Anders Breidlid

Anders Breidlid is a Professor at Oslo Metropolitan University (OsloMet), with a strong focus on international and comparative education, particularly in Sub-Saharan Africa, Sudan, and South Sudan. His work spans human rights, indigenous knowledge, HIV/AIDS education, and education in conflict and post-conflict settings.

His research interests include:

• Decolonization of education and integration of indigenous knowledges
• Education in armed conflict and post-conflict reconstruction
• Global citizenship and sustainable development in education
• Discourse analysis and epistemic diversity
• History and civic education in fragile states

The recent trend in his publications shows a deep engagement with psychosocial support for refugee children, civic education in socialist contexts like Cuba, and the integration of local epistemologies in science classrooms across Africa. His work bridges theory and practice, often contributing to policy discussions on emergency education and educational equity. He frequently collaborates with researchers across Africa and Europe.

Scientific contributions and recognition:

• Extensive publication record including 66 scientific publications, 31 research reports, and 565 dissemination pieces
• Editor and author of influential works on indigenous knowledges and sustainable development
• Regular contributor to public discourse through op-eds in major Norwegian outlets like Klassekampen and Avisa Vårt Land
• Keynote speaker at international forums, including the University of South-Eastern Norway

Breidlid actively advises and evaluates academic work, having served as an external examiner for PhD theses at institutions in Zambia, South Africa, Norway, and Pakistan. While no direct students are listed, his role as opponent indicates significant mentorship and academic guidance. He has contributed to capacity-building in postgraduate education through collaborative programs like the NOMA Master’s in International Education and Development.

He is involved in research networks focused on decolonizing curricula and promoting epistemic justice, particularly through participatory action research with South African science teachers. His work emphasizes contextually relevant, inclusive, and sustainable education models.