156.
• Beck, Eevi Elisabeth; Madon, Shirin & Sahay, Sundeep (2004). On the Margins of the "Information Society": A Comparative Study of Mediation. The Information Society. ISSN 0197-2243. 20(4), s. 279–290. Vis sammendrag

  While much has been written about marginalization as a structural phenomenon, there is little understanding of how the dynamics of marginalization unfolds at the micro level in urban contexts. We seek to understand these micro-level marginalization processes via a comparative study of Bangalore, India, and Ronneby, Sweden. Our analysis highlights the important role that "mediators" such as governmental agencies, nongovernmental organizations, and international agencies play in ensuring the success of initiatives launched by national governments and international agencies for drawing disadvantaged groups into the information society.

Se alle arbeider i Cristin

• Beck, Eevi Elisabeth (2024). Skolebøker: kr 550. Ipad: kr 2000. [Avis]. Klassekampen.
• Beck, Eevi Elisabeth (2024). Professorer er rystet av Ipad-tvang. [Avis]. Klassekampen.
• Beck, Eevi Elisabeth (2024). Facilitating university teachers’ reflections on how to teach sustainability. Vis sammendrag

  Many teachers across Higher Education may be interested to contribute to transformative change by including sustainability-related issues in their teaching, but do not necessarily have the imagination or confidence to see how to do so. What supports might teachers need and how can they be provided for those who want to do more in their classrooms? Through a sharing discussion forum, experiences and “tools to think with” will be shared, as well as teacher perspectives on ecological and social sustainability, and their wishes for the types of supports needed for academic development.

• Beck, Eevi Elisabeth & Schaffar, Birgit (2021). Ethics of Presence and of Place. Vis sammendrag

  A sense of connection without physical co-presence, whether through imagination, letter writing, or Virtual Reality systems, begs the question: What is it “to be here”? Questions about presence arises as an issue only when non-presence – absence – is an issue. They arise together. Meanings of ‘presence’ becomes a pressing question when presence becomes precarious. On one hand, the notions of presence and absence point to our physical conditions as humans in a physical world and our physical bodies, giving and setting boundaries, finiteness and frames to our endeavors. On the other hand, they implicate and raise ethical questions, including how we are committed to relations and places. Philosophers like Emmanuel Lévinas, Martin Buber or Knud Ejler Løgstrup elaborate on this double sense of presence, as both physically and ethically committed. A shared starting point for their different approaches is the insight that our existence as human beings is always already a being and a presence in relation to others. We do not establish a relation, we constitute our individual being out of the relation with and the presence of each other. The philosopher Göran Torrkulla reflects on these interrelations in his essay “On forms of attention” (2014) (Om uppmärksamhetens former). He writes that the experience of being present is easily taken as an ordinary experience, not worth further attention. But, according to Torrkulla, we thereby risk underestimating and misunderstanding presence as too trivial to pay attention to and miss out opportunities for deepening our (self-)understanding. Torrkulla elaborates on Løgstrup’s and Lévinas’ insights of being present as both the very physical condition of existence and presence as an ethical demand to honestly be where you are. Zen master Thích Nhat Hânh offers an additional extention of that insight. He uses the term inter-being to highlight the insight that ‘we cannot be without interbeing.’ In an apparent paradox, a self is constituted by non-self elements only (yet it is constituted, more and less). Humans depend on and are co-constituted by other beings, alive (such as humans) or not (such as the air, the Earth). The ‘Western’ lifestyle massively tends to ignore our dependence on both our social and natural environments. We depend on the formation of clouds in the sky, on rain and rivers for the water we need to sustain us and other life. We depend on irrigation systems, waterworks and extensive systems of water pipes and sewage systems for comfortable living, and therefore on the engineers that planned, built, and are maintaining it. And on their education and practical training. And on their parents having given birth to them. On the municipality which oversees this and takes responsibility beyond individuals, and on the taxes paid to it which provides it with the means. We can follow the contributory conditions as far back and as broadly as we wish, they are endless, even for as simple a starting point as drinking a glass of water. In this presentation, we elaborate on the question of what committed, embodied presence means. Commitment towards our own well-being as individuals and as members of the human species has to be re-thought in order to encompass the well-being of the Earth and other species.

• Beck, Eevi Elisabeth (2021). Befriending the Will to Injustice. An Auto-Ethnography of Learning to Hear Uncomfortable Truths.
• Beck, Eevi Elisabeth (2021). Transforming The Oppressor Within. An Auto-Ethnography of Learning to Listen to Uncomfortable Truths [del av Session 5 - NW16 symposium "Educational Justice"].
• Beck, Eevi Elisabeth (2021). - Mindre frihet til lærerne. [Avis]. Klassekampen.
• Beck, Eevi Elisabeth (2020). A Covid Climate in which Black Lives Matter: A Collapse of the “View from Nowhere”?
• Schaffar, Birgit & Beck, Eevi Elisabeth (2020). On presence and absence. The collaborative development of thought in face of the climate crisis. Vis sammendrag

  Escalating climate change and ample documentation presses the need for changes in our behavior for a sustainable future (e.g. Leichenko and O’Brien 2019). This paper explores some entanglements that make up research collaboration. It poses dilemmas including the need to reassess how we as research communities develop thought. The authors accept the premise that we have to reduce our travelling. The consequent need to critically examine habits of how to collaborate across distance (a technical-quantitative issue), necessitates a rethink of the meanings of such collaboration (a qualitative issue). We address this from 3 angles: 1. Why collaboration between scholars from different universities and countries? The history beyond the seemingly self-evident In the early 19th century, von Humboldt, Schleiermacher and Fichte formulated ideas for the highest institution for research and education in order to develop and pass on thought for the benefit of humankind and the scientific community. For greater quality of scholarly work, they considered between-universities cooperation across borders essential. Today, internationally collaborative development of thought is commonplace and happens through many routes. Could we continue with less reliance on physical copresence? 2. Exploring implications of thought as an embodied activity The process of developing thought is situated and thereby embodied (Kronqvist, Schaffar & Lundkvist 2019). We assume the necessity of being present with each other in thought as essential to the collaborative endeavor and explore the complex ways in which this relates to physical co-presence. This raises question 3: 3. What is presence? If we want to understand the need of being present in those moments in which we share thoughts, we have to reconsider the dichotomy between presence and absence as such. The need to be (fully) present is not only a physical and technical question, but in its essence ethical. We can distinguish situations where someone hardly listens, shows no interest, draws conclusions too fast or is distracted in some other obvious sense from those situations where we meet each other genuinely (Torrkulla 2014). We raise questions such as in what way digital solutions can bridge the gap between the need to be fully present and the fact that we only sometimes can or choose to share the same physical room. The paper aims to bring more clarity to the complexes sketched above and stimulate discussion among peers. A preliminary finding, however – and this reflects back on the Nordic Education community but also internationally – is a lack of habit, adequate vocabulary, and theory for in-depth understanding of the dilemmas. The matter urgently requires broad, interdisciplinary, and embodied explorative investigation. References Leichenko & O’Brien (2019) Climate and Society. Transforming the Future. Polity Press. Kronqvist, Schaffar & Lundkvist (2019 in press) The difficulty of thinking. Listening to the voices of kindergarten teachers to be. Journal of philosophy in schools. Torrkulla (2014) Om uppmärksamhetens former. In B. Carabeidis, K. Larson, G. Torrkulla, Stiglöshet: Tre essäer om uppmärksamhetens former. Stockholm: Lejd.

• Beck, Eevi Elisabeth; Stalenget, Thale Kristin; Lie, Elin Rødahl & Steier, Rolf (2020). Being and Not-Being at NERA. Towards Research Practices Responsive to Planetary Capacity.
• Wehmeier, Silvia & Beck, Eevi Elisabeth (2019). Does a brief mindfulness practice in lectures affect the experience of flow? [Short Paper]. Vis sammendrag

  Learning might be understood broadly to include not only disciplinary knowledge or skill development, but also the cultivation of intention and attitudes that connect to learning and a learning community. Higher education has seen a growing interest in mindfulness, contemplative education, and transformative learning. Yet, little is understood about key questions such as the effects on the teacher and the learners, or how contemplative practices can be integrated into specific disciplines, for example Chemistry, and what contributions such practices can make. The project introduced interventions into the learning (and teaching) experience by making a contemplative (mindfulness) practice available to the students and lecturer at the beginning of lectures. To explore the students’ experience, quantitative and qualitative data was gathered. Students in a first-year undergraduate Chemistry course participated in the study. At the start of a block of 8 lectures, a brief (1 min) mindfulness practice was given by the lecturer, immediately followed by an invite for students to explicitly set an ‘intention’ for the learning for that lecture. ‘Flow’ was expected to increase; here understood as a focussed engagement with the learning process (as perceived by each person themselves). Evidence of student experiences of flow was gathered by inviting students to fill in the Flow Short Scale questionnaire at different times, after the 1st lecture (pre-intervention), and after the final 8th lecture (post-intervention). Additionally, students gave open-ended, written feedback after the final lecture, and a semi-structured interview was conducted with one (volunteer) student. This poster will present the questionnaire and feedback findings. Initial data analysis showed no significant difference in the reported flow experience from doing the mindfulness and ‘intention setting’ practice. Yet, interesting comments were found in the feedback.

• Wehmeier, Silvia & Beck, Eevi Elisabeth (2019). Does a brief mindfulness practice in Chemistry lectures affect the experience of flow? [poster]. Vis sammendrag

  Se Short Paper publisert med posteren

• Beck, Eevi Elisabeth & Ebeltoft, Nini (2019). Teaching in Higher Education: Entangled Materialities, Articulations and Disarticulations.
• Steier, Rolf & Beck, Eevi Elisabeth (2018). Presence and Meaning Making.
• Beck, Eevi Elisabeth (2017). Hjelpe elevene utvikle sine ideer til problemstillinger.
• Beck, Eevi Elisabeth (2016). Undring, handlingsrom og teknodemokratiske potensialer. Hva vil vi med IKT. I Kvamme, Ole Andreas; Kvernbekk, Tone & Strand, Torill (Red.), Pedagogiske fenomener. En innføring. Cappelen Damm Akademisk. ISSN 9788202494667. s. 388–402. Vis sammendrag

  Kapittelet argumenterer mot forenklede forestillinger om hva teknologi bør brukes til i undervisningen, inkludert teknologioptimisme og teknologipessimisme. I stedet oppmuntrer kapittelet til å undres over mulighetene for å skape større tekniske handlingsrom, f.eks. gjennom å stille kritiske spørsmål. Det underliggende synet er at i et teknologiintensivt samfunn som dagens Norge kan demokratiet styrkes gjennom kritisk, teknisk danning.

• Beck, Eevi Elisabeth (2015). Intervjuobjekt, tema: å lære barn bli kritiske mediebrukere.
• Beck, Eevi Elisabeth (2015). Researching for Change: Letting Go When I Can. Vis sammendrag

  A current interest of mine is the causes of limited and limiting views of what constitutes (research) knowledge/findings/design. It seems to me that this often operates through self-limitation. I'm currently investigating some of the workings of this through an auto-ethnography of embodied practices of research, especially about aspects that are usually left out of the story of doing research (including emotions such as fear). Another interest is in how to teach young students in school to become critical users of ICTs, and what kinds of support teachers might need to guide them. So far i've published separately on these topics but reading the workshop description, the two areas meet. This touches my heart. Thank you.

• Beck, Eevi Elisabeth (2015). Ånden i laptop-en. Vårt land. ISSN 0805-5424.
• Beck, Eevi Elisabeth (2014). Moser rister på hodet av digital demens-debatten. [Internett]. universtitetsavisa.no.
• Beck, Eevi Elisabeth (2014). Nei, barnet ditt får ikke "digital demens" av å bruke Ipad. [Avis]. dagbladet.no.
• Beck, Eevi Elisabeth (2014). Digital demens. [TV]. NRK Nyhetsredaksjonen/Aktuelt.
• Beck, Eevi Elisabeth (2014). Nettbrett i skolen. [TV]. NRK Nyhetsredaksjonen/Lørdagsrevyen.
• Beck, Eevi Elisabeth (2014). Tellekantenes tyranni. [Avis]. Morgenbladet. Vis sammendrag

  Større artikkel i forbindelse med evaluering av Tellekantsystemet. Flere kilder, E.E. Beck er kun en mindre bidragsyter.

• Beck, Eevi Elisabeth (2013). Auto-Ethnography for studying fear and non-fear in the production of science: Some challenges.
• Beck, Eevi Elisabeth (2013). Academics’ suffering: teaching and researching from the heart.
• Beck, Eevi Elisabeth (2013). When Walking is Just Walking (or Almost).
• Keinanen, Mia O. & Beck, Eevi Elisabeth (2013). As "sitting is killing us" - how come sitting is not "killing" the meditators?
• Beck, Eevi Elisabeth (2012). What (inter)disciplinarity? What do demarcations do?
• Beck, Eevi Elisabeth (2012). A Body Academic.
• Beck, Eevi Elisabeth (2011). Marginalisering i kunnskapssamfunnet.
• Beck, Eevi Elisabeth (2011). Thundering Silence: Residuality and theory.
• Beck, Eevi Elisabeth (2010). Åpent brev til NAV. Klassekampen. ISSN 0805-3839. s. 20–21. Vis sammendrag

  Gjennom egen erfaring med å fylle ut NAVs meldekort, settes søkelyset på en ny reform som flytter vurderingen av forholdet mellom regler og realitet fra faglig kyndige saksbehandler til tre instanser: vi som fyller ut skjemaet, knappe skriftlige veiledninger, og datasystemenes programkode (algoritmer). Nøkkelord: Arbeidet berører flere fagfelt inkl. teknologibruk i og for det offentlige, nye former for marginalisering i et teknologiintensivt samfunn, systemanalyse or organisasjonsutvikling.

• Beck, Eevi Elisabeth & Jamissen, Grete (2010). Fra Civic Intelligence til Digital kompetanse. Vis sammendrag

  Foredrag om pi-prosjektet og publisering av det. Praktisk arbeid og teorivinkling.

• Beck, Eevi Elisabeth (2006). Tanker rundt elevers erfaringer med å mestre og påvirke datateknologi. Tidsskriftet Steinerskolen. ISSN 0332-625X. s. 44–45.
• Beck, Eevi Elisabeth (2006). Experience-Based Faculty Development Seminars. Vis sammendrag

  (Se registrert artikkel med samme tittel.)

• Beck, Eevi Elisabeth; Hatlevik, Ove Edvard & Stokke, Mona Helene (2006). Experience-Based Faculty Development Seminars. Vis sammendrag

  As part of a 5-year effort to stimulate members of faculty to develop flexible learning through special funding, seminars were held with participating faculty. The paper presents the seminars and outlines the underlying theoretical perspectives. Faculty came to the seminar having answered four questions to stimulate their prior reflection. At the seminar they were organised in groups based on similarity of project topics. Each group was provided with an online, portable pc. Group members presented to each other their project and their answers to the four questions. Then the group developed responses to two of these questions. These were to provide advice to other faculty considering starting with flexible learning initiatives, and what the consequences of their own experiences were for their further teaching. The responses were published on the flexible learning web site. The seminars innovatively combined several purposes: Stimulating faculty to reflect on their experiences with developing their teaching; sharing among faculty; provide accountability of project activity; and engaging faculty in reflection and reporting within a limited time frame. Experience based reflection seems to have succeeded in combining these purposes. The published experiences are now part of the resources on flexible learning which are openly available. The paper discusses the theory-based thinking behind the design of the seminars, as well as presenting the design itself.

• Beck, Eevi Elisabeth & Utheim, Anna T. (2006). “We Have Several Bridges to Build:” Lecturer and student perceptions of theory-based and placement-based learning of teaching.
• Beck, Eevi Elisabeth & Grønli, May Lisbeth (2006). IKT og demokrati: Kan teknologiundervisning styrke elevers kritiske bevissthet?
• Beck, Eevi Elisabeth; Øgrim, Leikny & Johannesen, Monica (2006). Teknologiutvikling som læringsarena for deltakelse i demokrati. Vis sammendrag

  Arbeidsseminaret hadde innledning og debatt om hvordan barn og unges møter med teknologi i utdanningen kan føre til at de får et kritisk blikk på teknologi. Hva kan lærere gjøre i en travel hverdag?

• Øgrim, Leikny & Beck, Eevi Elisabeth (2005). Responsible Design for Children: Whose Responsibility?
• Beck, Eevi Elisabeth (2005). Learning Management Systems: The Need for Critical Analyses.
• Øgrim, Leikny & Beck, Eevi Elisabeth (2004). Between Special Interest and a Social Duty: Reflections on Teachers and ICTs. Vis sammendrag

  Between Special Interest and a Social Duty: Reflections on Teachers and ICTs. Leikny Øgrim, Faculty of Education, Oslo Univ. College and Eevi Beck, Educational Research Institute, Univ. of Oslo Abstract Challenges posed by Information and Communication Technologies (ICTs) and teacher reactions to these are arenas for exploring a professional culture turning towards a shared but open and under-defined knowledge object (Knorr Cetina 1997). Based on our experience in teaching pre- and in-service teachers we develop some possible directions for future research. Norms for usage of ICTs in primary and lower secondary schools in Norway have been expressed in successive editions of the national curriculum. A notable change is found from 1987 to 1997, from ICTs as an optional subject for the specially interested to being integrated into all subjects. Each teacher must now capably use ICTs in her teaching. What knowledges a person needs to demonstrate to qualify as a teacher have fundamentally changed. We suggest that experienced teachers are being challenged in at least three non-distinct areas: Weakened control over contents. With the internet and project pedagogy course materials are no longer contained within identifiable, single repositories (such as text books), and correct answers are no longer given but subject to negotiation. Weakened control over learning process. Change of ideals from instruction-based to facilitation-based teaching may upset key images of being a teacher. Weakened control over pupils. Some pupils have greater technical knowledge than their teachers. The disproportionate attention from teachers reveals interesting control issues. Knorr Cetina argues �we need to trace the ways in which knowledge has become constitutive of social relations� (ibid: 8). Exploring reactions to the reorientation of teachers opens up both established views of knowledge in school and processes of establishing object-centrered socialities. Emotional investments and open dynamics (cf. ibid: 14) can be found, while - as a potential expansion of Knorr Cetina's argument - these are not all �experts� (cf. ibid:25). The increased emphasis on ICTs in schools can, we argue, be studied as a process of a knowledge object moving from the realms of 'experts' to the 'everyday', thereby transforming the meaning of membership in the teacher profession. Reference: Knorr Cetina, Karin (1997): Sociality with Objects: Social Relations in Postsocial Knowledge Societies, Theory, Culture & Society, 14(4): 1-30.

• Beck, Eevi Elisabeth & Strømsø, Helge Ivar (2015). FUP – selvevaluering av konsultasjonsressursen 2012-2014. Universitetet i Oslo.
• de Lange, Thomas; Lycke, Kirsten Hofgaard; Skodvin, Arne; Strømsø, Helge Ivar; Fremstad, Ester & Stensaker, Bjørn [Vis alle 9 forfattere av denne artikkelen] (2015). Egenrapport: Programevaluering - pedagogisk basiskompetanse Fagområdet for universitetspedagogikk, UiO. Det utdanningsvitenskapelige fakultet. Fulltekst i vitenarkiv

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