Geir Skeie

Geir Skeie is a Professor of Religious Education at the University of Stavanger (UiS), Faculty of Arts and Education, Department of Cultural Studies and Languages. He holds the UNESCO Chair on Diversity, Inclusion, and Education and serves as the Ombudsman for Scientific Integrity at UiS. He also holds a guest professorship at the Norwegian University of Science and Technology (NTNU) and previously served as a professor at Stockholm University, where he continues to supervise doctoral students.

• University: University of Stavanger
• School: Faculty of Arts and Education
• Department: Department of Cultural Studies and Languages
• Additional Roles: UNESCO Chair, Ombudsman for Scientific Integrity

His research focuses on intercultural education, religion in education, inclusion, human rights, and impartiality, using qualitative methods and action research. He has led multiple national and international research projects and maintains a strong academic network. His work addresses the complexities of religious and cultural diversity in educational settings, particularly in the Nordic context.

His recent publications (2020–2024) highlight themes such as bias-based bullying, existential questions in education, inclusive learning environments, and the role of religious education in promoting democratic values. The articles reflect a consistent engagement with pedagogy, ethics, and policy, often situating Norwegian practices within broader European and global frameworks. Key collaborators include Hildegunn Fandrem, Dag Husebø, and Øystein Lund Johannessen.

Geir Skeie has made significant contributions to religious education research, particularly in the areas of:

• Dialogue and conflict in the classroom
• Existential and ethical exploration in schools
• Teacher impartiality and neutrality
• Memory, heritage, and identity in education
• Curriculum development and reform
• Religious diversity and inclusion

He has supervised doctoral students and continues to mentor emerging scholars. He has been involved in collaborative research projects such as the ReDi project on religion-related dialogue in schools. His work bridges theory and practice, contributing to both academic knowledge and practical improvements in educational settings.