The Organization for Economic Co-operation and Development (OECD) have evaluated 450 education reforms that different OECD countries have launched over the past seven years. They find that reforms have very different effects and conclude: 'Reforms are specific to the country's education system context' (OECD, 2015). The article presented here aims to develop a foundation for school development based on the Nordic context. The understanding presented is based on general didactic thinking and the values of the Nordic community school (Council of Ministers, 1976; Midtsundstad & Werler, 2011). On this basis, a theory of school development is argued for, based on conditions for teaching and learning, instead of a one-sided focus on results.
The implementation of the first Sámi curriculum in 1997 can be understood as a significant turning point for Sámi education in Norway. The division between the national curriculum and the Sámi curriculum makes it possible to distinguish the “Sámi school” from the “national school”. This article examines what place the Sámi content has in the current curricula: the National Curriculum for Knowledge Promotion in Primary and Secondary Education and Training (Kunnskapsløftet) and the Sami Curriculum for Knowledge Promotion in Primary and Secondary Education and Training (Kunnskapsløftet Samisk). The article analyses some key concepts, which in various ways indicate that the implementation of the Sámi curriculum has resulted in significantly less Sámi content in the national curriculum. Consequently, the Sámi curriculum can be understood as merely a symbolic commitment.
Using a critical discourse analysis method, this study explores media coverage of six online newspapers and their coverage of the Muslim school debate in Norway in 2014, when permission was initially granted, and then rescinded, for the establishment of a Muslim school in Oslo. The debate is considered in light of differentiation and de-differentiation theories in making sense of the way the authorities and advocates of Muslim schools contend for their viewpoints. It is argued that the government rhetoric, which justifies the rejection of Muslim schools on the pretext of ‘integration’, is untenable for two reasons: the existence of over 200 private schools, of which 72 are Christian, and a growing pattern of ethnic ‘enclavization’ in the capital in the absence of Muslim schools. This absence does not justify the creation of Muslim schools. However, it is argued that this may lead to a further segregation of schools along ethnic-religious lines.
This article evaluates a decentralized Danish model for dealing with cultural and religious diversity at individual schools. This evaluation is based upon normative theories of toleration, recognition and domination, and examines whether the model implies compromise with the (liberal) educational values stipulated in national legislation. The model, reconstructed from government publications, is based on reaching accommodation through dialogue between school staff and parents/students, with the pragmatic aim of facilitating the participation of students in everyday school activities. The model is noteworthy because it appears to break with the widespread ‘retreat from multiculturalism’ predicated on the defence of liberal values, and because properly dealing with diversity at schools is important for ensuring students’ well-being and academic success.
The aim of this article is to analyze how Norwegian friluftsliv (Educational Outdoor Activity) teachers in upper secondary school Idrettsfag (Sport and Physical Education) reflect on safety. Six focus group interviews from six upper secondary schools were conducted. A conceptual framework of Wackerhausen’s structure of reflection was used to analyze the interviews. The findings show the objects of the teachers’ reflections, the conceptual resources they use when reflecting on safety, and their knowledge of interest. Different safety practices were identified. In concluding, there is a reflection on how safety can be dealt with, both in the teaching of friluftsliv and in the upper secondary school friluftsliv curriculum.
This article contributes to the discussion about educational environments. Drawing on Dewey’s and Hansen’s work, the point of departure is that the educational environment is dynamic and connected to educational purposes, and that educational relationships can be both direct and indirect and connected to norms, values and subject matter. In a case study, using interviews and observations, the periphery of educational environments is explored. Distinctions between the intended and actual functions, and between environment and surroundings in different parts of the municipal administration, and the resulting shortcomings of using an atomistic rather than an ecological perspective in education, are also discussed.
In this article, we examine teachers’ efforts to negotiate criteria for assessing digital stories. A discussion among six teachers who teach Norwegian at the upper secondary level shows that these teachers tend to focus on the verbal messages of digital stories. Further, the teachers tend to expect digital stories to have similar content as traditional verbal school texts. In the discussion, we illuminate some of the challenges and dilemmas that emerge when digital stories turn into assessment objects, and prepare the ground for further research on how assessment impacts the pedagogical potential of digital storytelling.
3-2017, årgang 37
Nordic Studies in Education kommer med 4 nummer i året.
John B. Krejsler (+45) 871 63 835
Niels Kryger (+45) 871 63 714
Sirpa Lappalainen (+358) 919 120 536
Anna Slotte (+358) 294 140 972
Elisabeth Bjørnestad +47 22452055
Hans Petter Ulleberg + 47 73590286