Kris Kalkman

Prorektor for utdanning

Prorektor for utdanning

Kris Kalkman

E-post

kka@dmmh.no

Telefon

73805252

Avdelinger

Administrasjonen

Ledelsen

Cristin ID

480055

Arbeidsområde

Kris Kalkman has a Phd in Social Work from the Norwegian University of Science and Technology (NTNU) and has worked at NTNU Social Research’s section Diversity and Inclusion. Currently he works at Queen Mauds University College for Early Childhood Education and Care. With a master in early childhood pedagogies and background as an early childhood practitioner, he is interested in the position of marginalized children in Norwegian day care settings, investigating structural and relational issues of inequity, subordination and social (in)justice. His research engages with the sociology of childhood and childhood studies.

Utdanning

2017: Phd i Sosialt arbeid ved NTNUs Institutt for Sosialt arbeid

2015: NTNU, ISH, P.hd kurs SARB8008 Immigration, integration and ethnic diversity

2014: UIO, P.hd kurs, UV9230 Listening to children's voices. Methodological challenges and possibilities

2013: NTNU, NOSEB - P.hd kurs BARN8101: Social Studies of Children and Childhood: Research Perspectives

2013: NTNU, NOSEB - P.hd kurs BARN8200: Methodology in Child and Childhood Research

2013: NTNU, SVT - P.hd kurs SFEL8000 Vitenskapsteori i samfunnsvitenskap

2010-2012: NTNU/DMMH - Master i Early Childhood Care and Education

2007-2010: DMMH – Dronning Mauds Minne Høgskole Barnehagelærerutdanning ved linje for Internasjonal forståelse og flerkulturelt arbeid (IFFA), Bachelor

Kris Kalkman

Kris Kalkman

Formidling

Vente, håpe, leve - familier på flukt møter norsk hverdagsliv

Norwegian parents' experiences of collaboration with ECEC and school in the transition to school

Norwegian caregivers’ perspectives on institutional practices and changes in childhood transitioning from kindergarten to school

Key note speaker at International Step by Step Association (June 2019) in the Netherlands. Theme: Early childhood and Care for Refugee Children.

Barn med flyktningbakgrunn i barnehagen

Deltakende forskning med unge barn som har flyktning bakgrunn

Barnehagen som en integrerings- og inkluderingsarena for nyankomne barn med flyktningbakgrunn

Barnehagen som integrerings- og inkluderingsarena for nyankomne barn med flyktningbakgrunn

Do you want this? – a study on the meaning of resettled migrant children’s gift offering in daycare

Childhood and Migration

Publikasjoner

Andregjøring gjennom undervisningsmetoder: En blindsone i norsk skole?

Hijaben: Kampen om frihet, kvinnefrigjøring og den muslimske kvinnens «beste»

Enhancing Seldom Heard Perspectives in Human-Centred Service Design for Health and Social Care Transformation

Vente, Håpe, Leve - Familier på flukt møter norsk hverdagslivet

"Barnehagelivet er ikke en selvfølge". En kvalitativ studie innføringstilbudets formål og nyankomne barns tilvenning i barnehagen

Innledning

Here we like playing princesses - newcomer migrant children`s transitions within day care: exploring role play as an indication of suitability and home and belonging

Inkludering av nyankomne barn i barnehagen - spenningsfeltet mellom tilhørighet, likeverd, solidaritet og makt

Day Care as an integrational arena and inclusive environment: Newcomermigrant girls' sociocultural transitions and negotiations of identity, home and belonging

Here we like playing princesses–newcomer migrant children’s transitions within day care: exploring role play as an indication of suitability and home and belonging

‘Do you want this?’ Exploring newcomer migrant girls’ peer reception in Norwegian day care: Experiences with social exclusion through the exchange of self-made artefacts

‘They need to … ’: Exploring practitioners’ attitudes in relation to newcomer migrant children’s needs in Norwegian day care

It takes more than just saying hello. Recently arrived migrant children`s multimodal access strategies, and social positioning work in a Norwegian Kindergarten

Kris Kalkman

Kris Kalkman

Formidling

Vente, håpe, leve - familier på flukt møter norsk hverdagsliv

Norwegian parents' experiences of collaboration with ECEC and school in the transition to school

Norwegian caregivers’ perspectives on institutional practices and changes in childhood transitioning from kindergarten to school

Key note speaker at International Step by Step Association (June 2019) in the Netherlands. Theme: Early childhood and Care for Refugee Children.

Barn med flyktningbakgrunn i barnehagen

Deltakende forskning med unge barn som har flyktning bakgrunn

Barnehagen som en integrerings- og inkluderingsarena for nyankomne barn med flyktningbakgrunn

Barnehagen som integrerings- og inkluderingsarena for nyankomne barn med flyktningbakgrunn

Do you want this? – a study on the meaning of resettled migrant children’s gift offering in daycare

Childhood and Migration

Publikasjoner

Andregjøring gjennom undervisningsmetoder: En blindsone i norsk skole?

Hijaben: Kampen om frihet, kvinnefrigjøring og den muslimske kvinnens «beste»

Enhancing Seldom Heard Perspectives in Human-Centred Service Design for Health and Social Care Transformation

Vente, Håpe, Leve - Familier på flukt møter norsk hverdagslivet

"Barnehagelivet er ikke en selvfølge". En kvalitativ studie innføringstilbudets formål og nyankomne barns tilvenning i barnehagen

Innledning

Here we like playing princesses - newcomer migrant children`s transitions within day care: exploring role play as an indication of suitability and home and belonging

Inkludering av nyankomne barn i barnehagen - spenningsfeltet mellom tilhørighet, likeverd, solidaritet og makt

Day Care as an integrational arena and inclusive environment: Newcomermigrant girls' sociocultural transitions and negotiations of identity, home and belonging

Here we like playing princesses–newcomer migrant children’s transitions within day care: exploring role play as an indication of suitability and home and belonging

‘Do you want this?’ Exploring newcomer migrant girls’ peer reception in Norwegian day care: Experiences with social exclusion through the exchange of self-made artefacts

‘They need to … ’: Exploring practitioners’ attitudes in relation to newcomer migrant children’s needs in Norwegian day care

It takes more than just saying hello. Recently arrived migrant children`s multimodal access strategies, and social positioning work in a Norwegian Kindergarten

Vi bruker informasjonskapsler (cookies)