Ansatte – Københavns Universitet

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Trine Øland

Trine Øland

Lektor

Primære forskningsområder

My primary fields of research are sociology of education and history of education. In particular, I am interested in the history and sociology of welfare state progressivism and integrationism in a post-Enlightenment perspective; the history and sociology of progressive pedagogy in Denmark; and classification and racialization processes in connection to development and transformation of educational ideas and practices. I use a variety of methodological approaches, primarily historical and archival sources, observations and ethnographic field research, sociological interviewing and analyses of documents.

Previously, I have observed and analysed the social practice of thematic work and project work in public schools in a social class perspective (1970s and 2000s), examined the cultural constructs of the child and human potential in progressive pedagogy in Denmark as part of an international and scientific enlightenment movement (1920s to 1950s), conducted a collective biography of 549 Danish progressive ‘school-pedagogues’ such as teachers, psychologists, artists, philosophers, etc. (1929-1960), and studied the political and educational ideas of canons on culture, history and democracy and the role intellectuals play in this context (2000-2010).

Aktuel forskning

I am currently working on the project “The dynamics of welfare work addressing the immigrant and refugee – symbolic boundary work and the making of society” (2013-2017). The project is a sociological study of competing and conflating welfare workers’ ambigious work vis-à-vis the immigrant and refugee, and it, e.g., carves out the symbolic resources  and the societal forms and interactions mobilised and activated in modern welfare work in the margin. The project was initiated as a subproject of a project called “Professional interventions as a state-crafting grammar addressing the immigrant” and is financed by the Danish Council for Independent Research, Section of Humanities. In continuation of this project, I explore racialization processes linked to welfare work in the aftermath of refugee arrivals in collaboration with Marta Padovan-Özdemir, VIA University College.

I have made preparations for a project entitled "The geopolitics of Danish progressivism in the 20th century." Through in-depth studies of the activities of teacher Torben Gregersen (1911-1994) and teacher and psychologist Sofie Rifbjerg (1886-1981), I will study their national and transnational activities in relation to New Education Fellowship and other international associations in order to gain knowledge about how modern notions about the child, its potential and schooling for democracy in Danish education was produced in a global context of geopolicial contructs.

Finally, I am engaged in a project with the working title “Inside the child: the institutionalisation of psychological theories about children and education in Denmark 1930s – 1960s” with Christian Sandbjerg Hansen, University of Aarhus. This project is dedicated to the study of the social space in which educational idea and theory emerge, gain territory and become institutionalised and legitimate or not.

I am currently Head of the research group The History and Sociology of Welfare Work (2014-) http://mcc.ku.dk/research/focus-areas/welfareworktrine/ and member of the research group Children, Media and Culture (2015-).

I have supervised and am currently supervising the following Ph.D.-theses:

Eva Bertelsen (co-supervisor): 'Curriculum' til fremtiden? Karakteristikker af "den nye gymnasieskole" gennem perspektiver på institution, nybyggeri og elevsubjektiviteter, Ørestad Gymnasium som case (graduated 2013)

Marta Padovan-Özdemir (principal supervisor): The Making of Educationally Manageable Immigrant Schoolchildren in Denmark, 1970–2013: A Critical Prism for Studying the Fabrication of a Danish Welfare Nation State (graduated 2016)

Katrine Lindvig (co-supervisor): Fra tværfaglig forskning til undervisning - et studie af proces og forhandling i tværfaglige forskningsgrupper (2014-2017). Institut for Naturfagenes Didaktik, KU.

Sofie Rosengaard (principal supervisor): Pædagogik i en krisetid. [Daycare Education In A Time Of Crisis] (2014-2018)

Marianne Brodersen (co-supervisor): Den ”forstyrrende” elev som interventionsfelt for professionelle i og omkring skolen. Et studie af dynamikker i professionel viden mellem elever, professionelle og stat. [The “disturbing” child as field of intervention for professionals in and around the school. A study of the dynamics of professional knowledge between pupils, professionals and state] (2015-2018). Roskilde Universitet.

Lone Bæk Brønsted (principal supervisor): Lærerarbejde og socialpædagogik. [Teacher Work and Social Pedagogy] (2016-2019)

Malene Kubstrup Nelausen (principal supervisor): Elevfællesskaber og inkluderede elevers mulighed for at blive til som elever og klassekammerater efter inklusionsloven (2016-2019)

Stine Saabye Bach (principal supervisor): Skolens eksistensbetingelser for elever med social angst (2017-2020)

Stine Thygesen (principal supervisor): Normaliseringspraktikker og anbragte børns skolegang: velfærdsarbejdets praksis og potentialer (2017-2020)

Undervisnings- og vejledningsområder

I forårssemestret 2017 underviser jeg på bacheloruddannelsens modul 7: Pædagogisk sociologi og uddannelsessociologi i samarbejde med mine kolleger Lone Bæk Brønsted, Susanne Murning og gæsteunderviser/vejleder Mara Fridell (University of Manitoba).

Tidligere har jeg på BA-niveau hovedsagelig undervist i modulerne ’Pædagogik – faget historisk’ (modul 1), ’Sociale og kulturelle processer i opdragelses- og uddannelsesinstitutioner (modul 7), og ’Praktiseret pædagogisk forskning’ (modul 8) samt varetaget BA-projektseminaret og vejledning i bachelorprojekter. Derforuden har jeg haft modulet 'Fra professionserfaring imod teoretisk viden' (modul J, Åbent Universitet)

På KA-niveau har jeg undervist i moduler som 'Pædagogik som videnskab', ’Socialisering, opdragelse og uddannelse’ og ’Professioner og institutioner’ (som ikke eksisterer mere) og varetaget vejledning i forbindelse med projektorienterede forløb med og uden empirisk undersøgelse samt været ansvarlig for gennemførsel af specialeseminar i flere perioder.

Jeg vejleder helst i problemområder, der tangerer mine forskningsområder, men er ikke afvisende overfor andre vigtige og vedkommende projekter.

I forbindelse med vejledning kan det være gavnligt at vide, at min tilgang til pædagogikfaget i nogen udstrækning er baseret på en bearbejdning af de mangfoldige og fleksible måder den franske sociolog Pierre Bourdieu arbejder med sociologi og uddannelsessociologi på. Mine teoretiske og analytiske tilbøjeligheder i øvrigt er præget af greb i og inspiration fra følgende forfatterskaber og videnskabelige skoledannelser, i forskellige kombinationer afhængig af forskningsformål: Emile Durkheim, Marcell Mauss, Max Weber, Norbert Elias, Erving Goffman, Georg Simmel, etnometodologi, Ning de Coninck-Smith, Paula S. Fass, Margaret Scotford Archer, samtidshistorie, historisk sociologi, stats- og livsformsteori, magtanalyser, postkoloniale og postmoderne analyser, Donald Broady, Staf Callewaert, prakseologi, historisk epistemologi, prosopografi, Loïc Wacquant, Agnés van Zanten, Stephen Ball, Michèle Lamont, Luc Boltanski, velfærdsstatsforskning, dispositiv-historie, Michel Foucault og heraf afledte inspirationer som fx Kenneth Hultqvist, Mitchell Dean, Nikolas Rose og Thomas S. Popkewitz. Thomas Ziehe og Anthony Giddens´ modernitetsperspektiver er kendt stof, ligesom Basil Bernstein er det, dertil kommer etnografisk og antropologisk kulturteori som det vil føre for vidt at opremse her.

Udvalgte publikationer

  1. Accepteret/In press

    ‘‘Human potential’ and progressive pedagogy: a long cultural history of the ambiguity of ‘race’ and ‘intelligence’’ (reprint)

    Øland, T. 2017 Sociology of Education II. Ball, S. J. (red.). Routledge, Kap. 59, (Routledge's Major Themes in Education series).

    Publikation: Forskning - fagfællebedømtBidrag til bog/antologi

  2. Udgivet

    Reformpædagogik - progressiv pædagogik

    Øland, T. 20 jan. 2017 Didaktikhåndbogen: Teorier og temaer. Kristensen, H. J. & Laursen, P. F. (red.). 1 udg. København: Hans Reitzel, Kap. 5, s. 107-127 20 s.

    Publikation: Forskning - fagfællebedømtBidrag til bog/antologi

  3. Udgivet

    Professional Interventions as a State-Crafting Grammar: Using a Sociological Concept of State in Historical Research

    Ydesen, C. & Øland, T. 15 dec. 2015 Challenging Ideas?: Theory and Empirical Research in the Social Sciences and Humanities. Lytje, M., K. Nielsen, T. & Ottavay Jørgensen, M. (red.). Newcaste Upon Tyne: Cambridge Scholars Press, Kap. 8, s. 140-160 21 s.

    Publikation: Forskning - fagfællebedømtBidrag til bog/antologi

  4. Udgivet

    The diversity of 'progressive school pedagogues' 1929-1960: A space of opposites making society making the child

    Øland, T. 21 jan. 2015 I : Praktiske Grunde. Tidsskrift for kultur- og samfundsvidenskab. 2013, 7, 4, s. 5-24 20 s.

    Publikation: Forskning - fagfællebedømtTidsskriftartikel

  5. Udgivet

    The Social Making of Educational Theory: Unravelling How to Understand the Content, Emergence, and Transformation of Educational Theory

    Øland, T. & Sandbjerg Hansen, C. 24 nov. 2014 I : Nordic Journal of Educational History. 1, 2, s. 3-26 24 s.

    Publikation: Forskning - fagfællebedømtTidsskriftartikel

  6. Udgivet

    Integrationisme i pædagogisk forskning og professionalisme

    Øland, T. & Larsen, V. 2011 I : Praktiske Grunde. Tidsskrift for kultur- og samfundsvidenskab. 5, 1, s. 5-16 12 s.

    Publikation: Forskning - fagfællebedømtTidsskriftartikel

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