Political Cultures

Kofod, Klaus Kasper; Johansson, Olof; Paulsen, Jan Merok; Risku, Mika

doi:10.1007/978-3-319-25106-6_8

Cited by 1 publication

(2 citation statements)

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“…First, Finnish municipalities possess more regulatory autonomy compared with the other Nordic systems, and this unique position can be systematically utilized by local authorities to buffer school leaders and their teachers from the national quality assurance system. In the same vein, as a function of the specific Finnish political culture (Kofod et al, 2016), local authorities in Finland have resisted ranking of schools (Silander & Välijärvi, 2013;Varjo et al, 2013). Moreover, the assessment and evaluation of student learning have traditionally been seen as the sole territory of teachers and schools.…”

Section: A Final Remarkmentioning

confidence: 99%

“…Although there are clear political and cultural similarities among the Nordic countries (Kofod, Johansson, Paulsen, & Risku, 2016), it is evident that Finland represents a different system case. For example, according to the European Commission, Finland is one of the few countries in Europe in which there is no direct control from the national level to the school level (Simola, Varjo, & Rinne, 2015), specifically, Finland does not have any school inspection, and national evaluations do not rank schools.…”

Section: Introductionmentioning

confidence: 99%

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Conceptualizing Professional Commitment-Based School Strategy

Paulsen

2018

NJCIE

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Core values inherent in the Finnish comprehensive education system can in many respects be interpreted to cluster and cohere around a Bildung discourse, which is paradoxically seen against the backdrop of the system’s stable high rank in PISA, the hallmark of an outcome discourse. Yet the point is that within the frames of a Bildung discourse, the themes in focus for curricula go beyond basic skills with a similarly strong focus on societal values and culture. At the process level, Finland is more deeply and strongly infused with a policy culture that is more compatible with the Bildung tradition than the Anglo-Saxon outcome discourse—with its core values of organizing and leading for relations and teaching. As noted by Finnish scholars, such cultural traits of the Finnish system are viable and can be interpreted as associated with institutional path dependency, anchored in longstanding agrarian and social-democratic values. The current paper interprets these cultural traits also as manifest at the local level around a school strategy model close to the one characterized as a professional commitment strategy in the early 1990s by the American scholars Susan Rosenholtz and Brian Rowan. The purpose of the paper, however, is to advance this theoretical understanding a step further towards a conceptual model of commitment-based school strategy. This paper is, thus, a pure conceptual piece. To elaborate the early insights from the 1990s further, a case drawn from Helsinki primary school is used as an empirical illustration.

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Section: A Final Remarkmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%