This article characterizes, based on a descriptive case study, a conflict between local education politicians and a group of actively engaged parents that arose when it was decided to close a rural school. Furthermore, the article discusses the possible causes of the dispute, and aims to contribute to a better understanding of closure processes, the way that they can be managed, and the role therein of pedagogical argument. The results make clear that the main reason for the closure was to save money, and that pedagogical motives played a subordinate role.
The purpose of the article is to highlight school problems of adolescents with alcohol and drug problems in Sweden. Bronfenbrenners social-ecological model has been applied in a quantitative content analysis of 415 interviews in connection with the adolescent’s admission of an outpatient contact. The results show that over a third of the adolescents’ statements are linked to individual characteristics or abilities, while 13 percent are related to schoolproblems, 13 percent to issues in the interaction with peers and 3 pecent are connected to familyproblem. About a third of the statements involve both individual factors and the school, and the interaction between these. An important conclusion is that most of these adolescents are still enrolled in school and that several of the school problems mentioned in the study are changeable and thus possible to remedy through both an educational and social support that promotes their connection to the school.
As a result of the processes of globalization and increasing pluralism, it has become increasingly important to democracy that citizens are able to participate in critical discussion, take the perspective of others, and articulate their opinions. Therefore, it is vital that students are able to acquire dialogic competence for democratic participation at school. Teaching through dialogue puts high demands on the teacher. One of the reasons for this is that some issues, especially those of a political or religious nature, can be controversial. In this article we discuss the role of the teacher in dialogue concerning contentious political and religious matters. We argue that the teacher can operate in many different ways: as facilitator, moderator, motivator, and Devil’s advocate. In short, there is no single correct rule applicable to all cases. Consequently teachers must be able to make sound pedagogical judgements on the basis of the situation at hand.
This article sheds light on the periodical Folkevennen (Friend of the People), published in Oslo from 1852, and discusses to what extent Great Britain was a role model for enlightened public thought in Norway in the 1850s. The reading presents contemporary source texts, and highlights how they are dependent upon the contexts and intellectual surroundings in which they are embedded. Great Britain can be viewed as a pioneering model for public enlightenment in Norway from differing perspectives: economic development, citizenship, the societal function of schooling, as well as the fact that Britain was not entangled in the continental tendency for revolution. The article examines the idealization of Britain in the light of the ideological and philosophical backgrounds of the members of Selskabet for folkeoplysningens Fremme – the Society for the Promotion of Public Enlightenment – in the Norwegian capital.