Ingrid Christine Reite Christensen

• Christensen, Ingrid Reite; Wistrøm, Øyvind & Adwan, Sami (2025). BECOMING ROCKED: A PALESTINIAN – NORWEGIAN PARTNERSHIP. In Helskog, Guro Hansen; Christensen, Ingrid R. & Aamaas, Åsmund (Ed.), REFLECTIFVE PRACTICE RESEARCH IN INTERNATIONAL COLLABORATION - DEVELOPING TEACHER EDUCATION IN TOGETHERNESS. LIT Verlag. ISSN 9783643912350. p. 123–142. Full text in Research Archive Show summary

  This paper critically reflects on how to develop good project partnerships in international higher education collaboration between Palestine and Norway. While formal partnership requirements often focus on evidence-based measures and success, the complexities of international collaboration are shaped by the political realities in Palestine, where war and systematic oppression present significant challenges. Additionally, partnerships like ours are challenged by historical and cultural differences and North-South power imbalances. To explore these complexities, Mr. Wistrøm shares his experience from a 1999 meeting with Dr. Adwan in Bethlehem, where Palestinian and Israeli families engaged in dialogue. Drawing on Paulo Freire’s ideas on education for liberation (Freire, 2005), this story displays how the Palestinian partner facilitates meaningful learning and how the Norwegian partner is willing to be transformed, rethink assumptions, and engage in shared suffering. With these insights, we suggest that a good partnership requires mutual acknowledgement and acceptance of difference and perhaps even a sense of professional calling.

• Christensen, Ingrid Reite (2025). SUCCESS OR FAILURE? ESTABLISHING COMMUNICATION IN INTERNATIONAL COLLABORATION. In Helskog, Guro Hansen; Christensen, Ingrid R. & Aamaas, Åsmund (Ed.), REFLECTIFVE PRACTICE RESEARCH IN INTERNATIONAL COLLABORATION - DEVELOPING TEACHER EDUCATION IN TOGETHERNESS. LIT Verlag. ISSN 9783643912350. p. 51–73. Full text in Research Archive Show summary

  In this chapter, I will explore the philosophical question of communication within the context of international collaboration. The focus of this article is a joint international project dedicated to democracy education in Ukraine and Norway. I narrate the story of two sessions at a seminar in Kyiv, where the first session followed a conventional academic presentation format, while the second session took an unconventional turn, having markedly different effects on the audience. I employ the methodological framework of philosophical inquiry (Helskog & Weiss, 2023; Helskog, 2019; Lindseth, 2021; Weiss, 2015), selecting one narrated case that delves into the philosophical query of “What is communication in international collaboration?”. With the starting point in the Kyiv seminar, I conduct an exploratory reflection, searching for perspectives on communication in the light of classical didactics, liberation pedagogy and selected readings of Jacques Derrida. Rather than providing the keys to the ultimate communication, the paper explores the dynamics of communication in international collaboration between success and failure.

• Helskog, Guro Hansen; Christensen, Ingrid R. & Aamaas, Åsmund (2025). DEVELOPING EDUCATION THROUGH INTERNATIONAL COLLABORATION. In Helskog, Guro Hansen; Christensen, Ingrid R. & Aamaas, Åsmund (Ed.), REFLECTIFVE PRACTICE RESEARCH IN INTERNATIONAL COLLABORATION - DEVELOPING TEACHER EDUCATION IN TOGETHERNESS. LIT Verlag. ISSN 9783643912350. p. 3–19. Full text in Research Archive Show summary

  With this introductory chapter, the editors place the anthology within the internationalization efforts in Norwegian higher education the last 25 years. International collaboration is seen not simply as institutional exchange, but as existential practices of mutual learning and development. Drawing on projects connecting Norway, Ukraine, Palestine, India and Finland, the anthology weaves a golden thread of togetherness in open inquiry. Through reflective practice research, contributors narrate lived experiences that reveal how teaching, partnership, and cross-cultural encounters can become spaces of dialogical, ethical, spiritual, and relational transformation.

• Christensen, Ingrid R.; Kolesnyk, Larysa; Adwan, Sami & Matusevych, Tetiana (2024). Future Teachers Conceptualizing Democracy in Pre-war Ukraine, in Palestine, and Norway: Five Dimensions and the wikied Democracy Conceptions. Nordic Journal of Comparative and International Education (NJCIE). 8(3), p. 1–22. doi: 10.7577/njcie.5665. Full text in Research Archive Show summary

  This article presents a qualitative study of future teachers’ conceptions of democracy in Ukraine, Palestine, and Norway during a pre-war and pre-pandemic period. In recent years, there has been a noticeable decline in the understanding of the democratic concept and reduced engagement, particularly among youth, coinciding with an assumed global recession of democratic recession. However, democracy also evolves with societal developments, whereas education holds the mandate to renew democratic values in society. This study therefore aims to explore student teachers’ own definitions of the democracy concept. Employing a grounded theory approach, we compare the written responses of 619 student teachers from Ukraine, Palestine, and Norway. The analysis reveals that despite different emphases, democracy is articulated along five dimensions: 1) political systems, 2) political culture, 3) values, 4) actions, and 5) actors. However, the study also indicates a striking finding: To our surprise, there were many identical responses across the data material, interpreted as wikied copy-paste responses, which indicate a distance and irony towards standardized democracy concepts. Consequently, democracy education is in a limbo between standardization and fostering new dimensions, whereas the teachers’ tasks will be challenging in providing democracy concepts born anew for the next generation.

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• Christensen, Ingrid Reite (2026). Masteroppgaven i artikkelform- en innføring og veiledning. Fagbokforlaget akademisk. 140 p. doi: https:/fagbokforlaget.no/produkt/9788245044799-masteroppgaven-i-artikkelformat. Full text in Research Archive Show summary

  Flere universiteter og høgskoler har åpnet for nye måter å skrive masteroppgaven på. En stadig mer populær variant er å utforme oppgaven som en forskningsartikkel. Denne boken viser veien gjennom hele prosessen – fra idé og forskningsdesign til ferdig artikkel og publisering. Den gir deg verdifull trening i å formulere gode problemstillinger, presentere og anvende teori og metode på en presis måte, og formidle kunnskap i et tydelig fagspråk. Forfatteren leder deg gjennom arbeidet med de ulike delene i artikkelen, og gir svar på typiske spørsmål som oppstår underveis: Hva er teori? Hvor lang skal analysen være? Hvordan skaper jeg en rød tråd gjennom teksten? Et eget kapittel viser hvordan kunstig intelligens kan være til hjelp i de ulike fasene av skrivearbeidet. Boken retter seg mot studenter og andre som vil bli tryggere på å skrive og publisere vitenskapelige artikler, og vil også være nyttig for veiledere som skal støtte studenter gjennom skriveprosessen.

• Helskog, Guro Hansen; Christensen, Ingrid R. & Aamaas, Åsmund (2025). REFLECTIFVE PRACTICE RESEARCH IN INTERNATIONAL COLLABORATION - DEVELOPING TEACHER EDUCATION IN TOGETHERNESS. LIT Verlag. ISBN 9783643912350. 300 p. doi: https:/metadata.lit-verlag.de/downloads/91235-0/Helskog91253-0_PrePress.pdf. Full text in Research Archive Show summary

  At its core, Reflective Practice Research in International Collaboration – Developing Teacher Education in Togetherness explores how teacher education can grow through dialogue, reflection, and shared humanity across borders. International collaboration is not simply institutional exchange, but an existential practice of mutual learning and development. Drawing on projects connecting Norway, Ukraine, Palestine, India and Finland, the anthology weaves a golden thread of togetherness in open inquiry. Through reflective practice research, contributors narrate lived experiences that reveal how teaching, partnership, and cross-cultural encounters can become spaces of ethical, spiritual, and relational transformation. Anchored in an “apophatic epistemology” of deep wonder and not-knowing, the chapters move beyond knowledge transfer toward wisdom-seeking and orientational knowledge. It shows how educators can meet across cultural, political, and historical divides to cultivate compassion, tolerance, and hope. Ultimately, the anthology provides a vision of teacher education as a shared path of becoming, where reflection, vulnerability, and dialogue form the heart of learning in a fractured world. Contributors to the anthology are, in addition to the editors Guro Hansen Helskog, Ingrid Reite Christensen and Åsmund Aamaas, Finn Thorbjørn Hansen, Olena Beskorsa, Olha Lukyanchenko, Øyvind Wistrøm, Sami Adnan, Vaibhav Jadhav, Michael Noah Weiss, Christian Stokke, Chaitali Ghosh Sinha, Dipali Mehakarkar, Audrey Paradis with students, Kerstin Bornholt, Erlend Bendik Myhre and Kristin Gregers Eriksen,

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• Lindstøl, Lars Andreas; Christensen, Ingrid Reite; Hagen, Anne Kathrine; Aga, Jon & Meling, Camilla Pellegrini (2026). Use of extended reality (XR) technologies in education and training for police and law enforcement: A scoping review protocol. doi: 10.17605/OSF.IO/QZBWH. Full text in Research Archive
• Christensen, Ingrid Reite; Bjørkvold, Tuva; Johnsen, Elisabeth Tveito & Lindstøl, Lars Andreas (2026). Er det behov for akademisk skriving i profesjonsutdanningen? Full text in Research Archive Show summary

  Panelsamtale med panel: «Er det behov for akademisk skriving i profesjonsutdanningen?». Tverrfaglig samtale med representanter for offentlige profesjoner: Lærerutdanning, presteutdanning, politiutdanning.

• Christensen, Ingrid Reite; Lindstøl, Lars Andreas & Urnes, Kjersti Dahlskås (2024). Integrated Border Management and Training - A Scoping Review Protocol. doi: 10.17605/OSF.IO/WDF9J. Full text in Research Archive
• Christensen, Ingrid R. (2024). Corrigendum: The call for an “educational footprint” in conceptualizing mental health and psychosocial support: the case of Norwegian kindergarten teachers (Frontiers in Psychology, (2024), 15, (1339332), 10.3389/fpsyg.2024.1339332). Frontiers in Psychology. 15. doi: 10.3389/fpsyg.2024.1490694. Full text in Research Archive

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