Salman Türken

Salman Türken is an Associate Professor in the Department of Kindergarten Teacher Education at the Oslo Metropolitan University, Faculty of Teacher Education and International Studies. He serves as Study Leader for Area 1 and is actively engaged in two key research groups: Childlife and professional practice (Childlife) and Professional understanding and professional ethics in kindergarten (ProfEt).

His research lies at the intersection of education, psychology, and social justice, with a strong focus on critical pedagogy, neoliberalism, psychologization in education, intersectionality, and intimate partner violence among marginalized communities. His work frequently explores how structural forces shape individual subjectivity and educational practices in the Norwegian welfare context.

The 15 most recent publications reflect a consistent scholarly trajectory centered on neoliberal discourse, identity, cultural competence in teaching, and violence within LGBTQ+ and ethnic minority communities. These works appear in journals spanning critical psychology, education, gender studies, and social policy, demonstrating interdisciplinary reach and methodological rigor, particularly in qualitative and discourse analysis.

Scientific Awards:

• No scientific awards or honors were mentioned in the provided text.

Advising and Grants: While no specific students or grant funding are listed, his role as a study leader and prolific researcher suggests active involvement in mentoring graduate students and securing research support. His collaborations with scholars such as Esra Ummak, Serap Keles, and Erik Carlquist indicate participation in research teams and dissemination through conferences like ECER and EASP&IARR.

Labs and Research Groups: Türken is deeply embedded in two research environments: Childlife, which investigates everyday practices and professional development in early childhood education, and ProfEt, which focuses on ethical dimensions and professional understanding in kindergarten settings. These affiliations underscore his commitment to ethically grounded, socially responsive pedagogy.