About
As an associate professor of education at Oslo Metropolitan University, I specialise in research and teaching centred around the role of the teacher in school and society.
My research emerges around different aspects of teacher professionalism, such as teacher learning, identity, and activism. Further, my work encompasses multilingualism in education, classroom discourse, and learning, with a particular interest in language and literacy pedagogy. I combine comparative and ethnographic research methodologies, complemented by other methods, including collaborative approaches.
Prior to joining OsloMet, I worked in the teacher education programs at the University of Gothenburg in Sweden and the University College Copenhagen in Denmark. I hold a PhD from the University of Copenhagen.
ORCID: 0000-0001-5418-8158
Research groups
Publications and research
Scientific publications
Lundqvist, Ulla
; Erduyan, Işıl
(2024).
Syncretic literacy practices among Arab heritage students in Denmark .
Language and Education.
https://doi.org/10.1080/09500782.2024.2308813
Lundqvist, Ulla
; Rinne, Ilona; Yildirim, Ali
(2024).
From parent-teacher relations to professional identity in Danish and Swedish schools.
Teachers and Teaching: theory and practice.
https://doi.org/10.1080/13540602.2024.2312511
Thingstrup, Signe Hvid; Harju, Anne;
Lundqvist, Ulla
; Prins, Karen Mathilde; Åkerblom, Annika
(2023).
Globalisation in and of Nordic Early Childhood Education: Tensions between the local and the global.
Global Studies of Childhood.
Vol. 13.
https://doi.org/10.1177/20436106231186307
Rinne, Ilona;
Lundqvist, Ulla
; Johannsen, Bjørn Friis; Yildirim, Ali
(2023).
“When you get out there, you don't have a toolbox”. A comparative study of student teacher's identity development in Swedish and Danish teacher education.
Teaching and Teacher Education : An International Journal of Research and Studies.
Vol. 122.
https://doi.org/10.1016/j.tate.2022.103958
Lundberg, Osa;
Lundqvist, Ulla
; Åkerblom, Annika; Risenfors, Signild
(2023).
'Can you teach me a little Urdu?' Educators navigating linguistic diversity in pedagogic practice in Swedish preschools.
Global Studies of Childhood.
Vol. 13.
https://doi.org/10.1177/20436106231176964
Lundqvist, Ulla ; Kolstrup, Kirsten (2023). Lost in translanguaging? Er 'stance' den oversete dimension i den danske 'oversættelse' af translanguaging-begrebet til sprogpædagogisk praksis i folkeskolen?. Sprogforum. Vol. 77.
Lundqvist, Ulla
(2022).
At blive en dygtig elev: Social identitet i skolens klassefællesskaber.
Cepra-striben - tidsskrift for Evaluering i Praksis.
Vol. 30.
https://doi.org/10.17896/UCN.cepra.n30.469
Lundqvist, Ulla
(2019).
The burden of smartness: Teacher's pet and classmates' teasing in a Danish classroom.
8 p.
Linguistics and Education.
Vol. 52.
https://doi.org/10.1016/j.linged.2019.05.005
Lundqvist, Ulla
(2019).
Smart, smarter, smartest: Competition and linked identities in a Danish school.
Anthropology & Education Quarterly.
Vol. 50.
https://doi.org/10.1111/aeq.12289
Lundqvist, Ulla
(2016).
Becoming a “smart student”: The emergence and unexpected implications of one child's social identification.
Madsen, Lian Malai; Karrebæk, Martha Sif; Møller, Janus Spindler (Ed.).
Everyday languaging: collaborative research on the language use of children and youth. p. 121-144.
Mouton de Gruyter.
https://doi.org/10.1515/9781614514800-006
