Cecilie Rønning Haugen

Cecilie Rønning Haugen is a Professor in the Department of Teacher Education at NTNU, focusing on the sociology of education and educational policy analysis. Her work critically examines OECD policy impacts, educational equity, teacher autonomy, and accountability mechanisms. She is affiliated with NTNU’s UMU (Educational Policy, Diversity and Inequality) research group.

Her research explores how international trends influence Norwegian educational practices, including datafication in early education, marketization effects in schools, and conflicts between evidence-based programs and local contexts. She has published widely on accountability measures, teacher experiences in Oslo schools, and the implications of school choice policies.

Haugen’s articles consistently analyze power dynamics in education governance, emphasizing how policy recontextualization shapes pedagogy and inequality. She has contributed to debates on teacher education reform, arguing for preserving critical pedagogical knowledge amid standardized reforms.

• Affiliations: NTNU, Department of Teacher Education; UMU Research Group
• Key Themes: OECD policy critique, educational equity, teacher autonomy, accountability cultures

Her work bridges theoretical frameworks (e.g., Basil Bernstein’s coding theory) with empirical studies, offering critical insights into Norway’s educational landscape.