Renata Emilsson Peskova, Anna Lindholm, Mary Ahlholm, Eva Thue Vold, Hermína Gunnþórsdóttir, Anna Slotte, Sofia Esmann Busch
The purpose of this article is to investigate whether and how a common Nordic dimension underlies existing policies on second language (L2) and immigrant mother tongue (L1) education. Our research question was: What do policy documents in the five Nordic countries say about L2 and L1 instruction? The theoretical foundation lies in the research fields of language policies and social justice. Document analysis was used to analyze policy documents. Our results show that there is a common Nordic dimension regarding L2 and L1 instruction, demonstrated through an explicit ambition to provide opportunities for the education of immigrant students in L2 and L1. However, there are differences between the Nordic countries in their commitment to principles of social justice, and how the policies are implemented.
{"title":"Second Language and Mother Tongue Education for Immigrant Children in Nordic Educational Policies: Search for a Common Nordic Dimension","authors":"Renata Emilsson Peskova, Anna Lindholm, Mary Ahlholm, Eva Thue Vold, Hermína Gunnþórsdóttir, Anna Slotte, Sofia Esmann Busch","doi":"10.23865/nse.v43.3982","DOIUrl":"https://doi.org/10.23865/nse.v43.3982","url":null,"abstract":"The purpose of this article is to investigate whether and how a common Nordic dimension underlies existing policies on second language (L2) and immigrant mother tongue (L1) education. Our research question was: What do policy documents in the five Nordic countries say about L2 and L1 instruction? The theoretical foundation lies in the research fields of language policies and social justice. Document analysis was used to analyze policy documents. Our results show that there is a common Nordic dimension regarding L2 and L1 instruction, demonstrated through an explicit ambition to provide opportunities for the education of immigrant students in L2 and L1. However, there are differences between the Nordic countries in their commitment to principles of social justice, and how the policies are implemented.","PeriodicalId":38767,"journal":{"name":"Nordic Studies in Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43808414","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A child’s right to special educational support is often ensured through documentation, which, as an institutional practice, is consequential. We explore documentation as a policy solution in Finnish and Norwegian early childhood education and care (ECEC) systems, which have both been undergoing changes as the realization of special educational support is found to be insufficient. We investigate discursive tensions in the public debate regarding documentation and illustrate tensions between documentation as 1) a way of safeguarding a child’s right vs. a barrier to support, 2) assessments requiring distance from vs. closeness to the child, and 3) decisions requiring pedagogical vs. administrative positions.
{"title":"The Paradox of Documentation in Early Childhood Special Education in Finland and Norway: Exploring Discursive Tensions in the Public Debate","authors":"Noora Heiskanen, K. Franck","doi":"10.23865/nse.v43.3984","DOIUrl":"https://doi.org/10.23865/nse.v43.3984","url":null,"abstract":"A child’s right to special educational support is often ensured through documentation, which, as an institutional practice, is consequential. We explore documentation as a policy solution in Finnish and Norwegian early childhood education and care (ECEC) systems, which have both been undergoing changes as the realization of special educational support is found to be insufficient. We investigate discursive tensions in the public debate regarding documentation and illustrate tensions between documentation as 1) a way of safeguarding a child’s right vs. a barrier to support, 2) assessments requiring distance from vs. closeness to the child, and 3) decisions requiring pedagogical vs. administrative positions.","PeriodicalId":38767,"journal":{"name":"Nordic Studies in Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46749623","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
One cornerstone in the ‘Nordic model of education’ is equal opportunities in education (Frønes et al., 2020), however, the curricula of the Nordic countries are adapted to urban environments (Bæck, 2016). Regional-spatial aspects of education therefore need to be identified to find solutions to equal education. In this re-analysis of two research projects in Sweden and Finland, new insights are highlighted regarding how to develop nationwide equal education. The study proposes establishing supportive structures in the education of teachers and principals and in their continuing professional development in order to bring about equal education.
{"title":"Making Rural Areas Attractive for Teachers and Principals:Putting Rural Educational Settings on the Agenda","authors":"Sandra Lund, Gunilla Karlberg-Granlund","doi":"10.23865/nse.v43.3983","DOIUrl":"https://doi.org/10.23865/nse.v43.3983","url":null,"abstract":"One cornerstone in the ‘Nordic model of education’ is equal opportunities in education (Frønes et al., 2020), however, the curricula of the Nordic countries are adapted to urban environments (Bæck, 2016). Regional-spatial aspects of education therefore need to be identified to find solutions to equal education. In this re-analysis of two research projects in Sweden and Finland, new insights are highlighted regarding how to develop nationwide equal education. The study proposes establishing supportive structures in the education of teachers and principals and in their continuing professional development in order to bring about equal education.","PeriodicalId":38767,"journal":{"name":"Nordic Studies in Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44320576","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article aims to investigate how Nordic countries – exemplified by Denmark, Finland, and Sweden – govern the education and inclusion of newly arrived students. Approaching this through policy as text and practice, we identify the subject positions of the newly arrived students. Our research data consist of national policy documents, legislation, and evaluation reports on the education of newly arrived students, which we compare and analyse. We conclude that newly arrived students are subject to underachievement, bullying, discrimination, and at risk of not continuing their education. Despite all good intentions the Nordic policies do not seem to include all students.
{"title":"Positions of Newly Arrived Students in Nordic Education Policies and Practices","authors":"Jenni Helakorpi, Marianne Dovemark, Annette Rasmussen, Gunilla Holm","doi":"10.23865/nse.v43.3986","DOIUrl":"https://doi.org/10.23865/nse.v43.3986","url":null,"abstract":"This article aims to investigate how Nordic countries – exemplified by Denmark, Finland, and Sweden – govern the education and inclusion of newly arrived students. Approaching this through policy as text and practice, we identify the subject positions of the newly arrived students. Our research data consist of national policy documents, legislation, and evaluation reports on the education of newly arrived students, which we compare and analyse. We conclude that newly arrived students are subject to underachievement, bullying, discrimination, and at risk of not continuing their education. Despite all good intentions the Nordic policies do not seem to include all students.","PeriodicalId":38767,"journal":{"name":"Nordic Studies in Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47365201","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
We analyse policy rhetoric on education export in Finland and Sweden as a lens to explore the multifaceted Nordic model in education. We also examine how the Nordic dimension in education is represented in Finnish and Swedish education exports. Our findings highlight that, while education export approaches differ considerably between the two countries, both contexts provide opportunities for private edu-business actors to thrive, thereby sustaining the global education industry (GEI). Education export is rhetorically positioned in relation to both the national and the Nordic contexts in specific ways, with implications for how Nordic education is framed in the globalised economy.
{"title":"When Nordic Education Myths Meet Economic Realities: The “Nordic Model” in Education Export in Finland and Sweden","authors":"Linda Rönnberg, Helena Hinke Dobrochinski Candido","doi":"10.23865/nse.v43.4046","DOIUrl":"https://doi.org/10.23865/nse.v43.4046","url":null,"abstract":"We analyse policy rhetoric on education export in Finland and Sweden as a lens to explore the multifaceted Nordic model in education. We also examine how the Nordic dimension in education is represented in Finnish and Swedish education exports. Our findings highlight that, while education export approaches differ considerably between the two countries, both contexts provide opportunities for private edu-business actors to thrive, thereby sustaining the global education industry (GEI). Education export is rhetorically positioned in relation to both the national and the Nordic contexts in specific ways, with implications for how Nordic education is framed in the globalised economy.","PeriodicalId":38767,"journal":{"name":"Nordic Studies in Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42723753","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The (re)opening of the Scottish Parliament in 1999 cemented calls for small state self-management, particularly along Nordic lines, both to reflect the desire for independence and belief that small states prosper when aligned with similar jurisdictions. However, whether there is a ‘Nordic education approach’ is questionable. Further, this positioning assumes certain things about Scotland, ‘The Scottish’, and the Scottish education system. Rather than present Scottish education as aligning with Norden, it is better to identify pushes and pulls between northern countries and internal/UK factors. This paper examines educational exigencies: pushes and pulls from the Nordic countries and the UK.
{"title":"Scottish Education: Between the UK and the Nordic","authors":"P. Adams","doi":"10.23865/nse.v43.4064","DOIUrl":"https://doi.org/10.23865/nse.v43.4064","url":null,"abstract":"The (re)opening of the Scottish Parliament in 1999 cemented calls for small state self-management, particularly along Nordic lines, both to reflect the desire for independence and belief that small states prosper when aligned with similar jurisdictions. However, whether there is a ‘Nordic education approach’ is questionable. Further, this positioning assumes certain things about Scotland, ‘The Scottish’, and the Scottish education system. Rather than present Scottish education as aligning with Norden, it is better to identify pushes and pulls between northern countries and internal/UK factors. This paper examines educational exigencies: pushes and pulls from the Nordic countries and the UK.","PeriodicalId":38767,"journal":{"name":"Nordic Studies in Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43075745","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
H. Trætteberg, Karl Henrik Sivesind, M. Paananen, S. Hrafnsdóttir
Until about 25 years ago, Norway, Denmark, Sweden, Iceland and Finland used a bureaucratic-professional governance model to reach common welfare goals in ECEC, something that arguably constituted a Nordic dimension. Since then, the countries have introduced post-bureaucratic governance models such as evaluation and quasi-markets in varying degrees. Differences in the timing of policy changes and saturation of demand have resulted in variations in the use of quasi-market instruments and divergence in the composition of public, for-profit and non-profit providers. However, common welfare goals, such as inclusion and language learning, have been strengthened. We base our analysis on existing research, statistics and policy papers.
{"title":"Quasi-Market Regulation in Early Childhood Education and Care: Does a Nordic Welfare Dimension Prevail?","authors":"H. Trætteberg, Karl Henrik Sivesind, M. Paananen, S. Hrafnsdóttir","doi":"10.23865/nse.v43.4006","DOIUrl":"https://doi.org/10.23865/nse.v43.4006","url":null,"abstract":"Until about 25 years ago, Norway, Denmark, Sweden, Iceland and Finland used a bureaucratic-professional governance model to reach common welfare goals in ECEC, something that arguably constituted a Nordic dimension. Since then, the countries have introduced post-bureaucratic governance models such as evaluation and quasi-markets in varying degrees. Differences in the timing of policy changes and saturation of demand have resulted in variations in the use of quasi-market instruments and divergence in the composition of public, for-profit and non-profit providers. However, common welfare goals, such as inclusion and language learning, have been strengthened. We base our analysis on existing research, statistics and policy papers.","PeriodicalId":38767,"journal":{"name":"Nordic Studies in Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42370773","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The article is an introduction to the special double issue of Nordic Studies in Education poses and elaborates upon the question of whether there is such a thing as a Nordic dimension in education. And, if so, what then are the defining similarities and differences in educational terms between the five small countries Denmark, Finland, Iceland, Norway and Sweden? This special issue follows up on the 2nd Annual Nordic Educational Conversation held on 23 September 2021, where the Nordic Educational Research Association invited participants to a discussion on the theme of the Nordic dimension in education and whether it is a myth or a living reality.
{"title":"The Nordic Dimension in Education – Between Myth and Reality","authors":"J. Krejsler","doi":"10.23865/nse.v43.5420","DOIUrl":"https://doi.org/10.23865/nse.v43.5420","url":null,"abstract":"The article is an introduction to the special double issue of Nordic Studies in Education poses and elaborates upon the question of whether there is such a thing as a Nordic dimension in education. And, if so, what then are the defining similarities and differences in educational terms between the five small countries Denmark, Finland, Iceland, Norway and Sweden? This special issue follows up on the 2nd Annual Nordic Educational Conversation held on 23 September 2021, where the Nordic Educational Research Association invited participants to a discussion on the theme of the Nordic dimension in education and whether it is a myth or a living reality.","PeriodicalId":38767,"journal":{"name":"Nordic Studies in Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41663401","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The article argues that observing ‘the Nordic dimension’ as a metaspace in methodological terms harbors rich potential for qualifying educational research, policy, and debate. The metaspace gathers critical mass through aggregating the potential of smaller spaces. The five Nordic countries thus represent historical, linguistic, and societal similarities that produced similar societal and educational values, albeit along different trajectories. Understood as a floating signifier in scalar and topological terms, the Nordic dimension allows researchers and others to draw on the diversity that this metaspace represents as a tool for rethinking national solutions. The article draws on educational research and literature with a Nordic focus.
{"title":"The Nordic Dimension as a Metaspace for Educational Research","authors":"J. Krejsler","doi":"10.23865/nse.v43.5421","DOIUrl":"https://doi.org/10.23865/nse.v43.5421","url":null,"abstract":"The article argues that observing ‘the Nordic dimension’ as a metaspace in methodological terms harbors rich potential for qualifying educational research, policy, and debate. The metaspace gathers critical mass through aggregating the potential of smaller spaces. The five Nordic countries thus represent historical, linguistic, and societal similarities that produced similar societal and educational values, albeit along different trajectories. Understood as a floating signifier in scalar and topological terms, the Nordic dimension allows researchers and others to draw on the diversity that this metaspace represents as a tool for rethinking national solutions. The article draws on educational research and literature with a Nordic focus.","PeriodicalId":38767,"journal":{"name":"Nordic Studies in Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48803772","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
After the Second World War, the Scandinavian countries grew closer, with improving their education systems a common ambition. There are striking similarities in the change processes that occurred in the design of schooling in these countries. Sweden led the way to an expanded comprehensive school system where differentiated instruction became undifferentiated, with Norway following after. Denmark underwent a similar but delayed evolution. Despite certain fundamental problems faced by lower secondary schools, this model shows path-dependent characteristics. The present study examines why this model, which has been referred to as the Nordic model of education, has enjoyed such an enduring influence.
{"title":"The Evolution of Extended Universal Compulsory Schooling in Sweden, Norway and Denmark: Policy Borrowing and Path-dependent Processes","authors":"E. Elstad","doi":"10.23865/nse.v43.5422","DOIUrl":"https://doi.org/10.23865/nse.v43.5422","url":null,"abstract":"After the Second World War, the Scandinavian countries grew closer, with improving their education systems a common ambition. There are striking similarities in the change processes that occurred in the design of schooling in these countries. Sweden led the way to an expanded comprehensive school system where differentiated instruction became undifferentiated, with Norway following after. Denmark underwent a similar but delayed evolution. Despite certain fundamental problems faced by lower secondary schools, this model shows path-dependent characteristics. The present study examines why this model, which has been referred to as the Nordic model of education, has enjoyed such an enduring influence.","PeriodicalId":38767,"journal":{"name":"Nordic Studies in Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42282450","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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