Nina Rossholt

Nina Rossholt is a Professor at Oslo Metropolitan University specializing in early childhood education, gender studies, and posthuman perspectives in educational contexts. Her research explores the intersections of materiality, affect, and embodiment in educational settings, with particular focus on how children's experiences are shaped by their interactions with spaces, objects, and each other.

Her research interests include:

• Gender studies and gender equality in early childhood education
• Posthuman and new materialist approaches to educational theory
• Materiality and affect in educational contexts
• Spatial and embodied dimensions of learning
• Critical perspectives on quality assessment in early childhood education
• Deleuzian philosophy applications in educational practice

Rossholt's work demonstrates a clear evolution from traditional gender equality studies toward more theoretically sophisticated explorations of material-discursive practices. Her publications analyze sensory experiences in urban parks, movement in educational settings, and the material constitution of gender, all while challenging conventional human-centered perspectives in education. She emphasizes the agency of materials, spaces, and non-human elements in educational encounters, positioning educational practices as co-constituted through complex assemblages rather than solely through human intentionality.

Her scholarly impact is evident through publications in journals like Educational Philosophy and Theory and Contemporary Issues in Early Childhood, as well as numerous book chapters and research reports. Rossholt has also contributed to practical applications through textbooks and dissemination activities focused on gender perspectives in early childhood settings.

Rossholt collaborates with scholars across Scandinavia, including notable collaborations with Ann Merete Otterstad and Nina Odegard, reflecting her active engagement with research communities focused on early childhood education and posthuman approaches. Her work contributes significantly to theoretical conversations about moving beyond anthropocentric perspectives in educational research.