了解制度动态如何导致北欧城市的教育不平等

IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Oxford Review of Education Pub Date : 2023-11-08 DOI:10.1080/03054985.2023.2274027
Eli Smeplass, Anna Cecilia Rapp, Anabel Corral-Granados
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引用次数: 0

摘要

本文探讨了导致北欧城市教育不平等的制度动态。教育中的社会不平等问题一直存在,这对北欧福利国家来说仍然是一个突出的挑战。通过调查教育政策与实际执行之间的差距,本研究揭示了导致教育不平等的机制。通过应用定性方法,本研究考察了挪威、瑞典和芬兰三个不同城市实现教育公平的障碍。该研究确定了造成当前教育不平等的几个因素,包括住房政策、城市空间隔离、管理学校选择和市场化的不同原则,以及旨在促进公平的组织模式的变化。这项研究不仅对教育政策制定和实施之间的差距提供了新的见解,而且强调了它们在产生和延续教育不平等方面的关键作用。在随后的讨论中,该研究解决了这些已确定的差距,并概述了它们对北欧教育未来政策制定和实际实施的潜在影响。
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Understanding how institutional dynamics can contribute to educational inequality in Nordic cities
This article explores the institutional dynamics that contribute to educational inequality within Nordic cities. The persistent issue of social inequality in education remains a prominent challenge for the Nordic welfare states. By investigating the gaps between educational policies and their practical implementation, this study sheds light on the mechanisms that drive educational inequality. Through the application of qualitative methods, the research examines the impediments to achieving educational equity within three distinct municipalities in Norway, Sweden, and Finland. The study identifies several contributing factors to the prevailing educational inequality, encompassing housing policies, urban spatial segregation, diverse principles governing school choice and marketisation, and variations in organisational models intended to promote equity. The research not only offers novel insights into the gaps between educational policy formulation and implementation but also underscores their pivotal role in both generating and perpetuating educational inequality. In the subsequent discussion, the study addresses these identified gaps and outlines their potential implications for future policy-making and practical implementation in Nordic education.
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来源期刊
Oxford Review of Education
Oxford Review of Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.20
自引率
0.00%
发文量
39
期刊介绍: The Oxford Review of Education is a well established journal with an extensive international readership. It is committed to deploying the resources of a wide range of academic disciplines in the service of educational scholarship, and the Editors welcome articles reporting significant new research as well as contributions of a more analytic or reflective nature. The membership of the editorial board reflects these emphases, which have remained characteristic of the Review since its foundation. The Review seeks to preserve the highest standards of professional scholarship in education, while also seeking to publish articles which will be of interest and utility to a wider public, including policy makers.
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