This introduction takes a closer look at the six contributions in this special issue, i.e., contributions from Germany, Denmark, Norway, Sweden, Finland and Scotland. We make use of these six articles as empirical material to examine what we refer to as external, internal and invisible pressures on pedagogy. The introduction thus conducts a meta-discussion, or a discussion of the discussions that take place in the six articles. A consistent finding that emerges in the special issue is that pedagogy in the six countries is exposed to different kinds of pressure, which, we argue, will lead to unfortunate consequences. Finally, we discuss how it may be possible to resist the pressure on pedagogy and at the same time strengthen pedagogy as a subject and an academic discipline.
{"title":"Introduksjon: Pedagogikk under press. Hvordan kan vi motstå presset?","authors":"Herner Sæverot, Jens Erik Kristensen","doi":"10.23865/nse.v42.3784","DOIUrl":"https://doi.org/10.23865/nse.v42.3784","url":null,"abstract":"This introduction takes a closer look at the six contributions in this special issue, i.e., contributions from Germany, Denmark, Norway, Sweden, Finland and Scotland. We make use of these six articles as empirical material to examine what we refer to as external, internal and invisible pressures on pedagogy. The introduction thus conducts a meta-discussion, or a discussion of the discussions that take place in the six articles. A consistent finding that emerges in the special issue is that pedagogy in the six countries is exposed to different kinds of pressure, which, we argue, will lead to unfortunate consequences. Finally, we discuss how it may be possible to resist the pressure on pedagogy and at the same time strengthen pedagogy as a subject and an academic discipline.","PeriodicalId":38767,"journal":{"name":"Nordic Studies in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44663607","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 relative autonomy of Pädagogik (education) as an academic field has always been in jeopardy. Consequently, we take a closer look at its past, present, and future. We begin by retracing the historical development of this field of study in the German-speaking context. In the second part, we look at the current state of the discipline and spotlight current developments threatening education’s autonomy, first and foremost the steep rise and dominance of Empirische Bildungsforschung (empirical educational research). In the last part, we argue for education as an independent discipline and outline how educationalists can strengthen its autonomy and disciplinary identity.
{"title":"Education’s Relative Autonomy: A Closer Look at the Discipline’s Past, Present, and Future","authors":"Stefan T. Siegel, E. Matthes","doi":"10.23865/nse.v42.3785","DOIUrl":"https://doi.org/10.23865/nse.v42.3785","url":null,"abstract":"The relative autonomy of Pädagogik (education) as an academic field has always been in jeopardy. Consequently, we take a closer look at its past, present, and future. We begin by retracing the historical development of this field of study in the German-speaking context. In the second part, we look at the current state of the discipline and spotlight current developments threatening education’s autonomy, first and foremost the steep rise and dominance of Empirische Bildungsforschung (empirical educational research). In the last part, we argue for education as an independent discipline and outline how educationalists can strengthen its autonomy and disciplinary identity.","PeriodicalId":38767,"journal":{"name":"Nordic Studies in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41499985","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}
Across the Anglophone world, throughout the late 20th and early 21st century, learning and teaching became the go-to descriptions for teacher and learner activity. Notably, this term posited individualistic views that ‘education is an individual right’ realised through technically proficient teacher-action that engenders favourable positioning in a post-industrial, efficient world. More recently, pedagogy seems to have remerged as a flavoursome term. However, its use is still dominated by the doctrines of the Global Education Reform Movement (GERM) realised through education science assumptions and approaches. In turn, across much of the Anglophone world, pedagogy is mostly described as ‘the methods and practices of teaching’ often associated with delivery-type teaching and learning judged by quantitative uplift on test scores. Pedagogy, it seems, is still subservient to individualism reified by forms of technically legitimate teaching competence. In many respects, Scotland is no different: policy frames and explanations (Adams, 2016) often legitimise through technocratic and positivist Discourses (Gee, 2012). Matters such as the recent incorporation of the UNHRC into Scottish law offer hope though, for they offer ‘rupture’. The OECD might prevail over system-wide evaluation and conversations about ‘curriculum’ dominate, but ever-increasing calls to shift ‘schooling’ from ‘learning and teaching’ to ‘education, more broadly conceived’ seem to have widened discourse (Gee, 2012) and acknowledged the inherently political. While this has not magically moved pedagogy on, it is clear is that pedagogy as ‘being in and acting on the world, with and for others is finding a Scottish voice.
{"title":"Scotland and Pedagogy: Moving from the Anglophone Towards the Continental?","authors":"P. Adams","doi":"10.23865/nse.v42.3770","DOIUrl":"https://doi.org/10.23865/nse.v42.3770","url":null,"abstract":"Across the Anglophone world, throughout the late 20th and early 21st century, learning and teaching became the go-to descriptions for teacher and learner activity. Notably, this term posited individualistic views that ‘education is an individual right’ realised through technically proficient teacher-action that engenders favourable positioning in a post-industrial, efficient world. More recently, pedagogy seems to have remerged as a flavoursome term. However, its use is still dominated by the doctrines of the Global Education Reform Movement (GERM) realised through education science assumptions and approaches. In turn, across much of the Anglophone world, pedagogy is mostly described as ‘the methods and practices of teaching’ often associated with delivery-type teaching and learning judged by quantitative uplift on test scores. Pedagogy, it seems, is still subservient to individualism reified by forms of technically legitimate teaching competence.\u0000In many respects, Scotland is no different: policy frames and explanations (Adams, 2016) often legitimise through technocratic and positivist Discourses (Gee, 2012). Matters such as the recent incorporation of the UNHRC into Scottish law offer hope though, for they offer ‘rupture’. The OECD might prevail over system-wide evaluation and conversations about ‘curriculum’ dominate, but ever-increasing calls to shift ‘schooling’ from ‘learning and teaching’ to ‘education, more broadly conceived’ seem to have widened discourse (Gee, 2012) and acknowledged the inherently political. While this has not magically moved pedagogy on, it is clear is that pedagogy as ‘being in and acting on the world, with and for others is finding a Scottish voice.","PeriodicalId":38767,"journal":{"name":"Nordic Studies in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41896850","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 we need to interpret education in relation to general cultural and societal developments, exemplifying this by the developmental history and contemporary tensions in education as a discipline in Finland. In international comparison, education in Finland has preserved a strong identity as a discipline, not reduced to “a field of research”. This autonomy has historical roots in how Bildung contributed to nation building in 19th century. The article reveals that recent interest in non-affirmative education theory had an early representative in J. V. Snellman (1806–1881). The connection is reestablishing, having been forgotten for during a century.
{"title":"Pedagogiken som vetenskap i Finland i ljuset av icke-affirmativ pedagogikteori","authors":"Michael Uljens","doi":"10.23865/nse.v42.3788","DOIUrl":"https://doi.org/10.23865/nse.v42.3788","url":null,"abstract":"The article argues we need to interpret education in relation to general cultural and societal developments, exemplifying this by the developmental history and contemporary tensions in education as a discipline in Finland. In international comparison, education in Finland has preserved a strong identity as a discipline, not reduced to “a field of research”. This autonomy has historical roots in how Bildung contributed to nation building in 19th century. The article reveals that recent interest in non-affirmative education theory had an early representative in J. V. Snellman (1806–1881). The connection is reestablishing, having been forgotten for during a century.","PeriodicalId":38767,"journal":{"name":"Nordic Studies in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46408752","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}
I dette essay review diskuteres John Benedicto Krejslers bog 'Skolen og den transnationale vending: Dansk uddannelsespolitik og dens europæiske og angloamerikanske forbindelser' i en uddannelsespolitisk og forskningsmæssig kontekst.
{"title":"At forstå den transnationale dimension i uddannelsespolitik","authors":"Christian Ydesen","doi":"10.23865/nse.v42.3732","DOIUrl":"https://doi.org/10.23865/nse.v42.3732","url":null,"abstract":"I dette essay review diskuteres John Benedicto Krejslers bog 'Skolen og den transnationale vending: Dansk uddannelsespolitik og dens europæiske og angloamerikanske forbindelser' i en uddannelsespolitisk og forskningsmæssig kontekst.","PeriodicalId":38767,"journal":{"name":"Nordic Studies in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49664600","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}
In regards of teaching in lower and secondary schools the article pursues an empirical answer to how it is possible to talk about and accommodate pupils formation without defining, predicting and instrumentalizing the teaching practice. An action research project combined with practice-theoretical analyzes of teachers approach to formation shows, that language and concepts about formation must be open and sensitizing. Furthermore it is shown that teaching should be intentional but not causal, which underlines that teaching is experimental also in terms of planning and development. Finally a model is presented, which seeks to clarify important characteristics of what is described as a pedagogical reconsideration, that formation-oriented teaching must rely on.
{"title":"Dannelse i pædagogisk praksis – om den praktiske nødvendighed og anvendelighed af et sensibiliserende sprog og en ikke-forudsigende didaktik","authors":"Thomas Iskov, N. Tange","doi":"10.23865/nse.v41.2723","DOIUrl":"https://doi.org/10.23865/nse.v41.2723","url":null,"abstract":"In regards of teaching in lower and secondary schools the article pursues an empirical answer to how it is possible to talk about and accommodate pupils formation without defining, predicting and instrumentalizing the teaching practice. An action research project combined with practice-theoretical analyzes of teachers approach to formation shows, that language and concepts about formation must be open and sensitizing. Furthermore it is shown that teaching should be intentional but not causal, which underlines that teaching is experimental also in terms of planning and development. Finally a model is presented, which seeks to clarify important characteristics of what is described as a pedagogical reconsideration, that formation-oriented teaching must rely on.","PeriodicalId":38767,"journal":{"name":"Nordic Studies in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48380015","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}
In order to graduate, Danish (and Norwegian) upper secondary high-school students are assessed orally in high-stakes tests by two teacher-assessors. Based on a fieldwork following students preparing for the oral exam, the article investigates who the students are presupposing to talk to at the exam. Exam introductions and student interviews are analyzed using Bachtin’s dialogical theory. The paradigmatic case analysis finds that students focus on delivering interpretations that they think the teacher wants to hear, since alternative interpretations are considered a confrontation with the assessors. Potentially, this limits what students allow assessors to gain access to at the exam.
{"title":"”At knække lærerkoden” – en elevperspektivisk analyse af adressater ved mundtlig eksamen","authors":"J. Isager","doi":"10.23865/nse.v41.2692","DOIUrl":"https://doi.org/10.23865/nse.v41.2692","url":null,"abstract":"In order to graduate, Danish (and Norwegian) upper secondary high-school students are assessed orally in high-stakes tests by two teacher-assessors. Based on a fieldwork following students preparing for the oral exam, the article investigates who the students are presupposing to talk to at the exam. Exam introductions and student interviews are analyzed using Bachtin’s dialogical theory. The paradigmatic case analysis finds that students focus on delivering interpretations that they think the teacher wants to hear, since alternative interpretations are considered a confrontation with the assessors. Potentially, this limits what students allow assessors to gain access to at the exam.","PeriodicalId":38767,"journal":{"name":"Nordic Studies in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46023709","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}
In our research concerning the education of Danish pedagogues we found a common understanding that professionalism and personal involvement are not mutually exclusive, so we grapple with the relationship between them. We settle the problem with a reminder of the nature of education and upbringing as a cultural project based on values such as participation and emancipation: values that always have to be realized in unique situations. We argue that professionalism and personal involvement go hand in hand if they are embedded in communities of investigative practice, in which multiple forms of knowledge are brought into play.
{"title":"Hvordan vil du være pædagog? Et fagpersonligt dannelsesspørgsmål, som kalder på kvalificere(n)de faglige fællesskaber","authors":"Line Togsverd, Jan Jaap Rothuizen","doi":"10.23865/nse.v41.2685","DOIUrl":"https://doi.org/10.23865/nse.v41.2685","url":null,"abstract":"In our research concerning the education of Danish pedagogues we found a common understanding that professionalism and personal involvement are not mutually exclusive, so we grapple with the relationship between them. We settle the problem with a reminder of the nature of education and upbringing as a cultural project based on values such as participation and emancipation: values that always have to be realized in unique situations. We argue that professionalism and personal involvement go hand in hand if they are embedded in communities of investigative practice, in which multiple forms of knowledge are brought into play.","PeriodicalId":38767,"journal":{"name":"Nordic Studies in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47847654","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 purpose of this paper is to investigate the influence of job characteristics on mentoring received. A survey questionnaire was sent to 435 employees from 29 preschools in Norway and 284 responses were returned, a response rate of 65.3%. Exploratory factor analysis and stepwise regression analysis were used to analyze the data while age was used as a control variable. The results reveal that social support and feedback from others have a significant influence on mentoring received, indicating that coordination of work based on these job characteristics could promote mentoring received in preschools.
{"title":"The Work Context and Mentoring: Do Job Characteristics Influence Mentoring Received?","authors":"Torbjørn Waaland","doi":"10.23865/nse.v41.3487","DOIUrl":"https://doi.org/10.23865/nse.v41.3487","url":null,"abstract":"The purpose of this paper is to investigate the influence of job characteristics on mentoring received. A survey questionnaire was sent to 435 employees from 29 preschools in Norway and 284 responses were returned, a response rate of 65.3%. Exploratory factor analysis and stepwise regression analysis were used to analyze the data while age was used as a control variable. The results reveal that social support and feedback from others have a significant influence on mentoring received, indicating that coordination of work based on these job characteristics could promote mentoring received in preschools.","PeriodicalId":38767,"journal":{"name":"Nordic Studies in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45419884","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 examines parental involvement in school collaboration. The study was based on survey data from Program for Learning Management gathered between 2015 and 2019. An analysis was performed on parent responses (N = 38,378) to elucidate their personal experience of school collaboration in Danish primary and lower secondary public schools. The results indicate that highly educated parents more often participate equally in school collaboration. Mothers are still more involved in school collaboration than fathers and more often take on the main responsibility, especially at higher grade levels. In general, fathers could be involved more.
{"title":"Et kvantitativt blik på forældredeltagelse i skolesamarbejdet: Generelle tendenser i forhold til uddannelse, køn og klassetrin","authors":"Martin Brygger Andersen","doi":"10.23865/nse.v41.2813","DOIUrl":"https://doi.org/10.23865/nse.v41.2813","url":null,"abstract":"This article examines parental involvement in school collaboration. The study was based on survey data from Program for Learning Management gathered between 2015 and 2019. An analysis was performed on parent responses (N = 38,378) to elucidate their personal experience of school collaboration in Danish primary and lower secondary public schools. The results indicate that highly educated parents more often participate equally in school collaboration. Mothers are still more involved in school collaboration than fathers and more often take on the main responsibility, especially at higher grade levels. In general, fathers could be involved more.","PeriodicalId":38767,"journal":{"name":"Nordic Studies in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43773188","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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