Home Stakeholders Research & Innovation Stakeholders Dr Elin Eriksen Ødegaard – Professor in Early Childhood Pedagogy

Dr Elin Eriksen Ødegaard – Professor in Early Childhood Pedagogy

Here we learn about the work of Professor, Dr Elin Eriksen Ødegaard, who has been the Director of KINDKNOW – Kindergarten Knowledge Centre for Systemic Research on Diversity and Sustainable Futures at Western Norway University of Applied Sciences since 2018

KINDKNOW – Kindergarten Knowledge Centre for Systemic Research on Diversity and Sustainable Futures at Western Norway University is a vital research hub with about 40 researchers, including senior, PhD students, postdocs and international guest. The centre is financed by Research Council Norway (RCN) 2018-2023 and work both with local stakeholders as well as with international scholars.

After graduating from University of Gothenburg, Sweden in 2007, she has been building capacity in the field of early childhood education as an active research scholar and leader. Since 2012, she has been a visiting professor at UIT – The Arctic University of Norway and was guest researcher at East China Normal University in 2011. She held invited keynotes at ECE&C conferences and seminars in China, Korea, Australia, Greece, United Kingdom, Sweden, Denmark, and Norway and serve on international advisory boards for research projects.

Norwegian Ministries has asked for advice and Swedish Academy for services. She is a capacity builder in Early Childhood Education for sustainability (ECEC) with executive positions in crucial networks, such as OMEP World.  She is currently co-editor in chief of Nordic Journal of Early Childhood Research.

She designed Exploration and Pedagogical Innovation laboratories, EX-PED-LAB, a workshop methodology for collaboration with stakeholders with aims of achieving transformative practices to enhance quality, co-led with Dr Johanna Birkeland. This project was granted funding by City of Bergen and RCN in 2020-2021 and by RCN 2021-2025, for a larger study.

She has published extensively on how children from a very early age co-create curriculum through co-narratives with teachers, and how early childhood institutions create conditions for children’s play, learning and cultural formation. She developed a pedagogical model of collaborative exploration, to give attention to how teachers and children co-create activities and to inspire practices.

She publishes in a wide field of cultural-historical perspectives and narrative inquiry, engaging both in qualitative, quantitative, experimental, and collaborative methods. Within these areas she supervises 10 PhD students (5 into completion so far). She has published 10 academic books, 61 peer reviewed scholarly articles and chapters, 6 media-production, 6 research reports and 70 articles for the profession some.

Stakeholder Profiles