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Discussion: The Nordic Dimension in National School Policies and Transnational Social Technologies?

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Discussion: The Nordic Dimension in National School Policies and Transnational Social Technologies? / Krejsler, John Benedicto; Moos, Lejf.

What Works in Nordic School Policies?: Mapping Approaches to Evidence, Social Technologies and Transnational Influences. red. / John Benedicto Krejsler; Lejf Moos. Cham : Springer, 2021. s. 237-254 (Educational Governance Research, Bind 15).

Publikation: Bidrag til bog/antologi/rapport/proceedingBidrag til bog/antologiForskningpeer review

Harvard

Krejsler, JB & Moos, L 2021, Discussion: The Nordic Dimension in National School Policies and Transnational Social Technologies? i JB Krejsler & L Moos (red), What Works in Nordic School Policies?: Mapping Approaches to Evidence, Social Technologies and Transnational Influences. Springer, Cham, Educational Governance Research, bind 15, s. 237-254.

APA

Krejsler, J. B., & Moos, L. (2021). Discussion: The Nordic Dimension in National School Policies and Transnational Social Technologies? I J. B. Krejsler, & L. Moos (red.), What Works in Nordic School Policies?: Mapping Approaches to Evidence, Social Technologies and Transnational Influences (s. 237-254). Springer. Educational Governance Research Bind 15

CBE

Krejsler JB, Moos L. 2021. Discussion: The Nordic Dimension in National School Policies and Transnational Social Technologies?. Krejsler JB, Moos L, red. I What Works in Nordic School Policies?: Mapping Approaches to Evidence, Social Technologies and Transnational Influences. Cham: Springer. s. 237-254. (Educational Governance Research, Bind 15).

MLA

Krejsler, John Benedicto og Lejf Moos "Discussion: The Nordic Dimension in National School Policies and Transnational Social Technologies?". og Krejsler, John Benedicto Moos, Lejf (red.). What Works in Nordic School Policies?: Mapping Approaches to Evidence, Social Technologies and Transnational Influences. Kapitel 12, Cham: Springer. (Educational Governance Research, Bind 15). 2021, 237-254.

Vancouver

Krejsler JB, Moos L. Discussion: The Nordic Dimension in National School Policies and Transnational Social Technologies? I Krejsler JB, Moos L, red., What Works in Nordic School Policies?: Mapping Approaches to Evidence, Social Technologies and Transnational Influences. Cham: Springer. 2021. s. 237-254. (Educational Governance Research, Bind 15).

Author

Krejsler, John Benedicto ; Moos, Lejf. / Discussion: The Nordic Dimension in National School Policies and Transnational Social Technologies?. What Works in Nordic School Policies?: Mapping Approaches to Evidence, Social Technologies and Transnational Influences. red. / John Benedicto Krejsler ; Lejf Moos. Cham : Springer, 2021. s. 237-254 (Educational Governance Research, Bind 15).

Bibtex

@inbook{018fb6808c3a429493bc52b81d3ca881,
title = "Discussion: The Nordic Dimension in National School Policies and Transnational Social Technologies?",
abstract = "This volume analyses how social technologies - like evidence-based education, what works practices and digitalization of schooling - are being interpreted and enacted in the Nordic educational systems. The social technologies are often initiated by transnational agencies and networks outside the national systems, and in this context we are interested in detecting adaptations, responses and trends hereof in the different Nordic countries as well as exploring to what extent these responses share Nordic similarities. Therefore, we have also explored the question of whether – and to what extent – it makes sense to talk of such a thing as a Nordic dimension. Do we have five fundamentally different school and educations systems that exhibit sufficiently common traits, interdependency and mutual collaboration to justify talk about a Nordic model or a Nordic dimension in school and education policy? Is it a myth or a reality?We do not want to produce yet another set of floating signifiers where concepts and findings are taken out of context and thus so vague that they do not really describe the phenomena. In line with this ambition, this chapter will sum up and discuss the contemporary and historical analyses of similarities and differences in national structures and discourses as they have appeared in the chapters of this book. We thus aim at contributing to developing a more robust foundation for analyzing the discourse of Nordicness in terms of social technologies, evidence, what works and digitalization. ",
keywords = "school policy, Nordic dimension, transnational policy, evidence",
author = "Krejsler, {John Benedicto} and Lejf Moos",
note = "John Benedicto Krejsler is a Professor at Aarhus University, Denmark. His research on new conditions for (pre-)school and teacher education in a transnational perspective brings together education policy, new conditions for producing {\textquoteleft}truths{\textquoteright}, and social technologies. He is the President of the Nordic Educational Research Association and was a council member of the European Educational Research Association (2009-2018). He was a Visiting Professor at Kristianstad University, Sweden (2009-2010), and at UCLA, USA (2015-2016).",
year = "2021",
language = "English",
isbn = "978-3-030-66628-6",
series = "Educational Governance Research",
publisher = "Springer",
pages = "237--254",
editor = "Krejsler, {John Benedicto} and Lejf Moos",
booktitle = "What Works in Nordic School Policies?",
address = "Netherlands",

}

RIS

TY - CHAP

T1 - Discussion: The Nordic Dimension in National School Policies and Transnational Social Technologies?

AU - Krejsler, John Benedicto

AU - Moos, Lejf

N1 - John Benedicto Krejsler is a Professor at Aarhus University, Denmark. His research on new conditions for (pre-)school and teacher education in a transnational perspective brings together education policy, new conditions for producing ‘truths’, and social technologies. He is the President of the Nordic Educational Research Association and was a council member of the European Educational Research Association (2009-2018). He was a Visiting Professor at Kristianstad University, Sweden (2009-2010), and at UCLA, USA (2015-2016).

PY - 2021

Y1 - 2021

N2 - This volume analyses how social technologies - like evidence-based education, what works practices and digitalization of schooling - are being interpreted and enacted in the Nordic educational systems. The social technologies are often initiated by transnational agencies and networks outside the national systems, and in this context we are interested in detecting adaptations, responses and trends hereof in the different Nordic countries as well as exploring to what extent these responses share Nordic similarities. Therefore, we have also explored the question of whether – and to what extent – it makes sense to talk of such a thing as a Nordic dimension. Do we have five fundamentally different school and educations systems that exhibit sufficiently common traits, interdependency and mutual collaboration to justify talk about a Nordic model or a Nordic dimension in school and education policy? Is it a myth or a reality?We do not want to produce yet another set of floating signifiers where concepts and findings are taken out of context and thus so vague that they do not really describe the phenomena. In line with this ambition, this chapter will sum up and discuss the contemporary and historical analyses of similarities and differences in national structures and discourses as they have appeared in the chapters of this book. We thus aim at contributing to developing a more robust foundation for analyzing the discourse of Nordicness in terms of social technologies, evidence, what works and digitalization.

AB - This volume analyses how social technologies - like evidence-based education, what works practices and digitalization of schooling - are being interpreted and enacted in the Nordic educational systems. The social technologies are often initiated by transnational agencies and networks outside the national systems, and in this context we are interested in detecting adaptations, responses and trends hereof in the different Nordic countries as well as exploring to what extent these responses share Nordic similarities. Therefore, we have also explored the question of whether – and to what extent – it makes sense to talk of such a thing as a Nordic dimension. Do we have five fundamentally different school and educations systems that exhibit sufficiently common traits, interdependency and mutual collaboration to justify talk about a Nordic model or a Nordic dimension in school and education policy? Is it a myth or a reality?We do not want to produce yet another set of floating signifiers where concepts and findings are taken out of context and thus so vague that they do not really describe the phenomena. In line with this ambition, this chapter will sum up and discuss the contemporary and historical analyses of similarities and differences in national structures and discourses as they have appeared in the chapters of this book. We thus aim at contributing to developing a more robust foundation for analyzing the discourse of Nordicness in terms of social technologies, evidence, what works and digitalization.

KW - school policy

KW - Nordic dimension

KW - transnational policy

KW - evidence

M3 - Book chapter

SN - 978-3-030-66628-6

T3 - Educational Governance Research

SP - 237

EP - 254

BT - What Works in Nordic School Policies?

A2 - Krejsler, John Benedicto

A2 - Moos, Lejf

PB - Springer

CY - Cham

ER -