{"id":98,"date":"2025-01-20T16:03:29","date_gmt":"2025-01-20T16:03:29","guid":{"rendered":"https:\/\/uni.hi.is\/ingo\/?p=98"},"modified":"2025-06-18T15:41:32","modified_gmt":"2025-06-18T15:41:32","slug":"nylidar-i-grunnskolakennslu-og-kynjasjonarhorn","status":"publish","type":"post","link":"https:\/\/uni.hi.is\/ingo\/2025\/01\/20\/nylidar-i-grunnskolakennslu-og-kynjasjonarhorn\/","title":{"rendered":"N\u00fdli\u00f0ar \u00ed grunnsk\u00f3lakennslu og kynjasj\u00f3narhorn"},"content":{"rendered":"<p>Tv\u00e6r ranns\u00f3knir voru ger\u00f0ar \u00e1 \u00e1runum 2017\u20132023 til a\u00f0 kanna hvernig n\u00fdbrautskr\u00e1\u00f0um kennurum vegna\u00f0i \u00ed starfi og hvort og hvers konar \u00e1hrif kyn hef\u00f0i. S\u00fa fyrri var ger\u00f0 me\u00f0 vi\u00f0t\u00f6lum vi\u00f0 n\u00fdja kennslukarla og hin s\u00ed\u00f0ari me\u00f0 vi\u00f0t\u00f6lum vi\u00f0 kvenkyns n\u00fdli\u00f0a.<\/p>\n<ul>\n<li>B\u00e1\u00f0ar bygg\u00f0ar \u00e1 ra\u00f0vi\u00f0t\u00f6lum sem st\u00f3\u00f0u \u00ed tv\u00f6 \u00e1r vi\u00f0 hvern vi\u00f0m\u00e6landa. Samtals var r\u00e6tt vi\u00f0 \u00e1tta karla og ellefu konur \u00ed ranns\u00f3knunum.<\/li>\n<li>G\u00f6gnum var safna\u00f0 \u00e1 \u00e1runum 2017\u20132020 \u00ed karlaranns\u00f3kninni og 2021\u20132023 \u00ed kvennaranns\u00f3kninni.<\/li>\n<li>Ing\u00f3lfur \u00c1sgeir J\u00f3hannesson st\u00fdr\u00f0i ranns\u00f3knunum \u00ed samstarfi vi\u00f0 fj\u00f3ra a\u00f0ra rannsakendur, \u00fea\u00f0 er einn lektor \u00e1 Menntav\u00edsindasvi\u00f0i og \u00ferj\u00e1 grunnsk\u00f3lakennara. Tveir grunnsk\u00f3lakennaranna voru meistaranemar \u00feegar \u00feeir h\u00f3fu \u00fe\u00e1ttt\u00f6ku \u00ed ranns\u00f3knarverkefnunum og skrifu\u00f0u meistarapr\u00f3fsritger\u00f0 me\u00f0 hli\u00f0sj\u00f3n af hluta gagnanna.<\/li>\n<li>Skrifa\u00f0ar hafa veri\u00f0 fimm fr\u00e6\u00f0igreinar og unni\u00f0 er a\u00f0 minnsta kosti einni grein til vi\u00f0b\u00f3tar.<\/li>\n<li>Ekki var um skipulag\u00f0an samanbur\u00f0 \u00e1 h\u00f3punum tveimur a\u00f0 r\u00e6\u00f0a. \u00deeir voru \u00f3l\u00edkir \u2013 ekki bara kyni\u00f0 \u2013 heldur l\u00edka \u00feannig a\u00f0 flestir karlarnir kenndu \u00ed 8.\u201310. bekk og flestar konurnar \u00e1 yngsta stigi og mi\u00f0stigi. Samanbur\u00f0ur sem v\u00e6ri h\u00e6gt a\u00f0 gera yr\u00f0i \u00fev\u00ed stundum samanbur\u00f0ur \u00e1 kennslu \u00e1 \u00f3l\u00edkum aldursstigum. \u00de\u00e1 voru flestir vi\u00f0m\u00e6lendur \u00ed kvennaranns\u00f3kninni komnir me\u00f0 eins til \u00feriggja \u00e1ra starfsreynslu eftir a\u00f0 kennarapr\u00f3fi lauk, og setti \u00fea\u00f0 svip \u00e1 ni\u00f0urst\u00f6\u00f0urnar, en karlarnir n\u00fdli\u00f0ar \u00fe\u00f3tt sumir \u00feeirra hef\u00f0u kennt annars sta\u00f0ar me\u00f0 n\u00e1minu.<\/li>\n<\/ul>\n<p>Ranns\u00f3knirnar gefa v\u00edsbendingar um eftirfarandi:<\/p>\n<ul>\n<li>Formleg lei\u00f0s\u00f6gn var \u00ed meiri hluta tilvika takm\u00f6rku\u00f0, stundum t\u00e6past til sta\u00f0ar og \u00ed \u00f6\u00f0rum tilvikum hittust n\u00fdli\u00f0i og lei\u00f0sagnarkennari ekki skipulega. \u00cd \u00feri\u00f0jungi tilvika virtist hafa fyrir um fyrirmyndarfyrirkomulag a\u00f0 r\u00e6\u00f0a me\u00f0 reglubundnum fundum og \u00ed einu tilviki var lei\u00f0sagnarkennari s\u00e9rmennta\u00f0ur sem sl\u00edkur. Allir vi\u00f0m\u00e6lendur upplif\u00f0u \u00fe\u00f3 a\u00f0 vel hef\u00f0i veri\u00f0 teki\u00f0 \u00e1 m\u00f3ti \u00feeim vi\u00f0 upphaf starfs og a\u00f0 samstarfsf\u00f3lki\u00f0 v\u00e6ri hj\u00e1lpf\u00fast.<\/li>\n<li>Teymissamstarf var helsti sty\u00f0jandi \u00fe\u00e1ttur fyrir starf hinna ungu kennara \u00ed b\u00e1\u00f0um ranns\u00f3knunum. Samr\u00fdmist \u00fea\u00f0 vel \u00f6\u00f0rum ranns\u00f3knum.<\/li>\n<li>Kennararnir h\u00f6f\u00f0u alla jafna m\u00f3ta\u00f0ar hugmyndir um hvernig kennarar \u00feeir vildu vera og fram kom a\u00f0 helsta \u00e1st\u00e6\u00f0a \u00feess a\u00f0 \u00feeir sinntu starfinu v\u00e6ri a\u00f0 vinna me\u00f0 b\u00f6rnunum. Markmi\u00f0 um samskiptaf\u00e6rni og l\u00ed\u00f0an barnanna virtust skipta flesta vi\u00f0m\u00e6lendur mestu m\u00e1li.<\/li>\n<\/ul>\n<p>\u00cd hvorri ranns\u00f3kn fyrir sig kom margt forvitnilegt fram:<\/p>\n<ul>\n<li>Nokkrir af kennsluk\u00f6rlunum h\u00f6f\u00f0u \u00fej\u00e1lfa\u00f0 e\u00f0a voru a\u00f0 \u00fej\u00e1lfa h\u00f3p\u00ed\u00fer\u00f3tt. \u00deetta vir\u00f0ist hafa veri\u00f0 \u00feeim gott veganesti vi\u00f0 bekkjar- og h\u00f3pastj\u00f3rnun. Sama kom fram hj\u00e1 st\u00f6ku kvenkyns \u00fe\u00e1tttakendum.<\/li>\n<li>Nokku\u00f0 var um s\u00e9rstaka karlakl\u00fabba \u00ed \u00feeim sk\u00f3lum sem karlarnir st\u00f6rfu\u00f0u. Kl\u00fabbarnir vir\u00f0ast a\u00f0 einhverju leyti hafa virka\u00f0 sem stu\u00f0ningur vi\u00f0 n\u00fdli\u00f0ana en frekar f\u00e9lagslegur stu\u00f0ningur en faglegur. Tilvist sl\u00edkra karlakl\u00fabba var l\u00edka nefnd af kvenkyns n\u00fdli\u00f0unum en mj\u00f6g f\u00e1ir kvennakl\u00fabbar vir\u00f0ast hafa veri\u00f0 starfandi.<\/li>\n<li>Kennslukarlarnir l\u00fdstu \u00fev\u00ed hvernig b\u00faist var vi\u00f0 \u00fev\u00ed af \u00feeim a\u00f0 \u00feeir v\u00e6ru g\u00f3\u00f0ir \u00ed a\u00f0 \u201ehalda aga\u201c. M\u00e1 t\u00falka \u00fea\u00f0 sem fyrirfram gefnar hugmyndir um me\u00f0f\u00e6dda h\u00e6fni karlkennara og virtist \u00fear af lei\u00f0andi visst forskot vegna kyns \u00feeirra. Engin teikn voru um sl\u00edkar hugmyndir um agastj\u00f3rnun hef\u00f0u haft \u00e1hrif \u00e1 kvenkyns n\u00fdli\u00f0ana. \u00c1 ranns\u00f3knart\u00edmanum l\u00e6r\u00f0u karlarnir margt sem vi\u00f0kom faglegri bekkjar- og agastj\u00f3rnun.<\/li>\n<li>Sko\u00f0a\u00f0 var s\u00e9rstaklega jafnv\u00e6gi vinnut\u00edma og einkal\u00edfs hj\u00e1 kvenkyns n\u00fdli\u00f0unum, \u00fear sem s\u00fa umr\u00e6\u00f0a kom frekar upp me\u00f0al \u00feeirra. \u00de\u00e6r beittu \u00fdmsum r\u00e1\u00f0um til a\u00f0 n\u00e1 sl\u00edku jafnv\u00e6gi og halda \u00fev\u00ed, svo sem a\u00f0 vinna lengur \u00e1 vinnusta\u00f0num, taka sem f\u00e6st verkefni me\u00f0 s\u00e9r heim og sko\u00f0a ekki t\u00f6lvup\u00f3stinn utan vinnut\u00edma.<\/li>\n<li>Samskipti kynjanna \u00e1 vinnust\u00f6\u00f0um vi\u00f0m\u00e6lenda voru r\u00e6dd og \u00ed lj\u00f3s kom a\u00f0 oft var viss a\u00f0greining sem stundum var bygg\u00f0 \u00e1 kyni. S\u00fa a\u00f0greining helga\u00f0ist ekki s\u00edst af \u00f3jafnv\u00e6gi \u00ed fj\u00f6lda karlkyns og kvenkyns kennara, studd me\u00f0 a\u00f0greiningu kynja innan sk\u00f3lanna. S\u00fa a\u00f0greining kom me\u00f0al annars til vegna \u00feess a\u00f0 konur kenndu \u00ed meiri m\u00e6li \u00e1 yngri stigum og karlar \u00e1 unglingastigi og vegna karlakl\u00fabba \u00e1 vinnusta\u00f0num. Vi\u00f0m\u00e6lendur l\u00fdstu fars\u00e6lu samstarfi milli karlkyns og kvenkyns kennara en \u00fe\u00f3 voru nokkur d\u00e6mi \u00feess a\u00f0 kennslukonum \u00fe\u00e6ttu karlar komast upp me\u00f0 meira k\u00e6ruleysi ef svo bar undir.<\/li>\n<li>\u00c1lag \u00ed starfi ungu kvennanna var gr\u00ed\u00f0arlega miki\u00f0. \u00de\u00e6r voru komnar me\u00f0 mikla \u00e1byrg\u00f0, me\u00f0al annars \u00e1 verkstj\u00f3rn yngri kennara og stu\u00f0ningsfulltr\u00faa (l\u00edklega l\u00edka lei\u00f0beinenda \u00fe\u00f3tt vi\u00f0 r\u00e6ddum \u00fea\u00f0 ekki s\u00e9rstaklega) \u2013 enda voru nokkrar komnar me\u00f0 fj\u00f6gurra til fimm \u00e1ra kennslueynslu \u00feegar ranns\u00f3knart\u00edmanum lauk.<\/li>\n<li>\u00cd vi\u00f0t\u00f6lum vi\u00f0 kvenkyns n\u00fdli\u00f0ana sem kenndu yngstu b\u00f6rnunum kom fram a\u00f0 \u00fe\u00e6r b\u00e1ru mikla umhyggju fyrir nemendum s\u00ednum og h\u00f6f\u00f0u metna\u00f0 fyrir \u00feeirra h\u00f6nd til a\u00f0 n\u00e1 framf\u00f6rum \u00ed n\u00e1minu. \u00de\u00e6r fundu \u00fe\u00f3 oft fyrir togstreitu og vissu \u00farr\u00e6\u00f0aleysi, \u00fear sem \u00feeim fannst starfsa\u00f0st\u00e6\u00f0urnar stundum hamla \u00fev\u00ed a\u00f0 \u00fe\u00e6r g\u00e6tu sinnt nemendum eins og \u00fe\u00e6r vildu. Teymiskennslan olli \u00fev\u00ed svo a\u00f0 nemendah\u00f3parnir g\u00e1tu veri\u00f0 \u00ed heildina 30\u201360 nemendur.<\/li>\n<\/ul>\n<p>H\u00f3parnir sem unnu a\u00f0 ranns\u00f3knunum voru tveir:<\/p>\n<ul>\n<li>Fyrri h\u00f3pur: Ing\u00f3lfur, Andri, Valger\u00f0ur.<\/li>\n<li>S\u00ed\u00f0ari h\u00f3pur: Ing\u00f3lfur, A\u00f0alhei\u00f0ur, Mar\u00edanna, Valger\u00f0ur.<\/li>\n<li>Andri Rafn Ottesen t\u00f3k vi\u00f0t\u00f6l og ger\u00f0i meistarapr\u00f3fsranns\u00f3kn \u00ed fyrri ranns\u00f3kninni og rita\u00f0i grein me\u00f0 Ing\u00f3lfi \u00c1sgeiri J\u00f3hannessyni. Ing\u00f3lfur t\u00f3k einnig nokkur vi\u00f0t\u00f6l. (Mar\u00edanna J\u00f3nsd\u00f3ttir Mar\u00edud\u00f3ttir afrita\u00f0i vi\u00f0t\u00f6lin sem Ing\u00f3lfur t\u00f3k.)<\/li>\n<li>Valger\u00f0ur S. Bjarnad\u00f3ttir vann \u00far g\u00f6gnun fyrri ranns\u00f3knar og rita\u00f0i tv\u00e6r greinar me\u00f0 Ing\u00f3lfi og Andra, a\u00f0ra fyrir erlent t\u00edmarit.<\/li>\n<li>A\u00f0alhei\u00f0ur Anna Erlingsd\u00f3ttir, Mar\u00edanna J\u00f3nsd\u00f3ttir Mar\u00edud\u00f3ttir og Valger\u00f0ur S. Bjarnad\u00f3ttir t\u00f3ku vi\u00f0t\u00f6lin \u00ed s\u00ed\u00f0ari ranns\u00f3kninni.<\/li>\n<li>A\u00f0alhei\u00f0ur ger\u00f0i meistarapr\u00f3fsranns\u00f3kn og rita\u00f0i grein me\u00f0 Ing\u00f3lfi og Valger\u00f0i.<\/li>\n<li>Ing\u00f3lfur, Valger\u00f0ur og Mar\u00edanna hafa skrifa\u00f0 grein \u00ed sameiningu.<\/li>\n<li>Valger\u00f0ur og Ing\u00f3lfur eru me\u00f0 grein \u00e1 ensku \u00ed sm\u00ed\u00f0um um s\u00ed\u00f0ari ranns\u00f3knina.<\/li>\n<\/ul>\n<p>Meistarapr\u00f3fsritger\u00f0ir:<\/p>\n<p>A\u00f0alhei\u00f0ur Anna Erlingsd\u00f3ttir. (2023). <em>\u201e\u00c9g var sett me\u00f0 \u00feeim \u00ed teymi af \u00e1st\u00e6\u00f0u \u2026 \u00fe\u00e6r eiga a\u00f0 lei\u00f0beina m\u00e9r \u00ed \u00feessu.\u201c: Kvenkyns n\u00fdli\u00f0ar \u00ed grunnsk\u00f3lakennslu<\/em> [meistarapr\u00f3fsritger\u00f0, H\u00e1sk\u00f3linn \u00e1 Akureyri]. <a href=\"https:\/\/skemman.is\/handle\/1946\/45074\">https:\/\/skemman.is\/handle\/1946\/45074<\/a><\/p>\n<p>Andri\u00a0 Rafn\u00a0 Ottesen.\u00a0 (2018).\u00a0 <em>Eftirs\u00f3ttasti\u00a0 minnihlutah\u00f3purinn?\u00a0 Fyrstu\u00a0 m\u00e1nu\u00f0ir\u00a0 kennslukarla\u00a0 \u00ed\u00a0 starfi<\/em>\u00a0 [meistarapr\u00f3fsritger\u00f0,\u00a0 H\u00e1sk\u00f3li\u00a0 \u00cdslands].\u00a0 Skemman.\u00a0 <a href=\"https:\/\/skemman.is\/handle\/1946\/31674\">https:\/\/skemman.is\/handle\/1946\/31674<\/a><\/p>\n<p>T\u00edmaritsgreinar:<\/p>\n<p>Andri Rafn Ottesen og Ing\u00f3lfur \u00c1sgeir J\u00f3hannesson. (2019). Eftirs\u00f3ttasti minnihlutah\u00f3purinn? Fyrstu m\u00e1nu\u00f0ir fj\u00f6gurra karla \u00ed grunnsk\u00f3lakennslu. <em>Netla \u2013 Veft\u00edmarit um uppeldi og menntun<\/em>. <a href=\"https:\/\/doi.org\/10.24270\/netla.2019.1\">https:\/\/doi.org\/10.24270\/netla.2019.1<\/a><\/p>\n<p>Ing\u00f3lfur \u00c1sgeir J\u00f3hannesson, Andri Rafn Ottesen og Valger\u00f0ur S. Bjarnad\u00f3ttir. (2022). Sty\u00f0jandi \u00fe\u00e6ttir \u00ed starfi grunnsk\u00f3la vi\u00f0 karlkyns n\u00fdli\u00f0a. <em>T\u00edmarit um uppeldi og menntun<\/em>, <em>31<\/em>(1), 91\u2013109. <a href=\"https:\/\/doi.org\/10.24270\/tuuom.2022.31.5\">https:\/\/doi.org\/10.24270\/tuuom.2022.31.5<\/a><\/p>\n<p>Ing\u00f3lfur \u00c1sgeir J\u00f3hannesson, Andri Rafn Ottesen og Valger\u00f0ur S. Bjarnad\u00f3ttir. (2024). Natural disciplinarians or learning from the job? The first two years of seven male teachers in Icelandic compulsory schools. <em>Education Inquiry<\/em>, <em>15<\/em>(2), 188\u2013202. doi.org\/10.1080\/20004508.2022.2080343<\/p>\n<p>A\u00f0alhei\u00f0ur Anna Erlingsd\u00f3ttir. Ing\u00f3lfur \u00c1sgeir J\u00f3hannesson og Valger\u00f0ur S. Bjarnad\u00f3ttir. (2024). Kynja\u00f0 starfsumhverfi kvenkyns n\u00fdli\u00f0a \u00ed grunnsk\u00f3lakennslu. <em>Netla \u2013 Veft\u00edmarit um uppeldi og menntun<\/em>. DOI: https:\/\/doi.org\/10.24270\/netla.2024\/18<\/p>\n<p>Ing\u00f3lfur \u00c1sgeir J\u00f3hannesson, Valger\u00f0ur S. Bjarnad\u00f3ttir og Mar\u00edanna J\u00f3nsd\u00f3ttir Mar\u00edud\u00f3ttir. (2024). Jafnv\u00e6gi starfs og einkal\u00edfs ungra kvenkyns kennara \u00ed \u00edslenskum grunnsk\u00f3lum. <em>Netla \u2013 Veft\u00edmarit um uppeldi og menntun: S\u00e9rrit 2024 - Menntakvika 2024<\/em>. <a href=\"http:\/\/netla.hi.is\">http:\/\/netla.hi.is<\/a> https:\/\/doi.org\/10.24270\/serritnetla.2024.7<\/p>\n<p>M\u00e1l\u00feing:<\/p>\n<p>\u00deann 28. ma\u00ed var haldi\u00f0 m\u00e1l\u00feingi\u00f0 Hvernig gengur n\u00fdjum kennurum \u00ed grunnsk\u00f3lakennslu? Upptaka er undir \u00feessum tengli:\u00a0<a href=\"https:\/\/vimeo.com\/1073486827?share=copy#t=0\">https:\/\/vimeo.com\/1073486827?share=copy#t=0<\/a><\/p>\n<p>Hla\u00f0varp:<\/p>\n<p>Menntav\u00edsindavarpi\u00f0 \u00ed okt\u00f3ber 2014 - https:\/\/open.spotify.com\/episode\/4qkC9nNMlm6CSigocSxHux<\/p>\n<p>Samstarfsa\u00f0ilar:<\/p>\n<p>H\u00e1sk\u00f3linn \u00e1 Akureyri: Mar\u00eda Steingr\u00edmsd\u00f3ttir, \u00fe\u00e1 d\u00f3sent vi\u00f0 H\u00e1sk\u00f3lann \u00e1 Akureyri, veitti r\u00e1\u00f0gjafi vi\u00f0 fyrstu skref fyrri ranns\u00f3knarinnar. A\u00f0alhei\u00f0ur Anna Erlingsd\u00f3ttir var meistaranemi vi\u00f0 H\u00e1sk\u00f3lann \u00e1 Akureyri \u00feegar h\u00fan skrifa\u00f0i meistarapr\u00f3fsritger\u00f0ina.<\/p>\n<p>Sunna K. S\u00edmonard\u00f3ttir f\u00e9lagsfr\u00e6\u00f0ingur, sem vann a\u00f0 ranns\u00f3knaryfirlit um kennslukarla og fleira.<\/p>\n<p>Styrkir:<\/p>\n<p>Jafnr\u00e9ttissj\u00f3\u00f0ur \u00cdslands: Ranns\u00f3knin me\u00f0 kennsluk\u00f6rlunum.<\/p>\n<p>Ranns\u00f3knasj\u00f3\u00f0ur H\u00e1sk\u00f3la \u00cdslands: B\u00e1\u00f0ar ranns\u00f3knirnar.<\/p>\n<p>Sumarvinnu\u00e1tak Vinnum\u00e1lastofnunar: Ranns\u00f3knin me\u00f0 kvenkyns n\u00fdli\u00f0um.<\/p>\n<p>Efnisor\u00f0: N\u00fdli\u00f0un kennara, lei\u00f0s\u00f6gn, kyngervi, kyn kennara, ungir kennslukarlar, n\u00fdbrautskr\u00e1\u00f0ir kvenkyns kennarar, sty\u00f0jandi \u00fe\u00e6ttir, teymiskennsla, stu\u00f0ningsfulltr\u00faar, jafnv\u00e6gi starfs og einkal\u00edfs,\u00a0\u00a0 tilfinningastj\u00f3rnun<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Tv\u00e6r ranns\u00f3knir voru ger\u00f0ar \u00e1 \u00e1runum 2017\u20132023 til a\u00f0 kanna hvernig n\u00fdbrautskr\u00e1\u00f0um kennurum vegna\u00f0i \u00ed starfi og hvort og hvers konar \u00e1hrif kyn hef\u00f0i. S\u00fa fyrri var ger\u00f0 me\u00f0 vi\u00f0t\u00f6lum vi\u00f0 n\u00fdja kennslukarla og hin s\u00ed\u00f0ari me\u00f0 vi\u00f0t\u00f6lum vi\u00f0 kvenkyns n\u00fdli\u00f0a. B\u00e1\u00f0ar bygg\u00f0ar \u00e1 ra\u00f0vi\u00f0t\u00f6lum sem st\u00f3\u00f0u \u00ed tv\u00f6 \u00e1r vi\u00f0 hvern vi\u00f0m\u00e6landa. Samtals var [&hellip;]<\/p>\n","protected":false},"author":1365,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[17488],"tags":[],"class_list":["post-98","post","type-post","status-publish","format-standard","hentry","category-samantektir"],"_links":{"self":[{"href":"https:\/\/uni.hi.is\/ingo\/wp-json\/wp\/v2\/posts\/98","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/uni.hi.is\/ingo\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/uni.hi.is\/ingo\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/uni.hi.is\/ingo\/wp-json\/wp\/v2\/users\/1365"}],"replies":[{"embeddable":true,"href":"https:\/\/uni.hi.is\/ingo\/wp-json\/wp\/v2\/comments?post=98"}],"version-history":[{"count":2,"href":"https:\/\/uni.hi.is\/ingo\/wp-json\/wp\/v2\/posts\/98\/revisions"}],"predecessor-version":[{"id":111,"href":"https:\/\/uni.hi.is\/ingo\/wp-json\/wp\/v2\/posts\/98\/revisions\/111"}],"wp:attachment":[{"href":"https:\/\/uni.hi.is\/ingo\/wp-json\/wp\/v2\/media?parent=98"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/uni.hi.is\/ingo\/wp-json\/wp\/v2\/categories?post=98"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/uni.hi.is\/ingo\/wp-json\/wp\/v2\/tags?post=98"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}