Nordic Education Model (eBook)
XVI, 244 Seiten
Springer Netherlands (Verlag)
978-94-007-7125-3 (ISBN)
This book presents a detailed analysis of the educational model in Nordic European countries. It describes the traditional idea of education for all, which can be characterized by the right for every child to have an education of equal quality in a common school for all pupils regardless of social class, abilities, gender, or ethnicity.
Against this background, The Nordic Education Model traces the rise of neo-liberal policies that have been enacted by those who believe the School for All ideology does not produce the knowledge and skills that students need to succeed in an increasingly competitive and global marketplace. It examines the conflict between these two ideas and shows how neo-liberal technologies affect the Nordic model in different ways.
The authors also show how social technologies are being interpreted in different ways in actual school practices. This process of translating national regulations into internal sense builds on the values in the culture to which they are introduced.
In the end, this book reveals that a Nordic model can constitute a delicate balance between traditional values, institutionalized practices, and contemporary, neo-liberal forms of governance and policies. It may be argued from a new institutional perspective that the main structures of the Nordic educational model will sustain as long as the deeply rooted Nordic culture survives in the globalised society.
This book presents a detailed analysis of the educational model in Nordic European countries. It describes the traditional idea of education for all, which can be characterized by the right for every child to have an education of equal quality in a common school for all pupils regardless of social class, abilities, gender, or ethnicity. Against this background, The Nordic Education Model traces the rise of neo-liberal policies that have been enacted by those who believe the School for All ideology does not produce the knowledge and skills that students need to succeed in an increasingly competitive and global marketplace. It examines the conflict between these two ideas and shows how neo-liberal technologies affect the Nordic model in different ways.The authors also show how social technologies are being interpreted in different ways in actual school practices. This process of translating national regulations into internal sense builds on the values in the culture to which they are introduced. In the end, this book reveals that a Nordic model can constitute a delicate balance between traditional values, institutionalized practices, and contemporary, neo-liberal forms of governance and policies. It may be argued from a new institutional perspective that the main structures of the Nordic educational model will sustain as long as the deeply rooted Nordic culture survives in the globalised society.
Foreword; Peter Mortimore.- 1. Nordic Schools in a Time of Change; Ulf Blossing, Gunn Imsen and Lejf Moos.- PART 1: Country Cases.- 2. A School for Every Child in Sweden; Ulf Blossing and Åsa Söderström.- 3. The Norwegian School for All – Historical Emergence and Neoliberal Confrontation; Gunn Imsen and Nina Volckmar.- 4. A School for Less than All in Denmark; Annette Rasmussen and Lejf Moos.- 5. A School for All in Finland; Sirkka Ahonen.- 6. The Development of a School for All in Iceland: Equality, Threats and Political Conditions; Anna Kristín Sigurðardóttir, Hafdís Guðjónsdóttir and Jóhanna Karlsdóttir.- PART 2: Thematic Chapters.- 7. A Social Democratic Response to Market-led Education Policies: Concession or Rejection?; Nina Volckmar and Susanne Wiborg.- 8. Progressive Education and New Governance in Denmark, Norway and Sweden; Ulf Blossing, Gunn Imsen, and Lejf Moos.- 9. Assessing Children in the Nordic Countries - Framing, Diversity and Matters of Inclusion and Exclusion in a School for All; Karen Andreasen and Eva Hjörne.- 10. One School – Different Worlds: Segregation on the Basis of Freedom of Choice; Marianne Dovemark.- 11. Nordic Upper Secondary School: Regular and Irregular Programmes – or Just One Irregular School for All?; Anne Nevøy, Annette Rasmussen, Stein Erik Ohna and Thomas Barow.- 12. Dropout in a School for All: Individual or Systemic Solutions?; Trond Buland and Ida Holth Mathiesen.- 13. Schools for All: A Nordic Model; Ulf Blossing, Gunn Imsen, and Lejf Moos.
| Erscheint lt. Verlag | 21.10.2013 |
|---|---|
| Reihe/Serie | Policy Implications of Research in Education |
| Zusatzinfo | XVI, 244 p. 10 illus., 7 illus. in color. |
| Verlagsort | Dordrecht |
| Sprache | englisch |
| Themenwelt | Geisteswissenschaften |
| Sozialwissenschaften ► Pädagogik ► Bildungstheorie | |
| Sozialwissenschaften ► Politik / Verwaltung | |
| Schlagworte | Aims of education poli • Aims of education policies • Comprehensive school system • Democratic reasons for schooling • Education as an individual asset • Education as a public good • education for all • Egalitarian philosophy • Equality of school opportunities • Equity of Education • Ideology of equality • Inclusion • Moral idea of democracy • Neo-liberal education policy • Nordic educational ideology • Privatisation of education • Reducing social class differences • School for all • School reform • Traditional school structures |
| ISBN-10 | 94-007-7125-8 / 9400771258 |
| ISBN-13 | 978-94-007-7125-3 / 9789400771253 |
| Haben Sie eine Frage zum Produkt? |
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