Ole Kolbjørn Kjørven

• Sæther, Elin; Kjørven, Ole Kolbjørn; Dewilde, Joke & Skrefsrud, Thor Andre (2024). Listening to young people’s voices: Attempts at developing context- and participant-sensitive approaches. Childhood. ISSN 0907-5682. s. 1–16. doi: 10.1177/09075682241246394. Fulltekst i vitenarkiv
• Kjørven, Ole Kolbjørn; Hustvedt, Marianne & Skrefsrud, Thor Andre (2023). Skolelederes erfaringer og møte med religiøst mangfold. Prismet. ISSN 0032-8847. 74(4), s. 255–275. Fulltekst i vitenarkiv Vis sammendrag

  Artikkelen undersøker hvordan en gruppe skoleledere i den norske grunnskolen ser på religionsmangfoldet i skole og samfunn. Studien viser at skolelederne har en sterk bevissthet om å synliggjøre elevenes mangfoldserfaringer som en ressurs for skolefellesskapet. Samtidig synes det å være et sprik i synet på om og eventuelt hvordan religiøst mangfold kan inn­lemmes i en inkluderende skole. Skolelederne har begrenset kjennskap til trosopplærings­programmer som elevene deltar i og er usikre på relevansen trosopplæringsarenaen kan ha for skolen. Slik identifiserer artikkelen et paradoks. På den ene siden er skolelederne opptatt av en ressursorientert mangfoldspedagogikk der elevens livsverden speiles i skolens innhold. På den andre siden signaliseres det usikkerhet om og hvordan religion kan anerkjennes som en erfart dimensjon ved mangfoldet

• Dewilde, Joke; Kjørven, Ole Kolbjørn; Skrefsrud, Thor Andre & Sæther, Elin (2021). Young people’s experiences and meaning-making at a multicultural festival in Norway. Journal of Peace Education. ISSN 1740-0201. s. 1–19. doi: 10.1080/17400201.2021.1911792. Fulltekst i vitenarkiv Vis sammendrag

  This article explores young people’s experiences and meaning-making at a multicultural festival. Multicultural festivals aim to promote inclusion and challenge problem-oriented discourses in current debates on diversity and migration. Listening to youth voices from such a festival gives a sense of how young participants perceive representations of cultural difference, and how they relate these representations to their own identity and sense of belonging. The participants in our study are 86 young people from diverse cultural and linguistic backgrounds between the ages of 12 and 20. They recorded answers to our questions about what they did at the festival as well as the memories that participation evokes using a specially developed app. Interpreting the broad spectrum of their reflections in the light of theories about intercultural learning and citizenship, we found that the young people were eager to learn about the Other by experiencing cultural differences and engaging with traditions different to their own. In addition, they experienced the festival as an inclusive space, open for transnational identities, and evoking a sense of safety and belonging. We conclude by arguing that the young participants take with them experiences and memories of diversity as the norm rather than the exception.

• Dewilde, Joke; Kjørven, Ole Kolbjørn & Skrefsrud, Thor Andre (2021). Multicultural school festivals as a creative space for identity construction–the perspective of minority parents. Intercultural Education. ISSN 1467-5986. 32(2), s. 212–229. doi: 10.1080/14675986.2020.1851173. Fulltekst i vitenarkiv Vis sammendrag

  In this article, we explore how minority parents construct and promote cultural identities through a multicultural school event in Norway. Such events respond to the call for diverse and inclusive initiatives to facilitate learning, belonging, and cohesion in schools. Interestingly, while schools see these events as helping further inclusion, prior research on the subject has criticized such events for promoting essentialist understandings of cultural identities, hence regarding them as counterproductive to the aim of promoting inclusion. This research has directed scarce attention to the participant perspective, among them minority parents. Using the stall of the Kurdish parents as an example, we conducted fieldwork applying the method of Linguistic Landscaping. In addition, we conducted semi-structured interviews with the parents asking questions about the festival and the meaning of the displayed representations in their stall. The findings indicate that the Kurdish parents involved view the event as an important space for creative construction of transnational and diasporic identities, as well as an opportunity for a minority group to strive for acceptance for its cause. We end the article by reflecting on the pedagogical potential in multicultural school events as tools for creating inclusive school practices.

• Dewilde, Joke; Kjørven, Ole Kolbjørn; Skrefsrud, Thor Andre & Sæther, Elin (2020). «Det er så koselig her at jeg tar av meg skoene»: Om betydningen av sted i en flerkulturell barne- og ungdomsfestival. I Sæther, Knut-Willy & Aschim, Anders (Red.), Rom og sted: Religionfaglige og interdisiplinære bidrag. Cappelen Damm Akademisk. ISSN 978-82-02-69675-7. s. 93–110. doi: 10.23865/noasp.110. Fulltekst i vitenarkiv Vis sammendrag

  In this article, we explore how children and youth participating in a multicultural festival in Norway construct space and place. Such events respond to the call to action for reducing prejudice and stereotypes, and they aim to promote inclusion, participation and community. Nonetheless, researchers have criticized such events for instead promoting categorical understandings of cultural identities; as such, some researchers regard multicultural festivals as counterproductive to the aim of promoting inclusion. However, previous research has directed scarce attention to the participants’ perspective, in particular viewpoints of children and youth. Inspired by perspectives on spatial justice (Soja, 1996, 2010), we interpret young people’s experiences and meaning making while attending a multicultural festival. We collected data through an app, which allowed us to conduct structured interviews with children and youths on site. The findings bring out the significance of space and place when interpreting young people’s participation and meaning making at such events. We conclude the article by reflecting on the potential of perspectives on space and place to nuance an often one-sided criticism of multicultural events.

• Bekkevold, Juliane Killerud & Kjørven, Ole Kolbjørn (2020). Om religion, identitet og SKAM. Kirke og kultur. ISSN 0023-186X. 125(2), s. 166–178. doi: 10.18261/issn.1504-3002-2020-02-08. Vis sammendrag

  Serien SKAM tok Norge med storm og ble også et internasjonalt fenomen. I fjerde og siste sesong møter vi Sana, ei 17 år gammel norsk-marokkansk muslimsk jente, i det som kan karakteriseres som hennes identitetskamp. Sana uttrykker dette slik: «Jeg er sint for at jeg ikke er muslimsk nok. Uansett hva jeg gjør blir jeg aldri norsk nok.»1 Ved å analysere Sana-karakteren settes i denne artikkelen søkelyset på identitet og identitetsdannelse med spesiell vekt på religionens rolle.

• Øverlien, Mina & Kjørven, Ole Kolbjørn (2019). Juleavslutninger i skolen - et inkluderende fellesarrangement? Prismet. ISSN 0032-8847. 70(4), s. 343–360. doi: 10.5617/pri.7515. Fulltekst i vitenarkiv Vis sammendrag

  I denne artikkelen rapporteres det fra en kvalitativ studie om juleavslutninger ved en norsk barneskole. Basert på observasjoner og lærerintervjuer undersøker den hvordan juleavslutninger foregår og hvilke refleksjoner de ansvarlige lærerne har om deres betydning og rolle som fellesarrangement. Observasjonene viser at arrangementet involverer alle elevene, og lærerintervjuene gjenspeiler en utelukkende positiv lærergruppe. Men til tross for full elevdeltakelse og lærernes opplevelse av juleavslutningen som viktig felleskapsarena, viser dataene at det er verdt å rette også et kritisk blikk på arrangementet. I et inkluderingsperspektiv vil vi fremheve to funn: 1. Assimilerende praksis. 2. Humorpreget formidling av religiøst innhold. Artikkelen diskuterer til slutt hvilken betydning disse funnene har for oppfatningen av skolens juleavslutning som inkluderende fellesarrangement.

• Basha, Shpresa & Kjørven, Ole Kolbjørn (2018). Mangfold i praksis: En studie av en flerkulturell festival i skolen. I Schjetne, Espen & Skrefsrud, Thor Andre (Red.), Å være lærer i en mangfoldig skole: Kulturelt og religiøst mangfold, profesjonsverdier og verdigrunnlag. Gyldendal Akademisk. ISSN 9788205512252. s. 147–161.
• Kjørven, Ole Kolbjørn (2018). The Discourse on Religious Literacy and the Implications of Empirical Research. I Kulbrandstad, Lars Anders; Engen, Thor Ola & Lied, Sidsel (Red.), Norwegian perspectives on education and cultural diversity. Cambridge Scholars Publishing. ISSN 9781527505872. s. 264–280.
• Dewilde, Joke; Kjørven, Ole Kolbjørn; Skaret, Anne & Skrefsrud, Thor-Andre (2018). International week in a Norwegian school. A qualitative study of the participant perspective. Scandinavian Journal of Educational Research. ISSN 0031-3831. 62(3), s. 474–486. doi: 10.1080/00313831.2017.1306800. Fulltekst i vitenarkiv
• Kjørven, Ole Kolbjørn (2016). RLE-lærere som bibellesere. Prismet. ISSN 0032-8847. 67(1), s. 5–17. doi: 10.5617/pri.4518.
• Ringen, Bjørg-Karin & Kjørven, Ole Kolbjørn (2009). The design of a teacher education program for bilingual teachers in Norway. I Ringen, Bjørg-Karin (Red.), Teacher diversity in diverse schools - challenges and opportunities for teacher education. Oplandske Bokforlag. ISSN 978-82-7518-170-9. s. 131–143. Vis sammendrag

  To improve the education offered to linguistic minority pupils and strengthen multicultural perspectives in Norwegian schools, seven university colleges launched an initiative in 2003 to develop a specially designed education program for bilingual teachers. This article outlines the background for this program, gives an account of how the program is designed and discusses achievements and future challenges.

• Kjørven, Ole Kolbjørn (2001). Med fortellingens blikk på konflikt og konflikthåndtering. Kirke og kultur. ISSN 0023-186X. 106(4).

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• Kjørven, Ole Kolbjørn (2016). RE teachers' religious literacy: A qualitative analysis of RE teachers’ interpretations of the biblical narrative The Prodigal Son. Waxmann Verlag. ISBN 978-3-8309-3488-2. 202 s. Vis sammendrag

  The author conducted an empirical study on RE teachers’ religious literacy, more specifically, on how they interpret a religious narrative. The transactional analysis of the RE teachers’ interpretations of The Prodigal Son brought forth four categories or typologies: the immanent approach, the ethical, the Christian, and the dialogical approach. The typologies reflect that the RE teachers’ interpretations are determined by different factors, more precisely, by the decisions made in the actual text-reader transactions. Kjørven therefore argues that it is important for RE teachers and RE teacher students to develop an awareness of and knowledge about the complexity of what is involved in meaning-making processes. A literacy of this kind, he concludes, will promote critical skills and thinking in school and in education.

• Kjørven, Ole Kolbjørn & Lindboe, Inger Marie (2005). Det nye testamente. En innføring i utvalgte tekster. Fagbokforlaget. ISBN 978-82-7674-985-4. 216 s. Vis sammendrag

  Boka er beregnet på studenter på allmennlærerstudiet, og tar på alvor den virkeligheten som studenter og praksisutøvere i faget møter. Temavalg, tekstutvalg og fremstillingsmåte er tilpasset denne målgruppen. Bokas to innledende hovedspørsmål er: Hvordan var samtiden i nytestamentlig tid, og hva preger forfatternes budskap? Stor vekt i boka har NT's viktigste tema: Hvem er Jesus? Hva er kjernen i Jesu budskap? Boka tar også for seg den kristne kirkes første historie slik den er beskrevet i Ap. Gj. og i Romerbrevet. For å belyse og levendegjøre stoffet, der det er naturlig, trekkes det inn sider ved vår egen samtid som sammenlignes med datidens kulturelle uttrykk. Boken har også oppgaver som oppsummerer fagstoffet og utfordrer til videre faglig og didaktisk refleksjon.

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• Kjørven, Ole Kolbjørn & Larssen, Marianne Friisberg (2024). Young people’s experiences with Catholic catechesis.
• Aschim, Anders; Kjørven, Ole Kolbjørn; Larssen, Marianne Friisberg & Kjelling, Anne Grethe (2023). Religiøse minoriteter, trosopplæring og skole: Presentasjon av FAITHEDs temanummer i Prismet (4/2023) .
• Hustvedt, Marianne; Kjørven, Ole Kolbjørn & Skrefsrud, Thor Andre (2023). Religious Education in Diverse Contexts: School Leaders’ Understanding of Religious Diversity and Interconnections between Non-formal and Formal Religious Education.
• Snildal Nygård, Martin & Kjørven, Ole Kolbjørn (2023). Ungdom møter Karpe SAS Spektrum-universet.
• Skrefsrud, Thor Andre & Kjørven, Ole Kolbjørn (2023). Bruk og betydning av mat i flerkulturelle arrangement.
• Aschim, Anders & Kjørven, Ole Kolbjørn (2022). Statusrapport fra FAITHED-prosjektet.
• Aschim, Anders & Kjørven, Ole Kolbjørn (2022). The catechetical challenge: Faith education in the multicultural Catholic Church of Norway. Vis sammendrag

  Rapid growth in recent years, mainly due to immigration, has made the Roman Catholic Church the most numerous Christian minority in Norway. Faced with migration-related diversity, the Church has adopted a multicultural strategy. Migrant chaplains offer Mass and pastoral care in the native languages of the most numerous immigrant groups. Still, the vision of a common Norwegian Catholicism has not been abandoned. Catechetical teaching, the organised faith education programme for children and youth, is in principle offered in Norwegian language for all participants. In practice, however, supplementary or alternative teaching in other languages is sometimes offered. This may be due to differences in language skills, pedagogical and cultural expectations, and/or familiarity with religious practice and belief. In addition to the unity/diversity issue, two further challenges may be mentioned: The rapidly growing number of children and youth creates an increasing need for competent catechists. And Catholic families are settled in almost every corner of Norway, in rural districts often far away from the nearest Catholic church. How do Catholic dioceses and parishes approach these challenges in their catechetical efforts? The paper reports preliminary findings of a pilot study in preparation for a four-year research project Non-formal faith education, the public school, and religious minorities in Norway(FAITHED), funded by the Research Council of Norway.

• Kjørven, Ole Kolbjørn (2021). Om dybdelæring i KRLE. I Fuglseth, Kåre Sigvald & Skrefsrud, Thor Andre (Red.), Innføring i KRLE-didaktikk. Undervisning i religion, livssyn og etikk i et flerkulturelt samfunn. IKO-forlaget A/S. ISSN 978-82-8249-478-6. s. 74–82.
• Dewilde, Joke; Kjørven, Ole Kolbjørn; Skrefsrud, Thor Andre & Lien, Silje Josten (2021). - Skaper tilhørighet: Forskning: Stoppested verden under forskernes lupe fra en gul campingvogn. [Avis]. Hamar arbeiderblad. Vis sammendrag

  Over flere år fulgte forskerne arrangementer med mangfold i sentrum. En del av motivasjonen var å nyansere bildet som forskningslitteraturen ga.

• Dewilde, Joke; Kjørven, Ole Kolbjørn; Skrefsrud, Thor Andre & Lien, Silje Josten (2021). Forskerne brukte denne campingvogna ute i felten til sine undersøkelser. [Avis]. Hamar Arbeiderblad.
• Erdal, Marta Bivand; Aschim, Anders; Kjørven, Ole Kolbjørn & Skrefsrud, Thor Andre (2020). Facilitating conviviality, managing difference: Corpus Christi processions in Norwegian cities.
• Kjørven, Ole Kolbjørn; Skrefsrud, Thor Andre & Dewilde, Joke (2019). Å utforske en urfolksstand på en internasjonal barnefestival.
• Kjørven, Ole Kolbjørn & Sæther, Elin (2019). Holding on to multiculturalism: Exploring young people’s discourses at a multicultural festival.
• Aschim, Anders & Kjørven, Ole Kolbjørn (2019). Catholic catechesis in Norway: Core elements and local practices.
• Dewilde, Joke; Kjørven, Ole Kolbjørn; Skrefsrud, Thor Andre & Sæther, Elin (2018). Researching young people's voices at an international children and youth festival. Developing participant- and context-sensitive methodology through "My Memory App".
• Dewilde, Joke; Kjørven, Ole Kolbjørn & Skrefsrud, Thor Andre (2018). Multicultural school celebrations: Investigating transnational representations in an international school event in Norway. Vis sammendrag

  General description on research questions, objectives and theoretical framework: In the proposed paper, we report on a case study of an international school event in a Norwegian primary school. The event is a two-hour festival that gathers the whole school, parents and also other people affiliated with the school. At the event a number of nations and cultures are represented by posters, traditional foods, costumes and folkdances. Moreover, exhibition stands representing different nations are set up, where traditional food is served by parents or others representing the country. In this paper, we focus on the Kurdish stand, exploring how Kurdish minority identity is constructed in the event. The paper addresses the following research questions: • To what extent and in what way do minority representations feature dynamic, hybrid, interconnected, and spatial signs? • What can these representations tell us about multicultural events? Our study is part of a larger project on multicultural school and community events conducted by a research team from two universities in Norway. The study explores an internationally widespread, yet understudied educational practice of multicultural celebrations in school and communities. Such multicultural events are designed as a response to the call for diverse and inclusive initiatives to facilitate learning, belonging, and cohesion in schools and in local communities. Interestingly, while school and society see these events as helping further inclusion, prior research on the subject has criticized such events for promoting essentialist understandings of cultural identities, and hence functioning counterproductively with regard to the proclaimed aim of inclusion (Øzerk, 2008; Hoffman, 1996). In the project, we argue that this research, which is predominantly theory-driven, brings forward superficial understandings of the events and of multicultural educational practices more in general. In particular, this research has directed scarce attention to the participants’ perspectives and especially to the experiences of the minorities in these events. Theoretically, we draw on Steven Vertovec’s (2009) concept of “transnationalism”. As processes of globalization and changing patterns of migration create complex multicultural communities throughout Norway and the rest of Europe, cultural, linguistic, and religious identities of young people of migrant heritage in Norway are no longer necessarily tied to the nation-state. Rather, cultural traditions travel and transcend traditional borders, allowing individuals and diasporic groups to retain affiliation to national heritage in multiple ways. Hence, multicultural school events can be characterized as “contact zones,” as places where “cultures meet, clash, and grapple with each other” (Pratt, 1991, p. 34), and where the participants’ cultural, linguistic, and religious backgrounds interact in new and unexpected ways (Meissner & Vertovec, 2015; Welsch, 1999). The concept of transnationalism thus refers to the increasing changes in “cross-border relationships, patterns of exchange, affiliations and social formations” (Vertovec, 2009, p. 2) that characterises multicultural communities throughout Norway as well as in the rest of Europe. Applying this trans-lens, helps us see the dynamic, hybrid, interconnected, and spatial features of the representations present in the multicultural school event, thus adding another layer of complexity, which previous research has not addressed.

• Kjørven, Ole Kolbjørn & Skrefsrud, Thor Andre (2017). Markeringsdager i skolen i et flerkulturelt samfunn.
• Dewilde, Joke; Kjørven, Ole Kolbjørn; Skaret, Anne & Skrefsrud, Thor Andre (2017). Internasjonale uker i skolen: Eksotiske happenings eller inkluderende praksiser? . Bedre Skole. ISSN 0802-183X. s. 30–35.
• Kjørven, Ole Kolbjørn; Dewilde, Joke; Skrefsrud, Thor André & Skaret, Anne (2016). Tilpasset opplæring i det flerkulturelle klasserommet.
• Kjørven, Ole Kolbjørn (2016). Å lese Bibelen.
• Dewilde, Joke; Kjørven, Ole Kolbjørn; Skaret, Anne & Skrefsrud, Thor-André (2016). Internasjonale uker i skolen – inkluderende praksis eller eksotiske happenings?
• Dewilde, Joke; Kjørven, Ole Kolbjørn; Skaret, Anne & Skrefsrud, Thor-Andre (2016). Hvorfor et seminar om internasjonale uker i skolen? Presentasjon av et forskningsprosjekt. Vis sammendrag

  Mange norske grunnskoler arrangerer internasjonale uker i forbindelse med FN-dagen, med det formål å bygge broer mellom elever og foreldre fra ulike kulturer og bekrefte skolens flerkulturelle fellesskap. Forskningslitteraturen har imidlertid stilt seg skeptisk til slike arrangementer fordi de kan bidra til å eksotifisere kulturelt mangfold. Dette seminaret vil utforske hvorvidt internasjonale uker klarer å overskride grenser av ulik art når nettopp fokus settes på forskjellighet. I forbindelse med Forskningsdagene 2016 inviterer Høgskolen i Hedmark til åpent seminar om internasjonale uker i skolen. Årets tema er grenser, og seminaret vil utforske ulike grenser i internasjonale uker. Slike arrangement synes å ha en innebygd paradoks: Målet med internasjonale uker er å overskride grenser av ulik art, men både arbeidsmåter og innhold preges ofte av at fokus settes på nettopp grenser og forskjellighet.

• Skrefsrud, Thor-Andre; Dewilde, Joke; Kjørven, Ole Kolbjørn; Engen, Thor Ola; Alstad, Gunhild Tomter & Kulbrandstad, Lars Anders [Vis alle 9 forfattere av denne artikkelen] (2016). Nyankomne elever. Hamar arbeiderblad.
• Kjørven, Ole Kolbjørn (2016). Doing practical analysis work: Qualitative hermeneutic analysis.
• Dewilde, Joke; Kjørven, Ole Kolbjørn; Skaret, Anne & Skrefsrud, Thor-Andre (2015). Inclusive practices or exotic happenings? A study of a Global Focus Week at a Norwegian primary school.
• Kjørven, Ole Kolbjørn (2015). Conceptualizations of religious literacy and the implications of empirical research.
• Kjørven, Ole Kolbjørn (2014). Hva skjer når RLE-lærere danner seg mening om religion? [TV]. NRK.
• Kjørven, Ole Kolbjørn (2014). Familiedrama uten religiøs betydning. [Avis]. Dagen.
• Kjørven, Ole Kolbjørn (2014). Skoler skviser Jesus og Buddha. [Avis]. Dagen.
• Kjørven, Ole Kolbjørn (2014). RLE-læreres religiøse litterasitet.
• Kjørven, Ole Kolbjørn (2014). RLE-læreres religiøse kunnskap. Religion og livssyn : Tidsskrift for religionslærerforeningen i Norge. ISSN 0802-8214. s. 68–69.
• Lindekleiv, Heidi Marie & Kjørven, Ole Kolbjørn (2014). Snevert kunnskapssyn styrer skolen. [Avis]. Vårl Land.
• Kjørven, Ole Kolbjørn (2014). Religious literacy practices in RE: A qualitative analysis of RE Teachers' interpretations of the biblical narrative The Prodigal Son.
• Kjørven, Ole Kolbjørn (2011). Skolen i en krisetid. Dagsavisen. ISSN 1503-2892.
• Kvalvaag, Robert & Kjørven, Ole Kolbjørn (2002). Lærerutdanningen svekkes. Vårt land. ISSN 0805-5424. s. 2–2.
• Kjørven, Ole Kolbjørn (2014). RE teachers' religious literacy : a qualitative analysis of RE teachers' interpretations of the biblical narrative The prodigal son. MF Norwegian School of Theology.

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