Still Social and Democratic? Inclusive Education Policies in the Nordic Welfare States

Arnesen, Anne-Lise; Lundahl, Lisbeth

doi:10.1080/00313830600743316

Cited by 239 publications

(151 citation statements)

References 17 publications

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“…The age when young people must make the choice between academic and non-academic routes and the irreversibility of the process varies, but it typically is classed and gendered (see, for example, Ball, 2006;Reay et al, 2005). The Nordic model of the comprehensive school (Antikainen, 2006;Arnesen & Lundahl, 2006) introduced rather uniform schooling until the age of 16 in the 1960s and 1970s. There remain major differences in the structures of upper secondary education, however, even in the Nordic countries.…”

Section: Metaphors Activated In Post-compulsory Choicesmentioning

confidence: 99%

Dichotomized Metaphors and Young People's Educational Routes

Lahelma

2009

European Educational Research Journal

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Drawing from an ethnographically grounded longitudinal study on educational transitions, the aim of this article is to analyse young people's reflections about their educational choices at different ages. Consistencies and breaks in their plans and actual choices are explored and reflected in relation to the economic, social, cultural and emotional resources they possess. In particular, the author explores taken-for-granted dichotomous metaphors that seem to open up certain educational routes and close others, such as 'the head' and 'the hand' for routes to academic and vocational education. In the first section of the article, the author demonstrates how metaphors appear in ethnographic accounts of lower secondary schools. The author then suggests how they are activated when young people reflect on their post-compulsory choices. Finally, the author presents the educational routes of two young people, drawing from their hopes, dreams and actual choices, as they relate them in interviews when they were 13, 18, 20 and 24 years old.

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Section: Metaphors Activated In Post-compulsory Choicesmentioning

confidence: 99%

Dichotomized Metaphors and Young People's Educational Routes

Lahelma

2009

European Educational Research Journal

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“…The strong role of factors associated with social networks and social background draws attention to the role of the school as a "community" and a "social melting pot" (Arnesen & Lundahl, 2006), where young people from different backgrounds meet and work together, thus reducing social barriers and promoting democratic values (Stier, 2003;Telhaug, Medias & Aasen, 2004). However, during the past few decades, increased opportunities for school choice, in addition to housing segregation, have posed challenges to the social inclusiveness that characterizes Nordic countries in general and Sweden in particular (Arnesen & Lundahl 2006;Trumberg, 2011).…”

Section: Resultsmentioning

confidence: 99%

“…However, during the past few decades, increased opportunities for school choice, in addition to housing segregation, have posed challenges to the social inclusiveness that characterizes Nordic countries in general and Sweden in particular (Arnesen & Lundahl 2006;Trumberg, 2011). Adding to this complicated picture, increased immigration has made society more socially diverse, which further underscores the importance of social cohesion.…”

Section: Resultsmentioning

confidence: 99%

School, friends, or a matter of personality?

Lundberg¹

2018

Nordic Studies in Education

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The school is often emphasized as the societal institution with a universal mandate for promoting democratic values such as tolerance among the younger generation. This study explores the role of a positive school context for tolerance among Swedish students between 14 and 20 years old, simultaneously taking into account competing explanations such as social networks and personal traits. Results show that factors at the school level are associated with tolerance. However, socioeconomic factors and social networks tend to play a more important role. The study concludes by drawing attention to the role of schools as inclusive communities for students from different ethnical and social backgrounds.

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“…At the same time, they are both core areas of municipal welfare services with different positions in the current political debate. The school sector is experiencing a conflict whereby liberal ideas about the rights of parents to choose schools with different content or better quality and to opt out of bad schools are challenging adherence to the 'unitary school', in which equality and social integration are given emphasis (Arnesen and Lundahl 2006). In the nursing home sector, the debate has focused less on variation in the content of care and more on the most efficient means to obtain sufficient care capacity with acceptable quality.…”

Section: Outline Of the Book And Its Chaptersmentioning

confidence: 99%