Kirsten Johansen Horrigmo

• Horrigmo, Kirsten Johansen & Skarpenes, Ove (2026). Place and education: How socioeconomic similar rural communities shape dissimilar school communities. Acta Sociologica. ISSN 0001-6993. doi: 10.1177/00016993261442011. Fulltekst i vitenarkiv Vis sammendrag

  This article explores the potential connection between place and school performance. We conducted a statistical analysis of school results encompassing 420 of Norway's 429 municipalities. Based on this regression model, two socioeconomic similar municipalities were selected for qualitative comparison. In Sunplace, students scored considerably higher than expected; in Woodland, students scored considerably lower than expected. Subsequently, we analysed data from two schools’ catchment areas, conducted fieldwork, and interviewed local experts, students and teachers. Following the most similar case design, we sought differences between the two cases. The study is theoretically informed by Laurent Thévenot's pragmatic sociology, which provides a detailed conceptual framework for capturing people's diverse forms of engagement. Our findings suggest that Sunplace is a tightly integrated, egalitarian community whose residents take pride in their place. We propose that this pride and what we call confident collectivism extends into the school, which is characterised by discipline, a strong academic-pedagogical framing and confident students and staff. In contrast, Woodland is more loosely integrated and socially and culturally divided. Our interpretation is that there is an absence of pride, and what we call indecisive individualism might influence the school culture which is marked by a weak academic-pedagogical framing and uncertainty among students and teachers.

• Horrigmo, Kirsten Johansen (2022). Exploring the Local Context from Multiple Perspectives. I Dalehefte, Inger Marie & Midtsundstad, Jorunn H. (Red.), A Systemic Approach to School Development - Technical Report on the Project School-In. Waxmann Verlag. ISSN 9783830945024. s. 91–105. doi: 10.31244/9783830995029. Fulltekst i vitenarkiv Vis sammendrag

  The project School-In was an in-service professional development project which aimed to improve inclusion and facilitate schools' academic results by taking the local context, expectation structures, and school culture into consideration. This intervention project was based on a systemic approach and designed to include the entire teaching staff, ensuring cross-disciplinary and cross-level impact. Conducted in five Norwegian municipalities, School-In was financed by the Research Council of Norway (NFR) as an innovation project for the public sector. This book gives a detailed overview of the project School-In, documenting its research and intervention methods. It provides stakeholders, educational researchers, and practitioners with information about the make-up of the study. In this book, School-In is presented as an example of how new ideas and knowledge can be gained from several research approaches and readers are given specific examples of how development processes may be conducted and investigated in schools.

• Midtsundstad, Jorunn H.; Dalehefte, Inger Marie; Hillen, Prof. Andrea Stefanie; Horrigmo, Kirsten Johansen & Sæbø, Grethe Ingebrigtsvold (2022). The Project School-In - an Overview. I Dalehefte, Inger Marie & Midtsundstad, Jorunn H. (Red.), A Systemic Approach to School Development - Technical Report on the Project School-In. Waxmann Verlag. ISSN 9783830945024. s. 13–32. doi: 10.31244/9783830995029. Fulltekst i vitenarkiv Vis sammendrag

  The project School-In was an in-service professional development project which aimed to improve inclusion and facilitate schools' academic results by taking the local context, expectation structures, and school culture into consideration. This intervention project was based on a systemic approach and designed to include the entire teaching staff, ensuring cross-disciplinary and cross-level impact. Conducted in five Norwegian municipalities, School-In was financed by the Research Council of Norway (NFR) as an innovation project for the public sector. This book gives a detailed overview of the project School-In, documenting its research and intervention methods. It provides stakeholders, educational researchers, and practitioners with information about the make-up of the study. In this book, School-In is presented as an example of how new ideas and knowledge can be gained from several research approaches and readers are given specific examples of how development processes may be conducted and investigated in schools.

• Horrigmo, Kirsten Johansen (2021). Nærmiljø og samfunn - stedsforståelse og tilhørighet. I Horrigmo, Kirsten Johansen & Rosland, Kristine Toft (Red.), Fagdidaktikk for SRLE : Barnehagens fagområder kunnskapsgrunnlag og arbeidsmåter. Cappelen Damm Akademisk. ISSN 9788202651510. Fulltekst i vitenarkiv
• Horrigmo, Kirsten Johansen; Bakken, Yvonne & Børhaug, Kjetil (2021). Utdanning for sosial bærekraft - Nærmiljø og samfunn. I Horrigmo, Kirsten Johansen & Rosland, Kristine Toft (Red.), Fagdidaktikk for SRLE : Barnehagens fagområder kunnskapsgrunnlag og arbeidsmåter. Cappelen Damm Akademisk. ISSN 9788202651510. s. 129–145. Fulltekst i vitenarkiv
• Horrigmo, Kirsten Johansen & Midtsundstad, Jorunn Haugesten (2020). Schools' prerequisites for inclusion - the interplay between location, commuting, and social ties. International Journal of Inclusive Education. ISSN 1360-3116. 27(4). doi: 10.1080/13603116.2020.1853257. Fulltekst i vitenarkiv Vis sammendrag

  Recent research has focused on local context as crucial for inclusion. This paper focuses on schools’ prerequisites for inclusion and how such prerequisites can be theorised. We explore theoretically and empirically how location, commuting, and social ties interrelate and influence schools’ prerequisites for inclusion. Using case studies, we compare two schools’ local contexts. We find that the local place and community contribute to students’ relations, including how they interact with and include each other in school. We also find that the local composition of social ties is crucial for schools’ abilities to develop as inclusive communities and that commuting influences teachers’ involvement in local community and school, and with students. The theoretical model presented is used to analyze the schools’ prerequisites for inclusion.

• Horrigmo, Kirsten Johansen (2015). Hvordan kan stedet ha betydning for skoleresultater. I Langfeldt, Gjert (Red.), Skolens kvalitet skapes lokalt: Presentasjon av funn fra forskningsprosjektet "Lærende regioner". Fagbokforlaget. ISSN 9788245018615. s. 144–160. Fulltekst i vitenarkiv

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• Horrigmo, Kirsten Johansen & Rosland, Kristine Toft (2021). Fagdidaktikk for SRLE : Barnehagens fagområder kunnskapsgrunnlag og arbeidsmåter. Cappelen Damm Akademisk. ISBN 9788202651510. 264 s. Fulltekst i vitenarkiv
• Horrigmo, Kirsten Johansen (2014). Barnehagebarn i nærmiljø og lokalsamfunn. Fagbokforlaget. ISBN 9788245006186. 180 s. Fulltekst i vitenarkiv
• Horrigmo, Kirsten Johansen & Nylehn, Børre (2004). Samfunnsfaglige perspektiver på barnehagen. Institusjonell utvikling, ledelse og organisasjon. Fagbokforlaget. ISBN 9788276749410. 244 s. Fulltekst i vitenarkiv

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• Skarpenes, Ove & Horrigmo, Kirsten Johansen (2026). (+) Stad og skulesuksess. Fulltekst i vitenarkiv Vis sammendrag

  Stadstoltheit, stadtilhøyrsle og sosiale fellesarenaer betyr noko for elevar sine skuleprestasjonar.

• Hidle, Kari-Mette Walmann; Horrigmo, Kirsten Johansen; Skarpenes, Ove; Jøsok, Evy & Borge, Julie Ane Ødegaard (2025). (+) Samfunnsfaget må styrkes, ikke strykes. s. 32–32. Fulltekst i vitenarkiv Vis sammendrag

  Kunnskapsministeren vil kutte ut samfunnsfag fra småtrinnet. Det vil true sammenhengen i utdanningsløpet, og elevene går glipp av viktige erfaringer.

• Skarpenes, Ove & Horrigmo, Kirsten Johansen (2024). Places of engagement and engagement in places: How similar rural communities construct dissimilar school communities. Fulltekst i vitenarkiv
• Midtsundstad, Jorunn H. & Horrigmo, Kirsten Johansen (2023). Hvordan forsterke broen mellom lokalt/regionalt næringsliv og skole? Fulltekst i vitenarkiv
• Horrigmo, Kirsten Johansen & Lindhardt, Eva Mila (2022). Faglig møte mellom studenter og Rekomp knyttet til tema bærekraft. Fulltekst i vitenarkiv
• Horrigmo, Kirsten Johansen (2022). Trygghet og tilhørighet. Fulltekst i vitenarkiv
• Horrigmo, Kirsten Johansen (2022). Lokalmiljø og skole. Fulltekst i vitenarkiv
• Horrigmo, Kirsten Johansen (2020). Lokalmiljø og skole - betydning for inkludering. Fulltekst i vitenarkiv
• Midtsundstad, Jorunn H.; Hillen, Prof. Andrea Stefanie; Sæbø, Grethe Ingebrigtsvold; Dalehefte, Inger Marie & Horrigmo, Kirsten Johansen (2020). Prosjekt School-In. Inkluderende læringsmiljø. Bruk av kartlegging som grunnlag for tiltak i arbeid med inkluderende læringsmiljø. Fulltekst i vitenarkiv
• Midtsundstad, Jorunn H. & Horrigmo, Kirsten Johansen (2019). Iveland – oppvekst i byregionens ytterkant? Steders betydning for oppvekst og inkludering. Fulltekst i vitenarkiv
• Midtsundstad, Jorunn H.; Sæbø, Grethe Ingebrigtsvold; Dalehefte, Inger Marie; Hillen, Prof. Andrea Stefanie & Horrigmo, Kirsten Johansen (2019). Nettverkssamling. Arbeidsmåter i School-In. Fulltekst i vitenarkiv
• Horrigmo, Kirsten Johansen & Midtsundstad, Jorunn H. (2019). The Interplay between school and place - possibilities and hinderances for school's inclusion. Fulltekst i vitenarkiv
• Horrigmo, Kirsten Johansen & Midtsundstad, Jorunn H. (2019). How does the connections between families, school and local society facilitate inclusion? Fulltekst i vitenarkiv
• Horrigmo, Kirsten Johansen & Midtsundstad, Jorunn H. (2018). Stedets betydning for skolens pågående utvikling. Fulltekst i vitenarkiv
• Horrigmo, Kirsten Johansen & Midtsundstad, Jorunn H. (2018). Foreldre og skole på samme lag. Fulltekst i vitenarkiv
• Horrigmo, Kirsten Johansen; Midtsundstad, Jorunn H. & Myrann, Maria Kristianne (2018). The influence of local context and their support for schools. Fulltekst i vitenarkiv
• Horrigmo, Kirsten Johansen; Midtsundstad, Jorunn H. & Myrann, Maria Kristianne (2018). How does the interplay between school and place influence inclusion? Fulltekst i vitenarkiv
• Bakken, Yvonne; Horrigmo, Kirsten Johansen & Børhaug, Kjetil (2018). Sted - hverdagslivets konkrete verden som pensum. Fulltekst i vitenarkiv
• Hillen, Andrea Stefanie; Sæbø, Grethe Ingebrigtsvold; Horrigmo, Kirsten Johansen; Dalehefte, Inger Marie; Myrann, Maria Kristianne & Midtsundstad, Jorunn H. (2017). Tydelige forventninger er best for alle elever. Samfunnets holdninger til skolen er like viktig som foreldrenes utdanningsnivå. s. 39–39. Fulltekst i vitenarkiv
• Horrigmo, Kirsten Johansen (2017). To steder - to skoler. Fulltekst i vitenarkiv
• Midtsundstad, Jorunn H.; Sæbø, Grethe Ingebrigtsvold & Horrigmo, Kirsten Johansen (2016). Teachers’ awareness of the importance of their interpersonal competence for students’ eagerness and confidence. Fulltekst i vitenarkiv
• Horrigmo, Kirsten Johansen (2015). "Og så er det våre elever". Fulltekst i vitenarkiv
• Horrigmo, Kirsten Johansen (2015). Cultural Issues: Place, Pride and Community. Fulltekst i vitenarkiv
• Horrigmo, Kirsten Johansen (2015). Horrigmo, K.J. (2015b). Cultural Issues: New Questions to Enrich the Understanding of School achievement? Paper presented at International Research Symposium 22-23 October. Boston College. Fulltekst i vitenarkiv
• Horrigmo, Kirsten Johansen (2012). Hvorfor svarer de så ullent? Fulltekst i vitenarkiv
• Horrigmo, Kirsten Johansen (2009). Alienation of Semi-professions and Educational Program? Fulltekst i vitenarkiv Vis sammendrag

  Alienation of Semi-professions and Educational Program? The main characteristics of professions are monopoly of some vocational positions, autonomy in the practical work and authority in a certain field expertise. Professional development is a relatively long process. According to Wilensky(1964), first of all one has to organise the field of practise and a full time work, then establish a community of organisations and colleagues, and after that be able to build up an educational system to serve the practitioners. A critical point is the ongoing process to catch what are the core tasks of the professional work. This gives raise to certain logic in the educational programs, and is of greater challenge to semi-professional groups than professions. The connection between the educational program and the practitioners? work is of main interest. I believe that the vulnerable point of semi-professions is the missing control according to educational programs. In this paper I will discuss the triangular relation discipline ? clients ? practitioners according to educational programs and different actors? interests. Every profession includes different actors. Literature about professions tells us to focus on groups and organisations that have the possibility to influence, through acting, on the professional development (Burrage, Jarausch and Siegrist 1990). One of these organisations is the educational system. Becker (1990) has compared the education of three different professions in England. He points out that the relation between institutions of education and practice are of great relevance for the students? professional interest. Eckhoff (1967) called attention to how scientific social disciplines could survive as disciplines by letting the practitioners become subject to their knowledge. I will look further into the relation between the discipline of pedagogic and the teachers training.

• Horrigmo, Kirsten Johansen (2008). Ethical and Psychosocial Implications of Changes in the Norwegian Child care System. Fulltekst i vitenarkiv
• Horrigmo, Kirsten Johansen & Øgård, Morten (2008). Er barnehgaeledere som andre ledere? Fulltekst i vitenarkiv
• Horrigmo, Kirsten Johansen (2008). Implications Tied to Implementing Subject Spheres in Barnehagen. Fulltekst i vitenarkiv
• Horrigmo, Kirsten Johansen (2007). Barnehagenes fagområder. Fulltekst i vitenarkiv
• Horrigmo, Kirsten Johansen (2007). Didaktikk mellom omsorg og fag. Fulltekst i vitenarkiv
• Horrigmo, Kirsten Johansen (2007). Barnehagens nye mandat? Didaktikk mellom omsorg og fag - barnehagen som del av utdanningssystemet. Fulltekst i vitenarkiv
• Horrigmo, Kirsten Johansen (2005). Finnes en særegen profesjonsforskning for semiprofesjoner? Profesjonsforskning i Norge perioden 1960 - 2000, noen sentrale utviklingstrekk, bevegelser og tendenser. Fulltekst i vitenarkiv
• Horrigmo, Kirsten Johansen (2004). Barnehagetanter- kan de ha innflytelse. Fulltekst i vitenarkiv
• Horrigmo, Kirsten Johansen (2004). Kindergarten Teaching as Profession in Norway since 1975. Fulltekst i vitenarkiv
• Kvåle, Gunhild & Horrigmo, Kirsten Johansen (2007). Sosialisering, kultur, språk og sted. Notat til tverrfaglig prosjekt 1flu høst-07. Universitetet i Agder. Fulltekst i vitenarkiv
• horrigmo, kirsten johansen (1998). Barnehagen- et ledd i barnevernets tiltakskjede. kristiansand kommune. Fulltekst i vitenarkiv

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