1. 1
CURRICULUM VITAE – MAGNUS HAAVELSRUD July, 2015
Postal address: Gydas vei 28, N-0363 Oslo, Norway
Telephone: +47 92496510
E-mail: magnush@alumni.ntnu.no
Twitter: @mhaavelsrud
Brief resume as listed in Who’s Who in the World, 2015: HAAVELSRUD, MAGNUS,
educator, researcher; b. Fagernes, Norway, Apr. 24, 1940; s. Martin and Marit Ranheim
Haavelsrud; m. Anne Lise Nordbrond, Dec. 2, 1967 (div. 1985); 1 child, Hans Ola.
Degree in Cand. polit., U. Oslo, 1969; PhD, U. Wash., 1970. Tchr. Gjøvik folkeskole,
1959–60; co-founder Nord-Aurdal friundervisning, 1960–61; lectr. Volda Tchr.'s Coll.,
1967–68, U. Wash., Seattle, 1970–71; assoc. sch. program Inst. World Order, NYC,
1972–73; program chairperson World Conf. on Edn., U. Keele, 1974; prof. Inst. Social
Sci., U. Tromso, Norway, 1974–99; Carl von Ossietzky guest prof. German Coun. Peace
and Conflict Rsch., Bonn, W.Ger., 1978–79; prof. Norwegian U. Tech. & Sci.,
Trondheim, Norway, 1999–2010; emeritus prof., 2010–. Mem. Transcend Internat.,
1993–; mem. global adv. bd. Human Dignity and Humiliation Studies, 2008–; mem. edit.
bd. Jour. Peace Edn., 2004–; fellow, South African rsch. chair devel. edn. U. South
Africa, 2008–15. Author: Education and Development Towards Peace, 1986, Education
in Developments, 1996, Vol. 2, 2010, El Poder de la Educacion: Aprendizajes para vivir
en libertad, 2010; editor: Education for Peace, 1975, Approaching Disarmament
Education, 1981; contbr. chapters to books, articles to profl. jours. Sgt. BSHS Officers
Tng. Sch. Med. Corps Lahaugmoen, 1961–62. Mem.: Internat. Ctr. Nonviolence
Australia (patron 2013–15), Jeju Global Environment Adv. Com. Jeju Spl Self-Governing
Province, Arigatou Foundation Interfaith Coun. Ethics Edn. Children, Transcend
Internat., Internat. Peace Rsch. Assn. (chairperson Peace Edn. Commn. 1975–79).
Visiting scholar for half year terms: Teacher’s College, Columbia University, New
York (2001, 2004, 2006, 2008); School of Education, Stanford University (1998);
Educational Foundations, University of Hawaii (1996); Fellow of the Deutsche
Akademische Austauschdienst and Visiting researcher, UNESCO Institute of Education,
Hamburg (1996 – 3 months); Department of Policy Studies, Institute of Education,
University of London (1993); Institute for Educational Planning, UNESCO, Paris (1983);
Institute for Development Studies, University of Nairobi (1980)

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SUPERVISION OF DOCTORAL PROJECTS (dissertations available as ebooks)
Jingyi Dong (2015): A Study of Rural Students in the Higher Education System in China
in Relation to Their Context
Tony Jenkins (2015): Theoretical Analysis and Practical Possibilities for Transformative,
Comprehensive Peace Education
Cecilie Haugen (2009): Contextualizations and Recontextualizations of Discourses on
Equity in Education
Sadique Isahaku (2009): An Analysis of Dominant and Alternative Approaches to
Education Reform in Sub-Saharan Africa: the Case of Ghana
Berit Groven (2007): Det doble blikk: Spesialpedagogen i endringstider
Oddbjørn Stenberg (2006): Pedagogisk-psykologiske rådgiveres tilnærminger til
problematferd i skolen
Veslemøy Wiese (2006): Skolens Janus-ansikt: Utskilling eller utvikling i ulike
læringsmiljø
Sylvi Stenersen Hovdenak (1998): Pedagogisk diskurs i 90-åras utdanningsreformer
Terje Halvorsen (1997): Forståelse av avvikende atferd: en studie av avviksforståelse
blant ansatte i barne- og ungdomspsykiatriske poliklinikker
Odd Valdermo (1995): Hvem sine interesser og hvem sine behov er nedfelt i kjemifaget i
den videregående skole (gymnaset)? (co-supervisor)
FORTHCOMING PUBLICATIONS
(2015, fall). Contextual Specificity in Peace Education. I S. B. Maphosa, & A. Keasley (eds.), Peace
Education for Violence Prevention in Fragile African Societies: What's Going to Make a
Difference? Pretoria: Human Sciences Research Council/Africa Institute South Africa.
(2015, fall). The Academy, Development and Modernity's Other. International Journal of
Development Education and Global Learning, 8(2).
(2015, fall). Three Roots of Transdisciplinary Analysis in Peace Education. Revista Prospectiva,
20.

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SELECTED WORKS 1
Education in developments: Volume 2 – 2010
It is argued in this book that educational energy from below and political energy from
above tend to seek harmony. This dynamism is reflected in criticism of problematic
contextual conditions as well as in constructive ideas and plans for how those conditions
can be changed. The cultural voice of education is therefore of political relevance
pointing towards the need for transformation of problematic – sometimes violent –
contextual conditions. In case such conditions prevail, pedagogic activity may respond
by adapting to the status quo – or resist. Whether culture is forced to adapt to structures
or vice versa is a matter of power and control and to what degree education – formal,
informal and non-formal – is independent or dependent upon what kind of political
authorities. It is argued that in any kind of political context, pedagogic work is seen as
relevant in the quest for transformation towards more peaceful and non-violent
contextual conditions. Education towards non-violent conflict transformations in
opposition to political authorities is quite a different challenge from practicing such
education with the support from dominant power (Shaker Publishing, Mastrict, 2010,
286 pages)
El poder de la educacion: Aprendizajes para vivir en libertad – 2010
This book is a revised and translated version of Education in developments: Volume 1
(Arena and University for Peace, 2010, 304 pages)
Education in developments: Volume I – 1996 2
The overall theme in this book is education as liberation and politicization in
development processes toward the realization of peace values. The perspective is
inclusive in that education is seen as more than traditional formal schooling, peace is
seen as more than the absence of violence/war, and developments are seen as more
than economic development. An inclusive approach views peace also as social justice
and developments as applicable to socio-economic, political and cultural qualities at all
levels of analysis. The book is divided into four parts. Part I discusses some major
theoretical concepts related to the understanding of different schools of thought
concerning the relationship between education and development (ch.1), principles of
1 For additional information on publications and presentations see www.cristin.no CRIStin (Current
research information system in Norway)
2 Some of the chapters in this book have been published in one or more of the following languages (cf. information
in each chapter): Norwegian, Japanese, Spanish, German, French, Arabic, Hungarian, Russian, Italian and Dutch

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peace education and the concept of peace in relation to manifest versus hidden aspects
(ch. 2 and 3), principles of inclusion and exclusion (ch. 4) and four approaches to
disarmament education (ch. 5). Part II focuses on informal and adult education: how
education for liberation represents an attempt at integrating everyday life and global
contradictions (ch. 6 and 7), how oppressive contexts might lead to the need for
temporary dissociation from the oppressor (ch. 8), and how communicative discourse
between groups can enhance multicultural lifelong learning. Formal education is
discussed in Part III from the perspective of student participation in social change (ch.
10), how civic textbooks tend to fragment micro and macro perspectives and also
exclude content on social conflicts (ch. 11), how the school can develop knowledge
about the future (ch. 12) and how content on global governance can be developed (ch.
13). Part IV foregrounds the inter-paradigmatic discussion in research on education in
terms of political, cultural and socio-economic values and arguments (Arena, 1996, 306
pages)
Kunnskap og utvikling (Knowledge and Development) - 1995 (ed.)
Proceedings of the 3rd National Conference on Research in Education, Institute of
Social Science, University of Tromsø and the Norwegian Research Council, 1995, 262
pages. Author of Et samlende perspektiv (A consensus perspective) p. 10-14.
Disarming: Discourse on Violence and Peace - 1993 (ed.)
The volume departs from the recommendations of the Unesco World Congress on
Disarmament Education which was held in 1980 and the failure of many attempts to
produce a UNESCO Teacher's Handbook on Disarmament Education since then. The
book takes a fresh look at the substance, forms and practices of educational initiatives
designed for contributing towards the creation of a world less characterized by violence,
oppression, exploitation, dominance and brutality. Basic to the work is the idea that our
minds have been occupied by words and ideologies originating from powers that have
become accustomed to profit from the misery of the masses. Basic too, is the idea that
education's role in transmitting such ideologies can be changed to become a critical
force confronting dominant destructive authority and power. This idea may be a most
important condition for increasing the probability of turning educational activity away
from the interest of the oppressor towards the interest of those who are the victims of
violent actors and structures. The theme is looked into from different contexts around the
world - without the ambition to arrive at a unison answer to the question of how dialogue
about violence and peace can contribute towards disarming minds and countries that
support violence rather than peace (Arena, 1993, 301 pages).

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Peace Education within the Archipelago of Peace Research 1945-64 - 1993 (co-
authored with Mario Borrelli)
The analysis of the development of the concept of peace education departs from the
evolution of forces behind the peace research formation, which gradually came to
resemble an archipelago. A comparative analysis is given of the developments of peace
research and education in different parts of this archipelago, especially centering in
North America and Scandinavia with early exchanges between Columbia University and
the embryonic Peace Research Institute in Oslo (Otto Klineberg and Johan Galtung).
Since 1964 peace research has been organized in the International Peace Research
Association (IPRA). This organization did not undergo a rectilinear evolution. Its
development has been rather tortuous with lots of repetitions, of after-thoughts and
retracing of tracks, of contrasts, of division and of annoying and persistent ambivalence:
its world does not seem to have reached peace The book attempts to search for a
methodology for an action for peace in an overall strategy which transforms intellectual
practice into a political theory that can give birth to social practice.It is argued in the book
that in the wake of the sense of apocalypse which followed the Hiroshima and Nagasaki
atomic bombings and the disarmament movement following these events, peace
research became another hope for ending the threat of wars and peace education was
seen as another step in that same direction. An important characteristic of the peace
education that developed within the archipelago of peace research, however, was its
belief in a continued association with research on as well as action for peace.The
authors were motivated by their participation over many years in peace research and
education. The involvement is seen as rewarding, but also frustrating in that the process
involved also periods of stagnation. In such periods it became necessary to repeat
established and accepted knowledge to newcomers in the field. The present publication
is an attempt at taking stock of this accepted knowledge and what happened along the
way in order to facilitate the socialization of newcomers to the field (Arena, 1993, 103
pages).
Samspill om kunnskap (Cooperation about Knowledge) - 1991
This book reports on the findings in an investigation of the perceptions of more than 600
textbook authors in Norway. The purpose of the research is to map the authors' views of
important aspects of the cooperation processes required in the planning, writing and
publication of textbooks. The author has to relate to the publisher, the curriculum plans,
the researchers in the field, the pupils, the parents and to four different consultants
required by State regulations. The assumption is made that the cooperation established
will be of importance to the quality of the textbooks and that more knowledge about this
cooperation is of relevance in attempts at changing these structural conditions in which
textbooks are produced. The findings uncover several problems concerning the interplay
involved in writing textbooks. Examples: Female writers more often than male writers
experience problems in their communication with publishers in the initial phases of the
planning of a textbook project. Agreements between writer and publisher suffer as a
result of ambiguous contracts about textbook projects. All parties concerned are not

6. 6
always in agreement with the basic idea and purpose of the textbook. This lack of
agreement and understanding often results in problems in the last phases of the project.
This can be a very serious matter when reviews by anonymous consultants employed by
the publisher or the State actually can stop the publication. The book suggests how new
forms of cooperation could improve on the quality of textbook materials (Arena, 1991, 96
pages)
Fredslæring (Peace Learning) - 1991 and UNESCO Yearbook on Peace and
Conflict Studies - 1989
The concept of peace is discussed from three perspectives. Firstly, peace is discussed
in terms of what it is and what it is not. Secondly, the concept is discussed in terms of its
relevance to the close, intermediate and distant reality seen from the point of view of an
individual. Thirdly, peace as a state is discussed in relation to peace as a concept
defined in terms of processes and interactions amongst actors at all levels. Main issues
such as disarmament, development and human rights are discussed in light of micro as
well as macro conditions. These three main issues are seen as interlinked, overlapping
and interdependent. Content development is seen as dependent upon at least three
factors: the context, type of conflict and the position of the actor in the conflict. Peace
learning is discussed as politicization. Alternatives to politicization is discussed before
the last chapter concludes with a review of the goals of peace education in the
Norwegian school (Arena, 1991, 129 pages and Greenwood Press, UNESCO, 1989: 92-
130).
Peace Education in Oppressive Contexts Gandhi Marg 1984
It is argued that major conflicts are not limited to the international level, but show up in
the interactions among people. Such interactions may involve matters from local to
global concerns. Independent of the content of such interactions, they are always rooted
in the principles on which a person bases his or her opinions about the world and its
forces including which ways and means are acceptable and legitimate in transformative
strategies towards less violence. This connection between the concrete realities of the
‘here and now’ and the more abstract principles and ideas are therefore of importance
for peace research, education and action. Strategic knowledge developed in handling
conflicts in the here and now is a source for learning non-violence. (Gandhi Marg,
Journal of the Gandhi Peace Foundation, 1984)

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Perspektiv i utdanningssosiologi (Perspectives in Sociology of Education) - 1984
and revised edition 1997
In this book questions about how and why different social groups develop different
educational behaviours are discussed. Theories of educational sociology provide
different perspectives on such questions and this plurality in theoretical perspectives has
rendered different and sometimes contradictory answers. Educational sociology has
developed in a multi-paradigmatic fashion similar to other fields in the social sciences.
Four main perspectives are presented and discussed in relation to each other. The "old"
perspective is introduced in chapter 2, the Marxist perspective in chapter 3, the "new"
perspective in chapter 4, and the feminist perspectives in chapter 5. The other three
chapters in the book focus on the debate within and among these perspectives. The
discussion leads towards the question of the foundations of future developments in the
field of educational sociology. The field is seen in relation to its function as providing the
basis for educational policy-making, school development and teaching practice
(University Press, Oslo 1984 and Arena 1997, 247 pages).
Utdanning og likhetsidealer (Education and Ideals of Equality) – 1983 (co-editor
with Hamran Hartvigsen)
The ideal that all groups and individuals should have equal educational opportunity has
been basic to most educational policy-making after WWII. Nevertheless, it is
documented in this book that both groups and individuals develop unequal educational
behaviors. Inequalities develop between boys and girls, minorites and majorities (in
terms of language, ethnicity and geography). The discussion centers around the
misunderstood concept of equality as uniformity resulting in treating diverse groups
equally and equality as plurality leading towards different educations depending upon
the characteristics of differing groups (Aschehoug, Oslo 1983, 240 pages).
Approaching Disarmament Education - 1981 (ed.)
This volume was begun in the summer of 1979 as the preparatory discussions for the
UNESCO-sponsored World Congress on Disarmament Education were well under way.
The debate on disarmament education before and during the World Congress showed
that the tricky political issue of disarmament became even more controversial when it
came to the question of why and how disarmament education were to be developed.
This volume aims at showing a variety of positive approaches for disarmament
education excluding approaches of a clearly negative and indoctrinating nature. Hence,
most of the contributions view the problem of disarmament, or negative peace, in light of
social justice and development, or positive peace. The distinction between an approach
to further critical thinking enabling people to recognize false arguments and become
propaganda-proof, as Alva Myrdal puts it in the foreword to the volume, and attempts at
bringing the "game of disarmament" into the classrooms and living rooms via television

8. 8
sets, is fundamental if attempts at ideological manipulation is to be avoided. Such
ideological approaches are contrasted with other approaches, including a politicization
approach, in the editor's contribution entitled "The Substance of Disarmament
Education" (Westbury House, IPC Science and Technology Press, London 1981, 280
pages)
Indoktrinering eller politisering? Form og innhold i ungdomsskolens undervisning
i samfunnskunnskap (Indoctrination or politicization? Form and content in civic
education in junior high school) - 1979 (ed.)
The official version of valid knowledge about society is analyzed in civic education
textbooks for use in the junior high school in Norway. Textbook content of relevance to
the following themes are analyzed: Gender equality, technical development,
rationalization, juvenile delinqency and conflicts. Both quality and quantity of the content
is evaluated and analyzed. Alternative development of content relevant to the themes
analyzed is discussed in terms of dialogic encounters between teacher and students and
amongst students. Dialogic procedures evolve a different content than what is found in
the textbooks. The dialectical influence between content and form is discussed in light of
indoctrination or politicization of civic studies in the school).
Author of the following contributions in this book: "Society and civic textbooks"
(Samfunnet og lærebøker i samfunnskunnskap) p 11-34; "On objectivity in texts on
technological development and rationalization" (Om objektivitet i stoff om teknisk
utvikling og rasjonalisering) p 53-86; "On the perspective of time in the text" (Om
tidsperspektivet i stoffet) p 87-98.Co-author of the following contributions in this book:
(with Gunnar Graff) "Conflict in the textbooks" (Konfliktstoff i lærebøker) p 119-184; (with
Tone Skinningsrud) "Gender equality in textbooks" (Temaet likestilling mellom kjønnene
i lærebøkene) p 185-220; (with Roar Huseby) "Society into the School and the School
out to Society" (Samfunnet inn i skolen og skolen ut i samfunnet) p 221-278 (University
Press, Oslo, 1979, 278 pages
Education for Peace: Reflection and Action - 1976 (ed.)
This volume is the product of one of the first world conferences on peace education,
held at the University of Keele in 1974 and organized by the World Council for
Curriculum and Instruction. The book contains both analysis of the parameters of
education for peace as well as action plans of the working groups in the conference (cf.
the report by professor Alice Miel on pages 336 - 380 on action plans). The parameters
of the substance of peace education are developed from both the structural perspective
as well as from an interactional perspective. The analysis of self within the total structure
is emphasized in that peace education requires conscientization among individuals and
groups as a prerequisite for structural change. This means that in order to institage
change in a structure, the function served by an actor in this structure in terms of its

9. 9
maintenance must be analyzed and understood before alternative structures are
conceived and implemented (IPC Science and Technology Press, London 1976, 407
pages)
Seminal Agents in the Acquisition of International Orientations Among
Adolescents - 1970
The purpose of this study was to (1) assess the relative impact of various sources of
orientation in the acquisition of certain international orientations and (2) identify
relationships between source usage and types of opinions and valuations displayed by
197 high school students in Seattle between the ages of fifteen and
seventeen.Dependent variables selected consisted of answers given mostly to open-
ended questions on peace and war. Independent variables were ratings of sixteen
sources of orientations on each of ten major questions. In addition, the subjects were
required to indicate the most important source in acquiring specific answers to open-
ended questions.
Some of the significant relationships between source usage and orientations towards
war and peace include: (1) Subjects rating the school sources low in utility gave few
responses pertaining to causes and outcome of war. (2) Religion, family, and friends
were positively associated with three categories of the peace concept. (3) Responses
pertaining to causes of war were positively associated with the ratings of friends, school
and mass media. (4) Knowledge of techniques for preventing war was positively related
to high utility rating of friends and mass media.Based on a frequency count of the most
cited sources, mass media appeared to be the prime agent for the acquisition of the war
concept with friends, religion, and school as secondary agents. In the development of
the peace concept, friends seemed to be the prime agents with mass media, family
(especially mother) and religion as secondary agents. Causes of war seemed to have
been learned primarily from mass media with all the other sources rated much lower.
Techniques for preventing war were essentially taught by friends and mass media,
whereas school, religion and family were selected less frequently (unpublished
dissertation for the Ph.D degree, University of Washington, 1970, 179 pages).

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BRIEF RESUME:
Magnus Haavelsrud is Professor emeritus at the Norwegian University of Science and
Technology and Distinguished Fellow of the South African Research Chair in Development
Education, University of South Africa. His work deals with the critique of the reproductive role of
education and the possibilities for transcendence of this reproduction in light of the traditions of
educational sociology and peace research. He took part in the creation of the Peace Education
Commission of the International Peace Research Association and served as its 2nd Executive
Secretary 1975-79. He worked at the School Program of the Institute for World Order in New
York and served as the Carl-von-Ossietzky Guest Professor of the German Council for Peace
and Conflict Research. He co-chaired (with Reardon) the panel for the launching of the Global
Campaign on Peace Education, Hague Appeal for Peace in 1999. Since 2001 he has worked
with education for human rights, democracy and peace in Latin America and since 1980 with
Nomura Centre for Lifelong Integrated Education in Tokyo. He is a Patron of the International
Centre of Nonviolence Australia since 2013. Member of 1) Transcend International since 1993,
2) editorial board of Journal of Peace Education since 2004, 3) Global Advisory Group of Human
Dignity and Humiliation Studies since 2008 4) Arigatou Foundation’s Interfaith Council on Ethics
Education for Children (2005 - 2009) and 5) International Peace Research Association since
1972. For writings see www.cristin.no/english/