CHI TIẾT NGHIÊN CỨU …
Tiêu đề
Reshaping the Nordic education model in an era of efficiency. Changes in the comprehensive school project in Denmark, Norway, and Sweden since the millennium
Tác giả
Imsen G.; Blossing U.; Moos L.
Năm xuất bản
2017
Source title
Scandinavian Journal of Educational Research
Số trích dẫn
92
DOI
10.1080/00313831.2016.1172502
Liên kết
Tóm tắt
The Nordic Education Model was an important part of the social democratic welfare state for many years in the second half of the 20th century. Since the millennium, transnational agencies have drawn education from the realm of politics into a global market place by advocating strategies such as efficiency, competition, decentralisation, governing by detailed objectives, control, privatisation, and profile schools. This article gives brief accounts of major trends in current school development policies, discourses, and practices in Denmark, Norway, and Sweden since the millennium, and explores how the values of the Nordic model are affected by the new policies. It is argued that the Nordic model still exists as the predominant system for the large majority of Scandinavian children at a national level, but that a number of new technologies aiming to increase the efficiency of teaching and learning are gradually undermining the main values of the Nordic model. © 2016 Scandinavian Journal of Educational Research.
Từ khóa
educational efficiency; educational equality; neo-liberal education policy; The Nordic education model
Tài liệu tham khảo
Aasen P., What happened to social-democratic progressivism in Scandinavia? Restructuring education in Sweden and Norway in the 1990’s, The state and the politics of knowledge, pp. 109-147, (2003); Alexiadou N., Policy learning and Europeanisation in education: The governance of a field and the transfer of knowledge, Transnational policy flows in European education. The making and governing of knowledge in the education policy field, pp. 123-140, (2014); Antikainen A., In search of the Nordic model in education, Scandinavian Journal of Educational Research, 50, 3, pp. 229-243, (2006); Apple M.W., Et al., The state and the politics of knowledge, (2003); Arnesen A.-L., Lahelma E., Lundahl L., Ohrn E., Fair and competitive? Critical perspectives on contemporary Nordic schooling, (2014); Arnesen A.-L., Lundahl L., Still social and democtatic? Inclusive education policies in the Nordic welfare states, Scandinavian Journal of Educational Research, 50, 3, pp. 285-300, (2006); Ball S.J., The education debate, (2013); Beach D., Dovemark M., Schwartz A., Ohrn E., Complexities and contradictions of educational inclusion–A meta-ethnographic analysis, Nordic Studies in Education, 33, 4, pp. 254-268, (2013); Bernstein B., Pedagogy, symbolic control and identity: Theory, research, critique, (2000); Biesta G., Good education in an age of measurement: On the need to reconnect with the question of purpose in education, Educational Assessment, Evaluation and Accountability, 21, pp. 33-46, (2009); Blossing U., Skolors förbättringskulturer, (2004); Blossing U., Imsen G., Moos L., The Nordic education model. ‘A school for all’ encounters neo-liberal policy, (2014); Blossing U., Imsen G., Moos L., Progressive education and new governance in Denmark, Norway and Sweden, The Nordic education model: ‘A school for all’ encounters neo-liberal policy, pp. 133-154, (2014); Buland T., Mathiesen I.H., Dropout in a school for all: Individual or systemic solutions?, The Nordic education model: ‘A school for all’ encounters neo-liberal politics, pp. 211-230, (2014); Bunar N., The controlled school market and urban schools in Sweden, Journal of School Choice, 4, 1, pp. 47-73, (2010); Carlgren I., Klette K., Myrdal S., Schnack K., Simola H., Changes in Nordic teaching practices: From individualised teaching to the teaching of individuals, Scandinavian Journal of Educational Research, 50, 3, pp. 301-326, (2006); Dale R., Studying globalisation and europeisation in education: Lisbon, the open method of coordination and beyond, Globalisation & Europeisation in education, pp. 121-140, (2009); Dale R., Robertson S., Globalisation & Europeisation in education, (2009); Dean M., Governmentality: Power and rule in modern society, (1999); DiMaggio P.J., Powell W.W., The iron cage revisited: Institutional isomorhpism and collective rationality in organizational fields, American Sociological Review, 48, pp. 147-160, (1983); Fladmoe A., Education in the news and in the mind: PISA, news media and public opinion in Norway, Sweden and Finland, Nordicom Review, 33, 1, pp. 99-116, (2012); Foucault M., The care for the self, (1985); Frimannsson G.H., Introduction: Is there a Nordic model in education?, Scandinavian Journal of Educational Research, 50, 3, pp. 223-228, (2006); Gewirtz S., The managerial school. Post-welfarism and social justice in education, (2002); Giddens A., The third way. The renewal of social democracy, (1998); Haegeland T., Kirkeboen L.J., Skoleresultater 2006. En kartlegging av karakterer fra grunn- og videregående skoler i Norge, (2007); Imsen G., Skolemiljø, læringsmiljø og elevutbytte. En empirisk undersøkelse av grunnskolens 4., 7. og 10. trinn, (2003); Imsen G., Kompetansemål som læreplanlogikk. [Competence aims as the logic of curriculum plans.], Utdanning mellom styring og danning. Et nordisk panorama, pp. 97-113, (2012); Imsen G., Ramberg M.R., Fra progressivisme til tradisjonalisme i den norske grunnskolen? Endringer i norske læreres pedagogiske oppfatninger i perioden 2001–2012. [From progressivism to traditionalism in the Norwegian comprehensive school? Changes in Norwegian teachers’ pedagogical conceptions 2001–2012], Sosiologi i dag, 44, 4, pp. 10-35, (2014); Imsen G., Volckmar N., The Norwegian school for all: Historical emergence and neoliberal confrontation, The Nordic education model. ‘A school for all’ encounters neo-liberal policy, pp. 35-55, (2014); Klette K., Lærernes klasseromsarbeid: Interaksjons- og arbeidsformer i norske klasserom etter Reform 97. [Teachers’ classroom work: Interaction and working methods in Norwegian classrooms after Reform 97.], Klasserommets praksisformer etter Reform 97. Evaluering av reform 97, pp. 39-76, (2003); Korsgaard O., Wiborg S., Grundvig–The key to Danish education?, Scandinavian Journal of Educational Research, 50, 3, pp. 361-382, (2006); Lawn M., The internationalization of education data: Exhibitions, tests, standards and associations, The rise of data in education systems, pp. 11-25, (2013); Lysne A., Assessment theory and practice of students’ outcomes in the Nordic countries, Scandinavian Journal of Educational Research, 50, 3, pp. 327-359, (2006); March J.G., Olsen J.P., Rediscovering institutions: The organizational basis of politics, (1989); Markussen I., Dannelsessyn og drivkræfter bag enhedsskolens fremvækst. [Views on Bildung and motivating factors in the growth of the comprehensive school.], Dannelsens forvandlinger, pp. 183-209, (2003); Meyer H.-D., Benavot A., PISA, power, and policy: The emergence of global educational governance, (2013); Meyer H.-D., Rowan B., Institutional analysis and the study of education, The new institutionalism, pp. 1-13, (2006); (1993); Danske PISA-resultater skaber behov for øget indsats, (2004); (2006); (2014); Moos L., Hard and soft governance: The journey from transnational agencies to school leadership, European Educational Research Journal, 8, 3, pp. 397-406, (2009); Moos L., Postlude: Wrap up of the argument, Transnational influences on values and practices in Nordic educational leadership–Is there a Nordic model?, pp. 213-223, (2013); Moos L., Prelude: Tuning the instrument, Transnational influences on values and practices in Nordic educational leadership–Is there a Nordic model?, pp. 1-16, (2013); Moos L., Educational governance in Denmark, Leadership and Policy in Schools, 13, 4, pp. 424-443, (2014); Nordin A., Sundberg D., Transnational policy flows in European education. The making and governing of knowledge in the education policy field, (2014); (2014); (2015); Novoa A., Numbers do not replace thinking, European Educational Research Journal, 12, 1, pp. 139-148, (2013); Governance in transition. Public management reforms in OECD countries, (1995); Olsen R.V., Et likeverdig skoletilbud. [An equal school offer], Fortsatt en veg å gå. Norske elevers kompetanse i matematikk, naturfag og lesing i PISA 2012, pp. 277-295, (2013); Pedersen O.K., Konkurrencestaten, (2011); Powell W.W., DiMaggio P.J., The new institutionalism in organizational analysis, (1991); Ravitch D., The death and life of the great American school system. How testing and choice are undermining education, (2010); Ronning W., (2002); Ronning W., Kunnskapsløftet i klasserommet–lærernes praksis, tenkning og utfordringer for videre læringsarbeid. [The Knowledge promotion reform in the classroom–teachers’ practice, thinking and challenges for students’ learning.], Reformtakter. Om fornyelse og stabilitet i grunnopplæringen, pp. 101-117, (2013); Sahlberg P., Finnish lessons. What can the world learn from educational change in Finland?, (2011); Scott W.R., Institutions and organisations. Ideas, interests, and identities, (2014); Sjoberg S., PISAfiseringen” av norsk skole. [The PISAfication of the Norwegian school.], Utdanning, 10, pp. 48-51, (2014); Kommunernas resursfördelning och arbete mot segregationens negativa effekter i skolväsendet, (2014); Resultatredovisning för Skolenkäten till pedagogisk personal, 2014, (2014); (2011); Likvärdig utbildning i svensk grundskola? En kvantitativ analys av likvärdighet över tid, (2012); Ökad insyn i fristående skolor. Betänkande av Utredningen om offentlighetsprincipen i fristående skolor, (2015); Om organisering og styring i utdanningssektoren. [On organisation and management in the education sector.], (1990); Telhaug A.O., Medias O.A., Aasen P., The Nordic model in education: Education as part of the political system in the last 50 years, Scandinavian Journal of Educational Research, 50, 3, pp. 245-283, (2006); Wiborg S., Education and social integration. Comprehensive schooling in Europe, (2009)
Nơi xuất bản
Routledge
Hình thức xuất bản
Article
Open Access
Nguồn
Scopus