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The multivocality of Rjukanfossen: What is to be sustained in World Heritage?

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Water is life, water is reciprocity, we are all water, but do we know how to live well with water?  Water appear many places in the blog and in my research over the past twenty years. Of course, I was engaging with social and cultural meanings of water in Rjukan and Tinn municipality, a post-industrial region in the interior south of Norway. My latest publication is a chapter I have written to raise awareness of the multivocality of falling water - the waters of Rjukan Water Falls in Norway. The chapter was written for an edited book, Multivocality in World Heritage: Rjukan-Notodden Industrial Heritage Site, published by Routledge, 2025, and edited by me and my very good colleagues Steffen Johannessen, Guro Nordby and Benjamin Richards.  I would like to share some from the chapter introduction (and please buy the book, or at least read the book which will be out in Open Access as well): When visiting the official UNESCO website for Rjukan-Notodden Industrial Heritage Site...
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Valuing industrial heritage in the Anthropocene

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Published in TICCIH Bulletin nr 69, 3rd quarter 2015 On the 5th of July, 2015, UNESCO has inscribed Rjukan-Notodden Industrial Heritage Site on the World Heritage list. This represents great opportunities for the local communities of Rjukan and Notodden, located in the interior southern part of Norway. According to the proposal, the site is a unique expression of new industrial developments during the second industrial revolution, based in hydroelectric power production, industry, transport system and urban communities. The development of industry here depended however totally on the presence on the water landscape, so that the cultural and physical features of landscape here is a total production system (Birkeland 2015). How are we to value industrial heritage in the Anthropocene? The Anthropocene refers to the human-dominated, geological epoch that we are now living in. It is a concept that covers the last 250 years’ immense human impact on the earth where global warming, envi...
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Ecology and place-conscious learning Ecological approaches to place and place-conscious education are  relevant when we engage in teaching for climate  change transformation. As a teacher educator, I am faced with  ecological precarity whenever I discuss global dilemmas of climate change and  unsustainability in subject teaching with teacher students.   To address climate change as an educational challenge, teachers need professional tools that contribute to building hope, collaboration, and support. Based on collaborative work and research with teachers in primary schools and kindergartens in the post-industrial community of Tinn and Rjukan in Norway, I reflect on experiences of and develop new thinking on nested networks, interdependencies, and interconnections arising from working reciprocally with place in teaching practices. Place is theorised as a situation where nature and culture co-produce each other, where place is habitat and a way to teach and learn,...
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