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Iver Neumann has been one of the most productive and visible foreign policy and IR scholars of his generation. He has had great influence both internationally and at NUPI. He has, however, not become a prophet in his own country. Norway's political science community has expressed little interest in the three traditions that have been the lasting anchor points in Neumann's works: the English School, the German tradition of critical theory and French post-modernism. This article suggests that Norwegian political studies have expressed a lack of curiosity – if not an active skepticism – towards political theory in general and continental approaches in particular. The errand here is not to wonder why. Rather, it is to provide the briefest of glimpses into some of the perspectives that lie outside the Anglo-American, methodological mainstream of Norwegian political science.

Indhold: Repressalier ; Åndedrættet ; Følelsernes kropssprog ; Far og datter ; Straf og belønning ; Projektioner ; Guruen : den gode og den slette ; Kvinden i dansk politik : et portræt ; Enevældet : den kgl. Ballet før og nu ; Kan man lave en aftale med et menneske man undertrykker? ; Angsten for ophøret : orgasmens blokering ; Ambivalens

Forside; Titelside; Kolofon; Indhold; Forord; Indledning; Dannelse; Åbningsteser; Treenighed; Gud; Ordet; Ånden; Eksistens; Tro; Håb; Kærlighed; Politik; Frihed; Sikkerhed og lighed; Solidaritet; Grænser; Europa; Landet; Staten; Omverden; Klima; Jorden; Byen; Strid; Religion; Individ; Migration og erindring; Autoritet; Økonomi; Videnskab; Teknologi; Indflydelse; Magt; Medier; Sundhed; Hverdag; Arbejde; Erhvervsliv; Kunst; Rammer; Skole; Hjem; Rum; 95 nye teser.

This paper is a tentative approach towards a comparative analysis of the revolutionary process in Chile and Nicaragua. History and structural differences between the Chilean and the Nicaraguan social formations are scrutinized. A reflection on the Marxist-leninist notion of revolution and the concept of democracy is axial in both cases studies

How are school meals organized in the Scandinavian countries? And in what ways can new pedagogical practice lead to better school meal programs for students and a better understanding of the importance, for health and sustainable development, of the food offered through schools? Learning Through Food and Meals in Primary School takes a look at school meal programs in Denmark, Sweden and Norway with the objective of providing educators and teacher-education students an understanding of school meals from public health and nutritional perspectives, as well as a sense of the potential for teaching through school meals.

The book is written in Danish, Swedish and Norwegian, and is structured in three parts, presenting new research from each of the three countries. Thematically, the chapters range from studies of different school meal initiatives to analyses of the social, democratic, and pedagogical significance of school meals.

Through the different contributions, the book presents both experiences of how teaching through food can be done in a practical sense and an argument for its importance in an overall pedagogical and didactic perspective.

The book will be relevant for anyone who is interested in food and meals served in primary schools, such as teachers, researchers, politicians and school administrators.

The authors include researchers, educators and primary school administrators. Learning Through Food and Meals in Primary School has been edited by Dorte Ruge (UCL University College, Denmark), Frøydis Nordgård Vik (University of Agder, Norway), and Johanna Björklund and Sara Frödén (Örebro University, Sweden). The anthology has been made possible with the support of Nordplus Horisontal, project LEARNFOOD. The illustrations on the cover of the book are by Elisabeth Werngren (Sweden) and Marie Madsen (Denmark). - Hvordan er skolemåltiderne organiseret i de skandinaviske lande? Og på hvilken måde kan ny pædagogisk praksis give eleverne et bedre skolemadstilbud og en bedre forståelse af skolemadens betydning for sundhed og bæredygtig udvikling? Læring gennem mad og måltider i grundskolen præsenterer viden om skolemad fra Danmark, Sverige og Norge. Formålet med antologien er at give pædagoger, lærere og studerende indenfor læreruddannelse, folkesundhed og ernæring viden om skolemad, og om hvad læring gennem måltider kan være. Bogen er skrevet på dansk, svensk og norsk. Den er inddelt i tre dele, som præsenterer ny forskning fra hvert enkelt land. Tematisk spænder indholdet fra studier af forskellige skolemadsordninger til forskning i skolemåltidernes sociale, demokratiske og pædagogiske betydning. Gennem de forskellige bidrag præsenterer bogen både erfaringer med, hvordan læring gennem skolemåltider kan foregå i praksis, og en begrundelse for, hvorfor dette er vigtigt i et helhedsorienteret pædagogisk og didaktisk perspektiv. Bogen er relevant for alle, som er optaget af mad og skolemåltider i grundskolen, herunder lærere, forskere, politikere, skoleledere og rektorer. Forfatterne omfatter både forskere og lærere, pædagoger og skoleledere i grundskolen. Læring gennem mad og måltider i grundskolen er redigeret af Dorte Ruge (UCL Erhvervsakademi og Professionshøjskole, Danmark), Frøydis Nordgård Vik (Universitetet i Agder, Norge) samt Johanna Björklund og Sara Frödén (Örebro Universitet, Sverige). Antologien er støttet af Nordplus Horisontal, projekt LEARNFOOD. Illustrationer på omslag er udarbejdet af Elisabeth Werngren (Sverige) og Marie Madsen (Danmark).