A1 Vertaisarvioitu alkuperäisartikkeli tieteellisessä lehdessä
Equality, inclusion and marketization of Nordic education: Introductory notes
Tekijät: Lisbeth Lundahl
Kustantaja: SAGE Publications
Julkaisuvuosi: 2016
Lehti: Research in Comparative and International Education
Vuosikerta: 11
Numero: 1
Aloitussivu: 3
Lopetussivu: 12
Sivujen määrä: 10
ISSN: 1745-4999
DOI: https://doi.org/10.1177/1745499916631059
Tiivistelmä
The
concept of a Nordic model of education is sometimes used to refer to
the considerable similarities of education reforms and systems of the
five Nordic countries (i.e. Denmark, Finland, Iceland, Norway and
Sweden) during the second half of the 20th century – reforms that aimed
at social justice, equality and cohesion not least by providing
schooling of high and equal quality, regardless of children’s and young
people’s resources, origin and location. This article discusses to what
extent one may still speak of such a ‘Nordic model of education’,
considering the impact of neoliberal policies in all of the five
countries. It is concluded that even if the education systems still
display a number of common, inclusive traits, extensive marketization
and privatization practices in Nordic countries, and particularly of
Swedish education, raise serious doubts about the survival of the
alleged Nordic model.
The
concept of a Nordic model of education is sometimes used to refer to
the considerable similarities of education reforms and systems of the
five Nordic countries (i.e. Denmark, Finland, Iceland, Norway and
Sweden) during the second half of the 20th century – reforms that aimed
at social justice, equality and cohesion not least by providing
schooling of high and equal quality, regardless of children’s and young
people’s resources, origin and location. This article discusses to what
extent one may still speak of such a ‘Nordic model of education’,
considering the impact of neoliberal policies in all of the five
countries. It is concluded that even if the education systems still
display a number of common, inclusive traits, extensive marketization
and privatization practices in Nordic countries, and particularly of
Swedish education, raise serious doubts about the survival of the
alleged Nordic model.
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