000 04106nam a22004695i 4500
001 978-94-007-7125-3
003 DE-He213
005 20140220082529.0
007 cr nn 008mamaa
008 131021s2014 ne | s |||| 0|eng d
020 _a9789400771253
_9978-94-007-7125-3
024 7 _a10.1007/978-94-007-7125-3
_2doi
050 4 _aLC8-6691
072 7 _aJNF
_2bicssc
072 7 _aEDU034000
_2bisacsh
082 0 4 _a379
_223
100 1 _aBlossing, Ulf.
_eeditor.
245 1 4 _aThe Nordic Education Model
_h[electronic resource] :
_b'A School for All' Encounters Neo-Liberal Policy /
_cedited by Ulf Blossing, Gunn Imsen, Lejf Moos.
264 1 _aDordrecht :
_bSpringer Netherlands :
_bImprint: Springer,
_c2014.
300 _aXVI, 244 p. 10 illus., 7 illus. in color.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aPolicy Implications of Research in Education ;
_v1
505 0 _aForeword -- 1. Nordic Schools in a Time of Change -- PART 1: Country Cases -- 2. A School for Every Child in Sweden -- 3. The Norwegian School for All – Historical Emergence and Neoliberal Confrontation -- 4. A School for Less than All in Denmark -- 5. A School for All in Finland -- 6. The Development of a School for All in Iceland: Equality, Threats and Political Conditions -- PART 2: Thematic Chapters -- 7. A Social Democratic Response to Market-led Education Policies: Concession or Rejection? -- 8. Progressive Education and New Governance in Denmark, Norway and Sweden -- 9. Assessing Children in the Nordic Countries - Framing, Diversity and Matters of Inclusion and Exclusion in a School for All -- 10. One School – Different Worlds: Segregation on the Basis of Freedom of Choice -- 11. Nordic Upper Secondary School:  Regular and Irregular Programmes – or Just One Irregular School for All? -- 12. Dropout in a School for All: Individual or Systemic Solutions?- 13. Schools for All: A Nordic Model.
520 _aThis book presents a detailed analysis of the educational model in Nordic European countries. It describes the traditional idea of education for all, which can be characterized by the right for every child to have an education of equal quality in a common school for all pupils regardless of social class, abilities, gender, or ethnicity.   Against this background, The Nordic Education Model traces the rise of neo-liberal policies that have been enacted by those who believe the School for All ideology does not produce the knowledge and skills that students need to succeed in an increasingly competitive and global marketplace. It examines the conflict between these two ideas and shows how neo-liberal technologies affect the Nordic model in different ways. The authors also show how social technologies are being interpreted in different ways in actual school practices. This process of translating national regulations into internal sense builds on the values in the culture to which they are introduced. In the end, this book reveals that a Nordic model can constitute a delicate balance between traditional values, institutionalized practices, and contemporary, neo-liberal forms of governance and policies. It may be argued from a new institutional perspective that the main structures of the Nordic educational model will sustain as long as the deeply rooted Nordic culture survives in the globalised society.
650 0 _aEducation.
650 1 4 _aEducation.
650 2 4 _aEducational Policy and Politics.
650 2 4 _aSociology of Education.
650 2 4 _aInternational and Comparative Education.
700 1 _aImsen, Gunn.
_eeditor.
700 1 _aMoos, Lejf.
_eeditor.
710 2 _aSpringerLink (Online service)
773 0 _tSpringer eBooks
776 0 8 _iPrinted edition:
_z9789400771246
830 0 _aPolicy Implications of Research in Education ;
_v1
856 4 0 _uhttp://dx.doi.org/10.1007/978-94-007-7125-3
912 _aZDB-2-SHU
999 _c93946
_d93946