A Social Democratic Response to Market-Led Education Policies: Concession or Rejection?

Volckmar, Nina; Wiborg, Susanne

doi:10.1007/978-94-007-7125-3_7

Cited by 19 publications

(15 citation statements)

References 20 publications

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“…According to Volckmar and Wiborg (2014), marketisation of education in Norway was very modest until the beginning of the twenty-first century. Before that, the social democratic values of equality were resistant to the liberalist values of freedom of choice, individualism, competition and flexibility.…”

Section: Marketisation: Choice Policies and School Segregationmentioning

confidence: 99%

Deregulation, privatisation and marketisation of Nordic comprehensive education: social changes reflected in schooling

et al. 2018

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The Nordic countries are often perceived as a coherent group representing the Nordic model of welfare states, with a strong emphasis on the public provision of universal welfare and a strong concern with social equality. But today we see a change in the Nordic model as part of a global knowledge economy. The aim of this article is to examine education in the five Nordic countries utilising three dimensions of political change: deregulation, marketisation and privatisation. We also analyse the parallel changes in relation to segregation and differentiation in education. The analysis shows that the themes related to deregulation seem to show fairly similar patterns and structures in all contexts. The emerging differences were discovered mainly in the themes of marketisation and privatisation. Institutional segregation emerges in all Nordic countries to different extents along the lines of these three processes, and we observe a simultaneous social segregation and differentiation with an ambiguous connection to them. Based on these findings, the question of what is left of the "Nordic model" could be raised.

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Section: Marketisation: Choice Policies and School Segregationmentioning

confidence: 99%

Deregulation, privatisation and marketisation of Nordic comprehensive education: social changes reflected in schooling

et al. 2018

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“…When the left-wing coalition of parties assumed power in 2005, it immediately abolished the Free School Act and, in 2007, introduced a replacement act. This act was more in line with the previous 1985 Act and once again introduced the old requirements (Volckmar, 2010;Volckmar and Wiborg, 2014). After winning the 2013 election, the conservative-led coalition government reintroduced a more liberal Free School Act in 2015 that allowed for more alternative schools and schools offering a distinct profile (i.e.…”

Section: Norwaymentioning

confidence: 94%

“…However, there are political disagreements as how to deal with these inequalities. Moreover, equity has received renewed attention by education scholars who study school politics and education reforms in Norway (Aasen, 2007;Imsen and Volckmar, 2014;Telhaug, 2005;Telhaug and Mediås, 2003;Thuen, 2017;Volckmar, 2005Volckmar, , 2008Volckmar, , 2010Volckmar, , 2011Volckmar, , 2016Volckmar and Wiborg, 2014).…”

Section: Introductionmentioning

confidence: 99%

The Enduring Quest for Equity in Education: Comparing Norway and Australia

Volckmar

2018

Scandinavian Journal of Educational Research

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Her research interests include education reforms in Norway since the Second World War. She has contributed to The Nordic Education Model. 'A School for All' Encounters Neo-Liberal Policy, which is a result of the NordNet research network. Volckmar is also the editor of Utdanningshistorie. Grunnskolen som samfunnsintegrerende institusjon [History of Education. Compulsory school as a social integrating institution] (2016) covering the development of the Norwegian education system from the early eighteenth century until present.

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“…Hence, that which emerged in the Swedish context was a different conceptualization of society and democracy in which, as Englund (1996) argues, education is seen as a private good rather than a public good, or a move from a collectivistic view towards a more individualistic one (Englund & Quennerstedt, 2008). Although several researchers relate the introduction of these terms to neoliberalism and right-wing politics, ascribing neoliberal conceptions to one side of the political sphere is misleading: the social-democrats were fundamental in the implementation of the reforms in the Nordic countries, Sweden in particular (Blossing & Söderström, 2014;Daun, 2003;Lindensjö & Lundgren, 2000;Volckmar & Wiborg, 2014;Wiborg, 2013). The individualist market view can thus also be understood as an attempt that stretched beyond political borders to promote and administer pluralism (Reich, 2008).…”

Section: School Choice and Educational Governancementioning

confidence: 97%