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

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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.
Original languageEnglish
Title of host publicationWhat Works in Nordic School Policies? : Mapping Approaches to Evidence, Social Technologies and Transnational Influences
EditorsJohn Benedicto Krejsler, Lejf Moos
Place of publicationCham
PublisherSpringer
Publication year2021
Pages237-254
Chapter12
ISBN (print)978-3-030-66628-6
ISBN (Electronic)978-3-030-66629-3
Publication statusPublished - 2021
SeriesEducational Governance Research
Volume15
ISSN2365-9548

Bibliographical 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 ‘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).

    Research areas

  • school policy, Nordic dimension, transnational policy, evidence

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