Comparative perspectives on education in the multicultural Nordic countries

Horst, C.; Pihl, Joron

doi:10.1080/14675981003696198

Cited by 14 publications

(6 citation statements)

References 8 publications

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“…In this school, a vast majority of the teachers, including the one in the example I have singled out for close analysis, were White ethnic Norwegian, while three-quarters of the students were first generation Norwegians who would regularly refer to themselves as 'foreigners' or as being 'Brown'. As an empirical site this school offered insights into tensions between 'the fact of hybridity' (Back, 2002) in a number of multicultural Oslo neighbourhoods, and a continued cultural and educational investment in a Norwegian national imaginary which is invested in Whiteness and monoculturalism (Biseth, 2011;Eriksen, 2010;Gullestad, 2006b;Horst and Pihl, 2010;Pihl, 1998;Røthing and Svendsen, 2011).…”

Section: Introductionmentioning

confidence: 99%

Learning racism in the absence of ‘race’

Svendsen

2013

European Journal of Women's Studies

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How do students learn about racism in the absence of 'race' as an explanatory concept for current social divisions? This article traces conceptual and affective negotiations of 'race' and racism in a Norwegian middle school classroom. Conceptual confusion about 'race', racism and lines of inclusion and exclusion in the nation is rife in this educational setting, where the curricular focus is on questions of immigration and integration. Treating 'race' as a 'chameleon-like' concept that adapts to the cultural context and political situation, the analysis highlights the emotional investments and injuries that discussing race brings forward in the situation through a Kleinian psychoanalytic lens. Working through the affective as well as the conceptual aspects of the classroom's struggles with 'race' and racism, the article argues that racism is enacted in the classroom partly as an effect of the denial of 'race' as a current effect of racism. Furthermore, it suggests that the denial of 'race' as an explanatory concept veils racial binaries that are enacted through Norwegian ethnonationalism, and facilitates enactment of racist dynamics in education that is intended to prevent racism.

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Section: Introductionmentioning

confidence: 99%

Learning racism in the absence of ‘race’

Svendsen

2013

European Journal of Women's Studies

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“…The research shows that growing up in child poverty entails several levels of stigmatization and social injustice (Akande 2000;Heymann 2000;Horst and Pihl 2010;Sernhede 2011;Wacquant 2008) Children growing up in society's margin have an increased risk of poor physical and mental health, lower academic achievement compared to other students, increased risk of school drop-out, lower educational level and fewer opportunities for employment in their future lives. These issues should not be understood as separate issues or problems, because they quite often overlap.…”

Section: Introduction and Aimmentioning

confidence: 99%

The Daily Life and Reality Behind Child Poverty in Sweden: Children’s and Adolescents’ Voices

Odenbring

2018

Child Ind Res

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Today, approximately 12% of children growing up in Sweden are living in what could be defined as child poverty. Although the number of children living in poverty has slightly decreased during recent years, social exclusion and segregation between different groups in society have increased. The present study will shed a light on the reality of how children and adolescents living in poverty experience their daily lives. Analytically, the study explores how these experiences connect to different practices concerning child poverty. The study draws from an empirical and theoretical analysis of interviews with children and adolescents published in the Swedish Save the Children's report At the margin. The daily life behind the statistics of child poverty [På marginalen. Vardagen bakom barnfattigdomsstatistiken]. The results reveal that lack of material and financial resources creates social stigmatization for this group of children and adolescents; they have fewer possibilities to spend time with peers, and this quite often also results in self-exclusion. The children's and adolescents' narratives also indicate the importance of the social role of the school, here in relation to the school providing nutritious school lunches and free packed lunch for school excursions.

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“…The formation of education policy in both countries must be seen in the context of the nation-building efforts, coupled with the influence of Reformation and Lutheranism (Horst & Pihl, 2010). These processes are the foundations of educational institutions in Finland and are continuously linked to contemporary Finnish national identity and social values (Rissanen & Poulter, 2023).…”

Section: Cultural Context: the Case Of Finland And Norwaymentioning

confidence: 99%

Embedded concepts: Comparative analysis of the meaning of education policies

Dunajeva,

Siarova

2023

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The study demonstrates that the definition and meaning of education, and by extension of educational inequality, are embedded in countries’ historical, political and social environments, while also responding to exogenous changes and international trends. We comparatively discuss the experience of 4 countries (Norway, Finland, Lithuania and Hungary) in order to unpack the historical underpinnings of the way education is framed in policy documents. Building on that, we review the effects of neoliberal ideas with their universalist dogma that have affected policy making in all cases, and assess to what extent the meaning of education was decoupled from its historical framework. Our findings are relevant for understanding not only the process of policy change, but in particular how the meaning of concepts within educational policy change over time. We suggest that embedded concepts carry meaning that has evolved over time and became strongly entangled with the country’s history and culture, while prevailing ideologies (neoliberalism and in the case of Hungary that of neoconservatism) also generate considerable effects on education policies.

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Comparative perspectives on education in the multicultural Nordic countries

Cited by 14 publications

References 8 publications

Learning racism in the absence of ‘race’

Learning racism in the absence of ‘race’

The Daily Life and Reality Behind Child Poverty in Sweden: Children’s and Adolescents’ Voices

Embedded concepts: Comparative analysis of the meaning of education policies

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