Seksjon for pedagogikk
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.
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
Kalkman, K., & Clark, A. (2019). 'Here We Like Playing Princesses’: Migrant children as sociocultural passengers within Norwegian Daycare. In J. Murray & C. Gray (Eds.), Perspectives from Children at the Margins. Oxford: Routledge.
Kalkman, K. (2018). Inkludering av nyankomne barn i barnehagen. In V. Glaser, K. H. Moen, S. Mørreaunet & F. Søbstad (Eds.), Barnehagens grunnsteiner: formålet med barnehagen. Oslo: Universitetsforl.
Kalkman, K. (2017). Day Care as an integrational arena and inclusive environment: Newcomermigrant girls' sociocultural transitions and negotiations of identity, home and belonging. (PhD Article based), Norwegian University of Science and Technology, Trondheim.
Kalkman, K., & Clark, A. (2017). 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. European Early Childhood Education Research Journal, 1-13. doi:10.1080/1350293X.2017.1288020
Kalkman, K., Haugen, G. M., & Valenta, M. (2017). ‘They need to…’: Exploring practitioners’ attitudes in relation to newcomer migrant children’s needs in Norwegian day care. Childhood, 1-15. doi:10.1177/0907568216688244
Kalkman, K., Hopperstad, M. H., & Valenta, M. (2015). It takes more than just saying hello: recently arrived migrant children's multimodal access strategies and social positioning work in a norwegian kindergarten. In S. Kibsgaard & M. Kandstad (Eds.), Lek og Samspill i et mangfoldsperspektiv (pp. 131-148). Bergen: Fagbokforlaget.
Kalkman, K., Hopperstad, M. H., & Valenta, M. (2017). ‘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. Contemporary Issues in Early Childhood, 1-16. doi:10.1177/1463949117692241