Ingrid Christine Reite Christensen

• Christensen, Ingrid Reite; Wistrøm, Øyvind & Adwan, Sami (2025). BECOMING ROCKED: A PALESTINIAN – NORWEGIAN PARTNERSHIP. I Helskog, Guro Hansen; Christensen, Ingrid R. & Aamaas, Åsmund (Red.), REFLECTIFVE PRACTICE RESEARCH IN INTERNATIONAL COLLABORATION - DEVELOPING TEACHER EDUCATION IN TOGETHERNESS. LIT Verlag. ISSN 9783643912350. s. 123–142. Fulltekst i vitenarkiv Vis sammendrag

  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. I Helskog, Guro Hansen; Christensen, Ingrid R. & Aamaas, Åsmund (Red.), REFLECTIFVE PRACTICE RESEARCH IN INTERNATIONAL COLLABORATION - DEVELOPING TEACHER EDUCATION IN TOGETHERNESS. LIT Verlag. ISSN 9783643912350. s. 51–73. Fulltekst i vitenarkiv Vis sammendrag

  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. I Helskog, Guro Hansen; Christensen, Ingrid R. & Aamaas, Åsmund (Red.), REFLECTIFVE PRACTICE RESEARCH IN INTERNATIONAL COLLABORATION - DEVELOPING TEACHER EDUCATION IN TOGETHERNESS. LIT Verlag. ISSN 9783643912350. s. 3–19. Fulltekst i vitenarkiv Vis sammendrag

  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), s. 1–22. doi: 10.7577/njcie.5665. Fulltekst i vitenarkiv Vis sammendrag

  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.

• Christensen, Ingrid R. (2024). The call for an “educational footprint” in conceptualizing mental health and psychosocial support: the case of Norwegian kindergarten teachers. Frontiers in Psychology. 15. doi: 10.3389/fpsyg.2024.1339332. Fulltekst i vitenarkiv Vis sammendrag

  This article presents an in-depth qualitative case study asking, “How do Norwegian kindergarten teachers conceptualize and negotiate the field of psychosocial support?” This article thoroughly explores how Norwegian kindergarten teachers perceive of the field Mental health and psychosocial support (MHPSS). Recognizing the global imperative to advance mental health and psychosocial support for children, the study highlights the crucial need for interprofessional grounded concepts and logics in developing MHPSS interventions. The study employs a grounded theory approach to actively develop concepts in the MHPSS field in Norway. The six selected Norwegian expert teachers can make up a so-called “unique case”, representing a high-income country with a robust welfare system and child-centered pedagogy. Yet, they reveal challenges in embracing the concept of psychosocial support: The analysis shows that the teachers seem to neglect and even reject the concept of psychosocial support, while also expressing inferiority and lack of agency towards other professions. However, the teachers also express the desire for more knowledge, and with proudness they energetically engage in fostering children’s agency and functioning by their everyday descriptions of «meeting with the child». The study calls for the kindergarten teachers’ increased efforts to actively participate in MHPSS interventions, advocating for the further development of an «educational footprint» that can empower interprofessional work.

• Christensen, Ingrid Reite; Biseth, Heidi & Huang, Lihong (2021). Developing Digital Citizenship and Civic Engagement Through Social Media Use in Nordic Schools. I Biseth, Heidi; Hoskins, Bryony & Huang, Lihong (Red.), Northern Lights on Civic and Citizenship Education: A Cross-national Comparison of Nordic Data from ICCS. Springer. ISSN 9783030667887. s. 65–92. doi: 10.1007/978-3-030-66788-7_4. Fulltekst i vitenarkiv Vis sammendrag

  In this chapter, we explore the factors involved in developing digital citizenship through social media use in schools for 14-year-old students in four Nordic countries. The call for digital citizenship and digital citizenship education stems from the new and multiple ways in which young people are engaging in and communicating about civic issues through the use of social media. Schools could be considered to play a core part in developing students’ digital civic engagement, yet the field of digital citizenship education and the factors that enable engagement in schools are underexplored. To address this issue, in this chapter we have completed a mixed methods study analyzing the national curricula in the four Nordic countries and complementing this with an analysis of data from school leaders, teachers, and 14-year-old students participating in the IEA International Civic and Citizenship Education Study (ICCS) 2016. The findings of the analysis show that digital citizenship and citizenship in general are prevailing ideals in the national curricula and that schools are well-equipped technologically. Yet, both teachers and students are ambivalent in their use of social media for developing digital citizenship. Thus, we argue that digital citizenship in education is a manifold and emerging phenomenon and that students might be important guides for its further development in schools.

• El-Khodary, Basel; Christensen, Ingrid; Abou-Dagga, Sanaa; Raji, Shawqi & Lyden, Susan (2021). Palestinian and Norwegian Kindergarten Teachers' Perspectives on Psychosocial Support: A Qualitative Study. Frontiers in Psychology. 12, s. 1–13. doi: 10.3389/fpsyg.2021.761303. Fulltekst i vitenarkiv Vis sammendrag

  The current qualitative case study aims to explore and map the concepts and the conditions for providing psychosocial support in kindergarten across two vastly different countries, Palestine and Norway. The global challenge of providing psychosocial support toward children is increasingly acknowledged. Although education is described as crucial for psychosocial support from the health sector, studies dealing with the educational perspective on this topic are rare. Data from 26 participants (10 from Gaza, 10 from Hebron and 6 from Norway) were collected in qualitative semi-structured interviews. Despite vastly different contexts, the analysis showed some important common features. Kindergarten teachers in both countries link psychosocial support conceptually to psychological and emotional knowledge. The teachers in both countries are concerned about the psychosocial support being performed repeatedly in everyday situations, such as establishing routines, paying extra attention, and calming children and creating everyday safe spaces. They give detailed descriptions of the quality of their long-term, yet professional relations with the child. Time and space are crucial challenges in both countries, and they call for more knowledge on mental health. A main difference between the two countries was the role of the community and relation to parents. The Palestinian teachers defined psychosocial support as a “set of community services,” the teachers were frustrated with the lack of parental collaboration. The Norwegian teachers downscaled or overlooked the importance of community or parents and community. The findings give overall presentations of the concepts and the conditions for providing psychosocial support in education Palestine and Norway. We argue that education not only represents sites for conducting health-directed interventions but represents important resources for developing the field of psychosocial support in collaboration with community services. Education – and especially kindergarten provides other values, knowledge, and structural resources for the development programs and knowledge on psychosocial support.

• Valen-Sendstad, Ådne & Christensen, Ingrid R. (2019). Menneskeverd - mangfoldige tilnærminger for en mangfoldig skole. I Christensen, Ingrid R. & Valen-Sendstad, Ådne (Red.), Menneskeverd - en utfordring for skole og samfunn. Cappelen Damm AS. ISSN 9788202665951. s. 11–38. doi: 10.23865/noasp.90.ch1. Fulltekst i vitenarkiv Vis sammendrag

  Menneskeverd – en utfordring for skole og samfunn er boka som tar opp spørsmålet: Er alle mennesker like mye verdt? For å svare på dette må vi se nærmere på hvordan vi kan forstå menneskeverd. Menneskeverd og likeverd sees som grunnleggende for skolen, som er samfunnets viktigste aktør for menneskelig læring og utvikling. Samtidig er det mange eksempler på hvor vanskelig det er å sette begreper som likeverd og menneskeverd ut i praksis. I tillegg er det få debatter i skolen som berører selve forståelsen av hva menneskeverd er i skolen. Dette er oppsiktsvekkende, og vi ser det som en utfordring for skole og samfunn. Boka er en antologi på ni kapitler om menneskeverd i typiske «menneskefag» i skolen, som pedagogikk, filosofi, samfunnsfag, religion, norsk og kunst- og håndverk. Den gir en innføring i hva menneskeverd kan være både fra ulike teoretiske ståsted, og med eksempler fra skole og samfunnsliv. Kapitlene i boka reiser spørsmål om verdighet, likeverd, innenfor- og utenforskap, og hvilke ressurser mennesket tar i bruk i møte med utfordringer.

• Christensen, Ingrid R. (2019). Verdig = vanlig og norsk: Nyankomne ungdommers verdighet i introduksjonsklasser. I Christensen, Ingrid R. & Valen-Sendstad, Ådne (Red.), Menneskeverd - en utfordring for skole og samfunn. Cappelen Damm AS. ISSN 9788202665951. s. 39–61. doi: 10.23865/noasp.90.ch2. Fulltekst i vitenarkiv Vis sammendrag

  Menneskeverd – en utfordring for skole og samfunn er boka som tar opp spørsmålet: Er alle mennesker like mye verdt? For å svare på dette må vi se nærmere på hvordan vi kan forstå menneskeverd. Menneskeverd og likeverd sees som grunnleggende for skolen, som er samfunnets viktigste aktør for menneskelig læring og utvikling. Samtidig er det mange eksempler på hvor vanskelig det er å sette begreper som likeverd og menneskeverd ut i praksis. I tillegg er det få debatter i skolen som berører selve forståelsen av hva menneskeverd er i skolen. Dette er oppsiktsvekkende, og vi ser det som en utfordring for skole og samfunn. Boka er en antologi på ni kapitler om menneskeverd i typiske «menneskefag» i skolen, som pedagogikk, filosofi, samfunnsfag, religion, norsk og kunst- og håndverk. Den gir en innføring i hva menneskeverd kan være både fra ulike teoretiske ståsted, og med eksempler fra skole og samfunnsliv. Kapitlene i boka reiser spørsmål om verdighet, likeverd, innenfor- og utenforskap, og hvilke ressurser mennesket tar i bruk i møte med utfordringer.

• Biseth, Heidi; Madsen, Janne & Christensen, Ingrid Christine Reite (2018). Student Teachers Promoting Democratic Engagement Using Social Media in Teaching. Nordic Journal of Comparative and International Education (NJCIE). 2(4), s. 37–52. doi: 10.7577/njcie.2796. Fulltekst i vitenarkiv Vis sammendrag

  In this study, we address how student teachers can facilitate democratic engagement in school. The demo-cratic engagement is seen through the lenses of an increasingly digital world through which both teachers and children live in. 42 third-year student teachers systematically prepared to use social media as an illus-trative pedagogical tool in their practice placement period. By using the notions of “thin” and “thick” de-mocracy, we are analyzing student teachers’ understanding of democracy and democratic engagement. Our findings suggest that the students view democracy in a thin way, and this lack of democratic competence may influence their classroom practices as future teachers. The Council of Europe’s Reference Framework of Competences for Democratic Culture was used to analyse the student teachers’ competence to connect the use of social media as a digital and pedagogical tool in promoting democratic engagement. The findings disclose that students vary in their capacity to make use of social media when promoting democratic en-gagement. In our closing discussion, we argue that these results, primarily, pose serious challenges for teacher education.

• Christensen, Ingrid Christine Reite (2016). How to educate professionals for learning new knowledge? A comparison of learning approaches in Dutch and Norwegian pastor education. Prismet. ISSN 0032-8847. s. 93–106. doi: 10.5617/pri.4503. Fulltekst i vitenarkiv
• Reite, Ingrid Christine (2015). Pastors and the perpetuum mobile: the dynamics of professional learning in times of reform. Pedagogy, Culture & Society. ISSN 1468-1366. 23(3), s. 389–409. doi: 10.1080/14681366.2014.994665. Fulltekst i vitenarkiv
• Reite, Ingrid Christine (2015). Tilrettelagt trosopplæring? Læring og mestring hos sårbare unge. I Engedal, Leif Gunnar; Fagermoen, Tron & Sandsmark, Astrid (Red.), Trosopplæring for alle? Læring, tro og sårbare unge. Iko-forlaget. ISSN 9788282491532. s. 13–30. Fulltekst i vitenarkiv
• Reite, Ingrid Christine (2013). Between blackboxing and unfolding : professional learning networks of pastors. International Journal of Actor-Network Theory and Technological Innovation. ISSN 1942-535X. 5(4), s. 47–64. Fulltekst i vitenarkiv
• Reite, Ingrid Christine (2011). Hvem, hva, hvordan? : læring i presteutdanningen. Halvårsskift for praktisk teologi: Bihefte til Luthersk kirketidende. ISSN 0800-6857. 28(2), s. 47–58. Fulltekst i vitenarkiv
• Krupka, Bernd & Reite, Ingrid Christine (2010). Mellom alle stoler? : konfirmasjon i dagens pluralistiske kontekst. I Krupka, Bernd & Reite, Ingrid Christine (Red.), Mellom pietisme og pluralitet : konfirmasjonsarbeid i fire nordiske land i et empirisk perspektiv. IKO Verlags-GmbH. ISSN 9788282490245. s. 238–256. Fulltekst i vitenarkiv
• Reite, Ingrid Christine (2010). På konfirmantenes egne premisser? konfirmasjonsarbeid i et sosiokulturelt grasrotperspektiv. I Krupka, Bernd & Reite, Ingrid Christine (Red.), Mellom pietisme og pluralitet : konfirmasjonsarbeid i fire nordiske land i et empirisk perspektiv. IKO Verlags-GmbH. ISSN 9788282490245. s. 196–215. Fulltekst i vitenarkiv

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• Christensen, Ingrid Reite (2026). Masteroppgaven i artikkelform- en innføring og veiledning. Fagbokforlaget akademisk. 140 s. doi: https:/fagbokforlaget.no/produkt/9788245044799-masteroppgaven-i-artikkelformat. Fulltekst i vitenarkiv Vis sammendrag

  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 s. doi: https:/metadata.lit-verlag.de/downloads/91235-0/Helskog91253-0_PrePress.pdf. Fulltekst i vitenarkiv Vis sammendrag

  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,

• Christensen, Ingrid R. & Valen-Sendstad, Ådne (2019). Menneskeverd - en utfordring for skole og samfunn. Cappelen Damm AS. ISBN 9788202665951. 237 s. Fulltekst i vitenarkiv Vis sammendrag

  Menneskeverd – en utfordring for skole og samfunn er boka som tar opp spørsmålet: Er alle mennesker like mye verdt? For å svare på dette må vi se nærmere på hvordan vi kan forstå menneskeverd. Menneskeverd og likeverd sees som grunnleggende for skolen, som er samfunnets viktigste aktør for menneskelig læring og utvikling. Samtidig er det mange eksempler på hvor vanskelig det er å sette begreper som likeverd og menneskeverd ut i praksis. I tillegg er det få debatter i skolen som berører selve forståelsen av hva menneskeverd er i skolen. Dette er oppsiktsvekkende, og vi ser det som en utfordring for skole og samfunn. Boka er en antologi på ni kapitler om menneskeverd i typiske «menneskefag» i skolen, som pedagogikk, filosofi, samfunnsfag, religion, norsk og kunst- og håndverk. Den gir en innføring i hva menneskeverd kan være både fra ulike teoretiske ståsted, og med eksempler fra skole og samfunnsliv. Kapitlene i boka reiser spørsmål om verdighet, likeverd, innenfor- og utenforskap, og hvilke ressurser mennesket tar i bruk i møte med utfordringer.

• Krupka, Bernd & Reite, Ingrid Christine (2010). Mellom pietisme og pluralitet : konfirmasjonsarbeid i fire nordiske land i et empirisk perspektiv. IKO Verlags-GmbH. ISBN 9788282490245. 256 s. Fulltekst i vitenarkiv

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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. Fulltekst i vitenarkiv
• Christensen, Ingrid Reite; Bjørkvold, Tuva; Johnsen, Elisabeth Tveito & Lindstøl, Lars Andreas (2026). Er det behov for akademisk skriving i profesjonsutdanningen? Fulltekst i vitenarkiv Vis sammendrag

  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. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• Christensen, Ingrid R. & Lindstøl, Lars Andreas (2024). Integrated Border Management and Training – an actual field of research? Integrated Border Management and Training - A Scoping Review. Preliminary results. Fulltekst i vitenarkiv
• Christensen, Ingrid R. (2023). Norwegian Kindergarten teachers conceptualizing psychosocial support. Fulltekst i vitenarkiv
• Christensen, Ingrid R. (2023). Developing Early Childhood Education in Palestine - update in times of war. Fulltekst i vitenarkiv
• Christensen, Ingrid R. & Smørholm, Sesilie (2023). Forfattersamtale med Odd Karsten Tveit, Drammen bibliotek. [Radio]. Drammen bibliotek. Fulltekst i vitenarkiv
• Christensen, Ingrid; Khodary, Basel; Lyden, Susan C.; Abou-Dagga, Sanaa & Raji, Shawqi (2022). Psychosocial support in kindergartens in Palestine and Norway - a qualitative study. Fulltekst i vitenarkiv
• Meland, Knut Jul & Christensen, Ingrid Reite (2021). Dette mener barnehagelærere om støtte til barn som sliter psykisk. [Journal]. Forskning.no. Fulltekst i vitenarkiv
• Christensen, Ingrid R. (2021). Exodus. [Radio]. Bergens Tidende. Fulltekst i vitenarkiv
• Christensen, Ingrid Reite (2021). – Sårbare elever i osloskolen roper ikke et varsku her. Pandemien forsterker de sosiale ulikhetene. Vårt Oslo. Fulltekst i vitenarkiv
• Christensen, Ingrid Reite; Biseth, Heidi & Huang, Lihong (2021). Developing Digital Citizenship and Civic Engagement through Social Media Use in Nordic Schools. Fulltekst i vitenarkiv
• Christensen, Ingrid Reite; Khodary, Basel; Raji, Shawqi; Abou-Dagga, Sanaa & Lyden, Susan C. (2021). Psychosocial support in kindergartens in Norway and in Palestine. Fulltekst i vitenarkiv
• Christensen, Ingrid Reite (2021). Developing Digital Citizenship and Civic Engagement Through Social Media Use in Nordic Schools. UNESCO Symposium 2021 in Democracy, Global Citizenship and Transformative Education (DCMÉT). Fulltekst i vitenarkiv
• Christensen, Ingrid Reite (2020). Developing Digital Citizenship and Civic Engagement through Social Media use in Nordic Schools . Fulltekst i vitenarkiv
• Biseth, Heidi; Huang, Lihong & Christensen, Ingrid Reite (2020). Developing Digital Citizenship and Civic Engagement through Social Media Use in Nordic Schools. Fulltekst i vitenarkiv
• Christensen, Ingrid Reite (2020). Early childhood education and inclusive education in Norway and in Palestine. Fulltekst i vitenarkiv
• Christensen, Ingrid Reite (2020). What is inclusive education in early childhood education? Fulltekst i vitenarkiv
• Christensen, Ingrid Reite (2020). Special Educational Needs and Disabilities in Primary Education (Norway). Bloomsbury Education and Childhood Studies. doi: 10.5040/9781350996502.0006. Fulltekst i vitenarkiv
• Hjelmedal, Mary-Ann & Christensen, Ingrid Reite (2020). Podcast Akademisk kvarter. Menneskeverd - en utfordring for skole og samfunn. [Radio]. Podcast Cappelen Damm Akademisk. Fulltekst i vitenarkiv
• Christensen, Ingrid Reite (2020). Folkehelse og livsmestring: Psykososial helse i klasserommet. Fulltekst i vitenarkiv
• Christensen, Ingrid Reite & Lyden, Susan C. (2020). Psychosocial support in kindergartens in Norway and in Palestine. Fulltekst i vitenarkiv
• Christensen, Ingrid Reite (2019). "Becoming ordinary" - a standard for inclusion for newly arrived youth in school in Norway. Fulltekst i vitenarkiv
• Christensen, Ingrid Reite (2019). Social Media and Digital Citizenship. Fulltekst i vitenarkiv
• Christensen, Ingrid Reite & Kolesnyk, Larysa Dahl (2019). Democracy Conceptions in Teacher Education in Ukraine and in Norway. Fulltekst i vitenarkiv
• Christensen, Ingrid Christine Reite (2019). Fagfornyelsen og tverrfaglig arbeid. Fulltekst i vitenarkiv
• Christensen, Ingrid Christine Reite (2019). Folkehelse og livsmestring i skolen. Fagdag for skoleansatte i Larvik kommune. Fulltekst i vitenarkiv
• Christensen, Ingrid Christine Reite (2019). Folkehelse og livsmestring i Larviksskolen. Fulltekst i vitenarkiv
• Christensen, Ingrid Christine Reite (2019). The Case of Jollygood school. Inclusion of newly arrived youth in school in Norway. Fulltekst i vitenarkiv
• Christensen, Ingrid Christine Reite (2019). Opplevelse av sammenheng - Hvordan jobbe med livsmestring i skolen? Fulltekst i vitenarkiv
• Christensen, Ingrid Christine Reite (2019). “Democracy- a basis for inclusive education”. Fulltekst i vitenarkiv
• Christensen, Ingrid Christine Reite (2019). Democracy in education in Ukraine, Palestine and Norway. An introduction. Fulltekst i vitenarkiv
• Christensen, Ingrid Reite (2019). Folkehelse og livsmestring i skolen. Fulltekst i vitenarkiv
• Christensen, Ingrid Reite (2019). Nyhetskanal i Ukraina - democracy and education - pupil-centered teaching. [TV]. Chernihiv universitet. Fulltekst i vitenarkiv
• Christensen, Ingrid Reite (2019). Å se sammenheng. Folkhelse og livsmestring i læreplanarbeid. Fulltekst i vitenarkiv
• Christensen, Ingrid Reite (2019). Democracy in school - what kind of citizens do we educate? Fulltekst i vitenarkiv
• Christensen, Ingrid Reite (2019). Folkehelse og livsmestring i skolen. Fulltekst i vitenarkiv
• Christensen, Ingrid Reite (2019). Folkhelse og livsmestring i skolen i læreplanperspektiv. Fulltekst i vitenarkiv
• Christensen, Ingrid Christine Reite (2018). Newly arrived youth crossing the borders between refugee classes and local schools in Norway. Fulltekst i vitenarkiv
• Christensen, Ingrid Christine Reite (2018). Teacher educators conceptualizing democracy in Norway. Fulltekst i vitenarkiv
• Christensen, Ingrid Christine Reite (2018). Becoming "ordinary" - Inclusion of newly arrived youth in refugee classes in Norway. Fulltekst i vitenarkiv
• Christensen, Ingrid Christine Reite (2018). Newly arrived youth and inclusion the Norwegian school. Fulltekst i vitenarkiv
• Christensen, Ingrid Christine Reite (2018). Democracy in education: Conceptualisations in a diverse society. Fulltekst i vitenarkiv
• Christensen, Ingrid Christine Reite (2018). Introduksjon til folkhelse og livsmestring i skolen. Presentasjon for skoleledere i Larvik kommune. Fulltekst i vitenarkiv
• Christensen, Ingrid Christine Reite (2017). Observasjon i utdanningsforskning. Fulltekst i vitenarkiv Vis sammendrag

  Observasjon i empirisk forskning - en innføring for vitenskapelig ansatte ved Høgskolen i Østfold

• Christensen, Ingrid Christine Reite (2017). Offering teachers material tools for conceptualising democracy - comparing teacher education in Norway and in the Netherlands. Fulltekst i vitenarkiv
• Christensen, Ingrid Christine Reite (2017). The Western conception/deception of Democracy. Teacher education as a normative institution. Fulltekst i vitenarkiv
• Christensen, Ingrid Christine Reite (2017). How to conceptualize democracy in Ukraine and N0rway? Fulltekst i vitenarkiv
• Christensen, Ingrid Christine Reite (2017). What is democracy in teaching school subjects? Fulltekst i vitenarkiv
• Christensen, Ingrid Christine Reite (2017). ”Becoming ordinary”: a standard and a threat of inclusion. Newly arrived youth crossing the borders between refugee classes and local schools in Norway. Fulltekst i vitenarkiv
• Christensen, Ingrid Christine Reite (2017). Den upålitelige forskeren - om grenser i etnografisk feltarbeid. Fulltekst i vitenarkiv
• Christensen, Ingrid Christine Reite (2017). Offering teachers material tools for conceptualising democracy. Fulltekst i vitenarkiv
• Christensen, Ingrid Christine Reite (2017). Teacher educators doing democracy. Fulltekst i vitenarkiv
• Christensen, Ingrid Christine Reite (2017). «Jeg håper jeg ikke blir redd». Tanker fra nyankomne ungdommer som skal begynne i vanlig norsk skole. [Journal]. Drammens Tidende. Fulltekst i vitenarkiv
• Christensen, Ingrid Christine Reite (2016). Bokanmeldelse Geir Afdal, Åse Røthing og Espen Schjetne (red.): Empirisk etikk i pedagogiske praksiser. Artikulasjon, forstyrrelse og ekspansjon. Prismet. ISSN 0032-8847. Fulltekst i vitenarkiv
• Christensen, Ingrid Christine Reite (2016). Religionspedagogiske profesjonsutfordringer. Prismet. ISSN 0032-8847. Fulltekst i vitenarkiv
• Reite, Ingrid Christine & Mogstad, Sverre Dag (2014). Learning for Future Complex Tasks : Learning Approaches in Norwegian and Dutch Curricula of Theological Education. Journal of Adult Theological Education. ISSN 1740-7141. 11(2), s. 123–138. Fulltekst i vitenarkiv
• Reite, Ingrid Christine (2014). Hva gjør prester når de ikke vet hva de skal gjøre? Lys og Liv. ISSN 0803-1657. 80(4), s. 15–15. Fulltekst i vitenarkiv Vis sammendrag

  Forfatteren forteller om sin doktoravhandling "Between settling and unsettling : professional learning trajectories of pastors in a changing knowledge society".

• Reite, Ingrid Christine (2012). Hvilken læring kan skje på en konfirmantleir? I Eriksen, Magnhild Søsveen (Red.), Konfirmantleirboka. IKO-forlaget. ISSN 9788282490726. s. 68–77. Fulltekst i vitenarkiv
• Reite, Ingrid Christine (2010). Odd Ketil Sæbø: Gudsbarnet : om barnetroens hemmeligheter og en ny trosopplæring. Luthersk Kirketidende. ISSN 0332-5431. 145(15), s. 340–340. Fulltekst i vitenarkiv
• Christensen, Ingrid Christine Reite (2018). «Tett på»: Læreres arbeid for elevers livsmestring i kombinasjonsklasser ved Åssiden videregående skole. Universitetet i Sørøst-Norge/Universitetet i Søraust-Noreg. Fulltekst i vitenarkiv
• Reite, Ingrid Christine (2014). Between settling and unsettling in a changing knowledge society : the professional learning trajectories of pastors : an ethnographic study of the professional learning of pastors in the Church of Norway. MF Norwegian School of Theology. Fulltekst i vitenarkiv

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