Line Torbjørnsen Hilt
Biographic Data
| ID | 6466987 |
|---|---|
| NAME | Line Torbjørnsen Hilt |
| GIVEN NAMES | Line Torbjørnsen |
| FAMILY NAME | Hilt |
| SIGNATURE | HILT L T |
| AFFILIATIONS | University of Bergen |
| ORCID | 0000-0002-6189-0145 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 29 |
| WORKS AS AUTHOR | 10 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Pre-service teachers’ forms of reasoning in discussions of ethical cases
This article contributes to the field of professional ethics in teacher education by presenting findings from a qualitative study of Norwegian first- and fourth-year pre-service teachers’ discussions of ethical cases. Analytical attention is on the forms of reasoning and concept use in these discussions. Theoretically, the article applies an Aristotelian perspective on forms of reasoning, contrasting phronesis (moral reasoning) with techne (pragm…
Heroes”, “victims”, and “villains”
This paper will investigate how specific narratives on the inclusion of minority language students (MLSs) are constructed in Norwegian and Italian educational policy documents. We will employ the Narrative Policy Framework's (NPF) analytical categories with an interpretative narrative approach to reconstruct the two national policy narratives and compare their salient features. In response to international trends of inclusive education, Norway an…
School is the Foundation of Everything’
Cultural images of the knowledge society and the achievement generation are prevalent in current public and policy narratives about young people’s education. This article investigates how young people themselves give meaning to education, by reconstructing their narratives about the importance of schooling and education in today’s society. We present results from a qualitative in-depth study, consisting of focus group interviews with lower-second…
Bildung and the significance of place
This introduction attempts to map out the educational and philosophical landscape in which the individual papers move. The movement from the familiar to the unknown, from alienation to homeliness, has been central to theories of Bildung since their emergence, while the role of the specific materiality of places in which Bildung takes place has remained somewhat unexplored. This special issue engages the perennial tensions and questions emerging w…
Bildung and the moral topography of the self
The ideal of authenticity that developed in the Romantic era emphasized that both individuals and places find their own authentic process for cultivating their identity and humanity, a notion that has become controversial in modern philosophy. This article will explore the concepts of authenticity and place and discuss their relevance for Bildung theory today. Based on the works of Charles Taylor, we will argue that Bildung can be seen as constit…
Hybrid forms of education in Norway
Some might fear that the local flavours of education will evaporate when encountering the hegemony of global, cognitive standards of the knowledge economy. This paper, however, shows that the evolution of curriculum can emerge in surprising directions, creating hybrid forms of education. We will investigate forms of meaning that emerge in Norwegian curriculum in the timespan 1988-2020, and show how systems theory can contribute to studying curric…
Education without a shared language
Based upon fieldwork in two upper secondary schools in Norway, this article offers an analysis of inclusion and exclusion processes for newly arrived minority language students. Minority language students are defined by policy as students who have a different mother tongue than the Norwegian and Sami languages, and students who are newly arrived in Norway are considered especially at risk for marginalisation. This article explores processes of in…
Gorm Harste og Morten Knudsen (red.)
Included as excluded and excluded as included
This article offers an analysis of four Norwegian policy documents on inclusion of minority language pupils. The main concepts of this policy will be reconstructed and re-described, applying Niklas Luhmann's systems theory at different levels of the analysis. Luhmann's theory about society as a conglomerate of self-referential social systems investigates how these systems construct meaning and what consequences these constructions have for inclus…
Walter Reese-Schäfer
Education without a shared language
Based upon fieldwork in two upper secondary schools in Norway, this article offers an analysis of inclusion and exclusion processes for newly arrived minority language students. Minority language students are defined by policy as students who have a different mother tongue than the Norwegian and Sami languages, and students who are newly arrived in Norway are considered especially at risk for marginalisation. This article explores processes of in…
Included as excluded and excluded as included
This article offers an analysis of four Norwegian policy documents on inclusion of minority language pupils. The main concepts of this policy will be reconstructed and re-described, applying Niklas Luhmann's systems theory at different levels of the analysis. Luhmann's theory about society as a conglomerate of self-referential social systems investigates how these systems construct meaning and what consequences these constructions have for inclus…
School is the Foundation of Everything’
Cultural images of the knowledge society and the achievement generation are prevalent in current public and policy narratives about young people’s education. This article investigates how young people themselves give meaning to education, by reconstructing their narratives about the importance of schooling and education in today’s society. We present results from a qualitative in-depth study, consisting of focus group interviews with lower-second…
Walter Reese-Schäfer
Gorm Harste og Morten Knudsen (red.)
Included as excluded and excluded as included
This article offers an analysis of four Norwegian policy documents on inclusion of minority language pupils. The main concepts of this policy will be reconstructed and re-described, applying Niklas Luhmann's systems theory at different levels of the analysis. Luhmann's theory about society as a conglomerate of self-referential social systems investigates how these systems construct meaning and what consequences these constructions have for inclus…
Education without a shared language
Based upon fieldwork in two upper secondary schools in Norway, this article offers an analysis of inclusion and exclusion processes for newly arrived minority language students. Minority language students are defined by policy as students who have a different mother tongue than the Norwegian and Sami languages, and students who are newly arrived in Norway are considered especially at risk for marginalisation. This article explores processes of in…
Hybrid forms of education in Norway
Some might fear that the local flavours of education will evaporate when encountering the hegemony of global, cognitive standards of the knowledge economy. This paper, however, shows that the evolution of curriculum can emerge in surprising directions, creating hybrid forms of education. We will investigate forms of meaning that emerge in Norwegian curriculum in the timespan 1988-2020, and show how systems theory can contribute to studying curric…
Heroes”, “victims”, and “villains”
This paper will investigate how specific narratives on the inclusion of minority language students (MLSs) are constructed in Norwegian and Italian educational policy documents. We will employ the Narrative Policy Framework's (NPF) analytical categories with an interpretative narrative approach to reconstruct the two national policy narratives and compare their salient features. In response to international trends of inclusive education, Norway an…
School is the Foundation of Everything’
Cultural images of the knowledge society and the achievement generation are prevalent in current public and policy narratives about young people’s education. This article investigates how young people themselves give meaning to education, by reconstructing their narratives about the importance of schooling and education in today’s society. We present results from a qualitative in-depth study, consisting of focus group interviews with lower-second…
Bildung and the significance of place
This introduction attempts to map out the educational and philosophical landscape in which the individual papers move. The movement from the familiar to the unknown, from alienation to homeliness, has been central to theories of Bildung since their emergence, while the role of the specific materiality of places in which Bildung takes place has remained somewhat unexplored. This special issue engages the perennial tensions and questions emerging w…
Bildung and the moral topography of the self
The ideal of authenticity that developed in the Romantic era emphasized that both individuals and places find their own authentic process for cultivating their identity and humanity, a notion that has become controversial in modern philosophy. This article will explore the concepts of authenticity and place and discuss their relevance for Bildung theory today. Based on the works of Charles Taylor, we will argue that Bildung can be seen as constit…
Pre-service teachers’ forms of reasoning in discussions of ethical cases
This article contributes to the field of professional ethics in teacher education by presenting findings from a qualitative study of Norwegian first- and fourth-year pre-service teachers’ discussions of ethical cases. Analytical attention is on the forms of reasoning and concept use in these discussions. Theoretically, the article applies an Aristotelian perspective on forms of reasoning, contrasting phronesis (moral reasoning) with techne (pragm…
Sociology (9 works) · Pedagogy (6 works) · Political science (6 works) · Psychology (6 works) · Global Educational Policies and Reforms (5 works) · Bildung (3 works) · Epistemology (3 works) · Gender Studies (3 works) · Gender Studies (3 works) · Global Education and Multiculturalism (3 works)