ABSTRACT
Tracing historical and cultural factors which gave rise to the Nordic Education Model, this volume explores why Northern European education policy has become an international benchmark for schooling.
The text explains the historical connection between a Nordic ideal of democracy and schooling, and indicates how values of equality, welfare, justice, and individualism might be successfully integrated in national school systems and curricula around the world. The volume also highlights recent debates around the longevity of the Nordic model and explores the risks and challenges posed by international policy and assessment agendas. Exploring how Nordic education polices successfully merge social equity with academic excellence, the book combines cultural, historical, sociological and philosophical analysis with a deep exploration of curriculum and teaching.
This book will be of great interest to researchers, scholars, and postgraduates working across the fields of curriculum, comparative education, cultural studies and history and philosophy of education and education policy.
The Open Access version of this book, available at https://www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.
TABLE OF CONTENTS
part 1|92 pages
Trajectories
chapter 2|20 pages
The Danish Nation-State as Crafted in Textbook Narratives
chapter 3|19 pages
Constructions of the In-/Educable
chapter 4|17 pages
Schoolteachers, Child-Centered Education, and the Nordic Education Model
chapter 5|13 pages
Integrating, Segregating, Emancipating?
part 2|110 pages
Configurations
chapter 6|18 pages
The Nordic Model and the Educational Welfare State in a European Light
chapter 8|15 pages
Understanding as Liberation
chapter 10|20 pages
The Educationalization of the Swedish Welfare State and the Expectations of School Teachers
chapter 11|19 pages
Expertise-seeking Arrangements in Education Policymaking
part 3|117 pages
Challenges