Saija Benjamin, L. Gearon, Arniika Kuusisto, Pia-Maria Koirikivi
This article introduces the concept of ‘threshold of adversity’ as an, at present, tentative means of understanding the turning points to radicalization and extremism within educational systems. The conceptual frame is, we argue, of pedagogical and policy relevance across and beyond Nordic countries. Across Nordic countries, the main objective for the prevention of radicalization and extremism through education (PVE-E) is to strengthen the students’ resilience against ideological influences. Given the specialist complexities of the interdisciplinary research literature on terrorism, from which much PVE-E derives, for teachers and policy-makers, understanding the theoretical contexts, which underlie such policy innovations and their pedagogical implementation, are, understandably, problematic. To discuss extremism and the possibilities of its prevention especially in the education sector, an understanding of what exactly is being prevented or fought against is needed. Our conceptual ‘threshold of adversity’ model offers at least a starting point for a more practicable pedagogical implementation.
{"title":"Threshold of Adversity: Resilience and the Prevention of Extremism Through Education","authors":"Saija Benjamin, L. Gearon, Arniika Kuusisto, Pia-Maria Koirikivi","doi":"10.23865/nse.v41.2593","DOIUrl":"https://doi.org/10.23865/nse.v41.2593","url":null,"abstract":"This article introduces the concept of ‘threshold of adversity’ as an, at present, tentative means of understanding the turning points to radicalization and extremism within educational systems. The conceptual frame is, we argue, of pedagogical and policy relevance across and beyond Nordic countries. Across Nordic countries, the main objective for the prevention of radicalization and extremism through education (PVE-E) is to strengthen the students’ resilience against ideological influences. Given the specialist complexities of the interdisciplinary research literature on terrorism, from which much PVE-E derives, for teachers and policy-makers, understanding the theoretical contexts, which underlie such policy innovations and their pedagogical implementation, are, understandably, problematic. To discuss extremism and the possibilities of its prevention especially in the education sector, an understanding of what exactly is being prevented or fought against is needed. Our conceptual ‘threshold of adversity’ model offers at least a starting point for a more practicable pedagogical implementation.","PeriodicalId":38767,"journal":{"name":"Nordic Studies in Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44846982","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}
Norwegian educational policy focuses on inclusive, equivalent, and adapted education for all. We followed procedures for an inductive thematic approach to explore the educational experiences of seventeen gifted students (age twelve – fifteen). The inductive thematic analysis revealed three key themes: the educational system, the joy of learning, and problematic issues concerning school and learning. Our results are discussed in light of educational policy and Gagné’s Differentiated Model of Giftedness and Talent, and indicate that the Norwegian educational system does not meet these gifted students’ needs at either the individual or systemic levels. This study is vital for gaining a better understanding of the Norwegian perspective as well as the wider Nordic setting.
{"title":"“We Want to Be Educated!” A Thematic Analysis of Gifted Students’ Views on Education in Norway","authors":"Astrid Lenvik, Elisabeth Hesjedal, L. Jones","doi":"10.23865/nse.v41.2621","DOIUrl":"https://doi.org/10.23865/nse.v41.2621","url":null,"abstract":"Norwegian educational policy focuses on inclusive, equivalent, and adapted education for all. We followed procedures for an inductive thematic approach to explore the educational experiences of seventeen gifted students (age twelve – fifteen). The inductive thematic analysis revealed three key themes: the educational system, the joy of learning, and problematic issues concerning school and learning. Our results are discussed in light of educational policy and Gagné’s Differentiated Model of Giftedness and Talent, and indicate that the Norwegian educational system does not meet these gifted students’ needs at either the individual or systemic levels. This study is vital for gaining a better understanding of the Norwegian perspective as well as the wider Nordic setting.","PeriodicalId":38767,"journal":{"name":"Nordic Studies in Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46846204","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}
Joacim Ramberg, S. B. Låftman, E. Fransson, B. Modin
It is a well-known fact that family background characteristics affect school achievement, and according to Swedish law, school should play a compensatory role to outweigh such differences. Previous research has demonstrated that a strong school ethos is associated with higher student achievement, but whether school ethos can play a compensatory role for family background has not been investigated to the same extent. This study examines whether the predictive capacity of students’ family background on school achievement is moderated by school ethos. Data were derived from 9,349 ninth grade students (15–16 years) and 2,176 teachers in 159 school units in Stockholm. Multilevel linear regression analyses showed that family background characteristics, as well as school ethos, were associated with student achievement. School ethos did not, however, moderate the association between family background and school achievement. The results suggest that school ethos does not play a compensatory role, but rather, promotes school achievement for all students alike.
{"title":"Family Background Characteristics and Student Achievement: Does School Ethos Play a Compensatory Role?","authors":"Joacim Ramberg, S. B. Låftman, E. Fransson, B. Modin","doi":"10.23865/nse.v41.2999","DOIUrl":"https://doi.org/10.23865/nse.v41.2999","url":null,"abstract":"It is a well-known fact that family background characteristics affect school achievement, and according to Swedish law, school should play a compensatory role to outweigh such differences. Previous research has demonstrated that a strong school ethos is associated with higher student achievement, but whether school ethos can play a compensatory role for family background has not been investigated to the same extent. This study examines whether the predictive capacity of students’ family background on school achievement is moderated by school ethos. Data were derived from 9,349 ninth grade students (15–16 years) and 2,176 teachers in 159 school units in Stockholm. Multilevel linear regression analyses showed that family background characteristics, as well as school ethos, were associated with student achievement. School ethos did not, however, moderate the association between family background and school achievement. The results suggest that school ethos does not play a compensatory role, but rather, promotes school achievement for all students alike.","PeriodicalId":38767,"journal":{"name":"Nordic Studies in Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44977950","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 aim of this paper is to compare research criteria for inclusive education in relation to criteria for didactic research. The inclusive researchers that were selected defined inclusive education as removing barriers to social participation and learning for all students. The didactic researchers that we have selected referred to the tradition of successful reading and writing, focused on schools and teaching practices with favourable outcomes. The results indicated that the inclusive education researchers study school mainly from an organisational point of view. In contrast, the didactic researchers focus on a pedagogical approach, that is, on the teachers’ teaching strategies concerning the ways in which each student learns best. Within both fields under study it is considered that in-service training is most effective when it is based on the teachers’ actual working situation and when it emphasizes the importance of cooperative school cultures where the teachers also meet researchers. A reflection is that the inclusive education researchers in the study strive to transfer new knowledge to the teachers, in order to help them broaden their views on reducing social and organisational barriers to inclusion. The reading and writing researchers presented in this study represent a more dialectical process aimed at developing both the teachers’ didactic professionalism, the researchers’ own research questions and, in the end, the students’ learning. Another reflection is that if inclusive education and didactic researchers were to develop collaborative research cultures, this would shorten the way to the common goal: to ensure the participation and learning of all students.
{"title":"Synthesising Inclusive and Didactic Research – a Way to Ensure the Participation and Learning of Every Student?","authors":"Catharina Tjernberg, E. Mattson","doi":"10.23865/nse.v41.2831","DOIUrl":"https://doi.org/10.23865/nse.v41.2831","url":null,"abstract":"The aim of this paper is to compare research criteria for inclusive education in relation to criteria for didactic research. The inclusive researchers that were selected defined inclusive education as removing barriers to social participation and learning for all students. The didactic researchers that we have selected referred to the tradition of successful reading and writing, focused on schools and teaching practices with favourable outcomes. The results indicated that the inclusive education researchers study school mainly from an organisational point of view. In contrast, the didactic researchers focus on a pedagogical approach, that is, on the teachers’ teaching strategies concerning the ways in which each student learns best. Within both fields under study it is considered that in-service training is most effective when it is based on the teachers’ actual working situation and when it emphasizes the importance of cooperative school cultures where the teachers also meet researchers. A reflection is that the inclusive education researchers in the study strive to transfer new knowledge to the teachers, in order to help them broaden their views on reducing social and organisational barriers to inclusion. The reading and writing researchers presented in this study represent a more dialectical process aimed at developing both the teachers’ didactic professionalism, the researchers’ own research questions and, in the end, the students’ learning. Another reflection is that if inclusive education and didactic researchers were to develop collaborative research cultures, this would shorten the way to the common goal: to ensure the participation and learning of all students.","PeriodicalId":38767,"journal":{"name":"Nordic Studies in Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46145494","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}
E. Elstad, Kalle Juuti, Knut-Andreas Christophersen, Trond Solhaug, Are Turmo
The purpose of this study was to explore antecedents of Finnish and Norwegian student teachers’ prospective commitment to work as teachers or pursue other careers. Are student teachers’ perceptions of coherence between the theoretical and practical elements of the teaching programme related to their commitment to work as teachers or to pursue other careers? For Finnish student teachers, strong associations emerged between the theory-practice interaction in supervision and student teachers’ prospective commitment to work as teachers. Norwegian student teachers exhibited strong associations between personalised feedback and their prospective commitment to teaching. Implications for practice and further research are discussed.
{"title":"Antecedents of Student Teachers’ Commitment to the Teaching Profession in Finland and Norway","authors":"E. Elstad, Kalle Juuti, Knut-Andreas Christophersen, Trond Solhaug, Are Turmo","doi":"10.23865/nse.v41.3073","DOIUrl":"https://doi.org/10.23865/nse.v41.3073","url":null,"abstract":"The purpose of this study was to explore antecedents of Finnish and Norwegian student teachers’ prospective commitment to work as teachers or pursue other careers. Are student teachers’ perceptions of coherence between the theoretical and practical elements of the teaching programme related to their commitment to work as teachers or to pursue other careers? For Finnish student teachers, strong associations emerged between the theory-practice interaction in supervision and student teachers’ prospective commitment to work as teachers. Norwegian student teachers exhibited strong associations between personalised feedback and their prospective commitment to teaching. Implications for practice and further research are discussed.","PeriodicalId":38767,"journal":{"name":"Nordic Studies in Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48529736","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 research paper investigates the meaning of role models in higher education. As a case, the Norwegian Military Academy (NMA), which educates military officers for the Norwegian army, is used. Particularly investigated is how role models can be seen as resources in the “learning landscape” surrounding the army officer cadets through their 3 years of learning and Bildung processes. Data used in this work stem from an ethnographic fieldwork following a class of cadets at the NMA through their practical training, off-campus. Officer cadets in interviews report both intentional and unintentional use of role models as a resource in their learning landscapes. By critical educational interpretation of this ongoing practice, using the frame of Wolfgang Klafkis Bildungstheory and “the perfect action principle”, the relationships between this practice and the NMA’s own Bildungideals are questioned. Role models are at the NMA linked to their own leaders, culture and practice. This narrows what is valid practice and can enforce a self-driven power structure and a one-dimensional understanding of how leadership should be performed, where only people within this culture can be seen as participants. We argue that the risks of this NMA practice are related to organisational narcissism and a possible distorted reality orientation, where the NMA fails it’s given educational tasks related to the need of the society and future demands of war.
{"title":"Forbilder og danning i profesjonsutdanningene: Casestudie – Krigsskolen","authors":"Leif Inge Magnussen, Glenn-Egil Torgersen, O. Bøe","doi":"10.23865/NSE.V41.2214","DOIUrl":"https://doi.org/10.23865/NSE.V41.2214","url":null,"abstract":"This research paper investigates the meaning of role models in higher education. As a case, the Norwegian Military Academy (NMA), which educates military officers for the Norwegian army, is used. Particularly investigated is how role models can be seen as resources in the “learning landscape” surrounding the army officer cadets through their 3 years of learning and Bildung processes. Data used in this work stem from an ethnographic fieldwork following a class of cadets at the NMA through their practical training, off-campus. Officer cadets in interviews report both intentional and unintentional use of role models as a resource in their learning landscapes. By critical educational interpretation of this ongoing practice, using the frame of Wolfgang Klafkis Bildungstheory and “the perfect action principle”, the relationships between this practice and the NMA’s own Bildungideals are questioned. Role models are at the NMA linked to their own leaders, culture and practice. This narrows what is valid practice and can enforce a self-driven power structure and a one-dimensional understanding of how leadership should be performed, where only people within this culture can be seen as participants. We argue that the risks of this NMA practice are related to organisational narcissism and a possible distorted reality orientation, where the NMA fails it’s given educational tasks related to the need of the society and future demands of war.","PeriodicalId":38767,"journal":{"name":"Nordic Studies in Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46918042","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 escalating destruction of the climate has caused children and young people around the world to react. Greta Thunberg is a symbol of a rising activism for the climate. To support this process and especially the teachers’ work in the school, we explore how a reformulation of the critical-pedagogical tradition can mobilize students in the school so that they can implement realistic and responsible climate action. To this end, we have developed a model for analysis. The model is theoretical and normative and is designed with inspiration from national and international research projects in order to support a political formation process and the development of social competences across the school disciplines.
{"title":"Klimaaktivisme – for en kritisk pædagogik i skolen","authors":"Üzeyir Tireli, J. C. Jacobsen","doi":"10.23865/NSE.V41.2250","DOIUrl":"https://doi.org/10.23865/NSE.V41.2250","url":null,"abstract":"The escalating destruction of the climate has caused children and young people around the world to react. Greta Thunberg is a symbol of a rising activism for the climate. To support this process and especially the teachers’ work in the school, we explore how a reformulation of the critical-pedagogical tradition can mobilize students in the school so that they can implement realistic and responsible climate action. To this end, we have developed a model for analysis. The model is theoretical and normative and is designed with inspiration from national and international research projects in order to support a political formation process and the development of social competences across the school disciplines.","PeriodicalId":38767,"journal":{"name":"Nordic Studies in Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49079926","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 exploratory study set out to quantitatively address the concept of Bildung and its associated dimensions of self-determination, co-determination and solidarity per the deliberations of Wolfgang Klafki. It used nationally representative European Social Survey (ESS) data from nine European countries representing Didaktik and curriculum education traditions. It was hypothesised that Bildung dimensions would be more present in Didaktik than curriculum countries. Applying mean comparison, two-sample Wilcoxon rank-sum test, t-test and multivariate regression analyses as quantitative methods, the results provide empirical evidence that dimensions of Bildung are indeed more present in countries with Didaktik than in countries with curriculum traditions. Further research is needed to address some of the limitations of the present study.
{"title":"In Search of Dimensions of Bildung: A Quantitative Approach","authors":"Armend Tahirsylaj, T. Werler","doi":"10.23865/NSE.V41.2130","DOIUrl":"https://doi.org/10.23865/NSE.V41.2130","url":null,"abstract":"This exploratory study set out to quantitatively address the concept of Bildung and its associated dimensions of self-determination, co-determination and solidarity per the deliberations of Wolfgang Klafki. It used nationally representative European Social Survey (ESS) data from nine European countries representing Didaktik and curriculum education traditions. It was hypothesised that Bildung dimensions would be more present in Didaktik than curriculum countries. Applying mean comparison, two-sample Wilcoxon rank-sum test, t-test and multivariate regression analyses as quantitative methods, the results provide empirical evidence that dimensions of Bildung are indeed more present in countries with Didaktik than in countries with curriculum traditions. Further research is needed to address some of the limitations of the present study.","PeriodicalId":38767,"journal":{"name":"Nordic Studies in Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47345964","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}
How does the motivation to become a teacher vary across countries? We conducted an exploratory study among aspiring teachers in three countries to explore the possibility of detecting differences in teacher motivation across education policy contexts. Using the FIT-Choice Scale developed by Watt and Richardson (2007), we found that participants in Finland and Sweden expressed different impressions of and attractions to the teaching profession. A sample from the United States revealed further differences still. Between-country differences were significant. Using these results, we suggest further comparative analyses regarding policy and the motivations of teacher candidates.
{"title":"Motivations to Become a Teacher in Finland, Sweden, and the United States","authors":"J. Giersch, Carina Carlhed Ydhag, V. Korhonen","doi":"10.23865/NSE.V41.2200","DOIUrl":"https://doi.org/10.23865/NSE.V41.2200","url":null,"abstract":"How does the motivation to become a teacher vary across countries? We conducted an exploratory study among aspiring teachers in three countries to explore the possibility of detecting differences in teacher motivation across education policy contexts. Using the FIT-Choice Scale developed by Watt and Richardson (2007), we found that participants in Finland and Sweden expressed different impressions of and attractions to the teaching profession. A sample from the United States revealed further differences still. Between-country differences were significant. Using these results, we suggest further comparative analyses regarding policy and the motivations of teacher candidates.","PeriodicalId":38767,"journal":{"name":"Nordic Studies in Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46660382","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 investigates curriculum understanding in bullying research and discusses how such an understanding can contribute to bullying prevention in schools. So far, no studies have systematically investigated an understanding of curriculum in research on bullying prevention. Building on a critical review of 29 studies, the article identifies curriculum as a broadly understood concept constricted in different categories of bullying research. Such compartmentalization, the article argues, may contribute to the underutilization of curriculum knowledge in bullying research and obstruct the development of new and innovative approaches to prevent bullying in schools. The study concludes that curriculum knowledge should be more explicitly addressed in bullying research, and that more collaboration is needed. Emphasizing a whole-school approach, without a broader understanding of curriculum, risks constraining the application of pedagogical knowledge in bullying prevention.
{"title":"Is There a Hole in the Whole-School Approach? A Critical Review of Curriculum Understanding in Bullying Research","authors":"Frode Restad","doi":"10.23865/nse.v40.2610","DOIUrl":"https://doi.org/10.23865/nse.v40.2610","url":null,"abstract":"This article investigates curriculum understanding in bullying research and discusses how such an understanding can contribute to bullying prevention in schools. So far, no studies have systematically investigated an understanding of curriculum in research on bullying prevention.\u0000Building on a critical review of 29 studies, the article identifies curriculum as a broadly understood concept constricted in different categories of bullying research. Such compartmentalization, the article argues, may contribute to the underutilization of curriculum knowledge in bullying research and obstruct the development of new and innovative approaches to prevent bullying in schools.\u0000The study concludes that curriculum knowledge should be more explicitly addressed in bullying research, and that more collaboration is needed. Emphasizing a whole-school approach, without a broader understanding of curriculum, risks constraining the application of pedagogical knowledge in bullying prevention.","PeriodicalId":38767,"journal":{"name":"Nordic Studies in Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42754725","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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