The Nordic Model and the Educational Welfare State in a European Light

Buchardt, Mette

doi:10.4324/9781003218180-9

Cited by 5 publications

(6 citation statements)

References 34 publications

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“…While several European countries had already established compulsory public schooling systems during this period, Italy experienced significant delays and had the lowest enrollment rates compared to its European counterparts (see Buchardt et al, 2013;Guérard, 1914;Van Horn Melton, 2003;Cipolla, 1969;Sandberg, 1982). According to Lindert (2004), in mid-19th century Italy reported 124 students per thousand children of ages 5-14 enrolled in primary schools, compared to 730 in Prussia, 549 in Belgium, 515 in France and 389 in Austria.…”

Section: The Educational Systemmentioning

confidence: 99%

Educational Take-off and the Role of Wealth

Battisti,

Gravina,

Lavezzi

et al. 2024

Preprint

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What is the role of a society’s wealth in influencing educational choices? Although the theoretical literature provides several possible answers, from an empirical viewpoint answering this question is not straightforward. Indeed, nowadays such an issue cannot be typically inspected before starting the college, due to the compulsory public education laws in force at lower education levels in nearly all countries. We investigate this problem by employing a unique dataset covering Sicilian wealth shares and primary school enrollment in the year 1858 at municipal level. This represents an ideal setting to study our research question as, at that time, schools at the lowest grade levels were available in almost each Sicilian municipality, but their attendance was not compulsory. Our identification strategy relies on the historical heritage of seismic events in shaping mid-19th century land and property distribution, which allowed for the emergence of a class of “wealthy” households. Results of the analysis show that, even in an almost entirely agrarian society, household wealth played a decisive role in educational choices: an increase of 10% in the share of wealthy households implied an increase of approximately 0.6% of the share of students enrolled in primary schools. We discuss the implications of these results for the existing evidence on the nexus between wealth and education, and provide a number of falsification tests that support our main results. In addition, we document the long-lasting impacts of early wealth conditions on a series of institutional and economic outcomes. JEL Classification: I24, O15, N93.

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Section: The Educational Systemmentioning

confidence: 99%

Educational Take-off and the Role of Wealth

Battisti,

Gravina,

Lavezzi

et al. 2024

Preprint

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“…In this discourse, the existence of religious plurality means that knowledge and understanding are required in order to obtain social cohesion. In a context with a secular self-understanding (Thurfjell & Willander, 2021;Buchardt, 2015), religion is often depicted as being "strange" or "foreign", which means that it is important to have knowledge about religion and religious "others". In addition, in order to avoid conflicts, freedom of religion is central.…”

Section: Religion As Needing To Be Toleratedmentioning

confidence: 99%

“…In a society which has a predominantly secular self-understanding, but which at the same time is multireligious (Thurfjell & Willander, 2021;Buchardt, 2015), the understanding of religion and religiousness is central. How religion is understood affects the individuals who are living in a society and how we look at each other, which in turn affects the society as whole.…”

Section: Introductionmentioning

confidence: 99%

Discourses on religion in research that focuses on students’ perspectives

Franzén Johnson,

Lilja,

Osbeck

2024

j. relig. educ.

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In this article, the aim is twofold: firstly, to explore, through a systematic literature review, what discourses on religion may be identified in previous research that focuses on students’ perspectives, and secondly, to discuss this in relation to research concerning challenges and opportunities in Scandinavian religious education (RE) and classroom negotiations, which is presented as a background to and scientific landscape for the study. Seven discourses relating to students’ understanding of religion have been identified in the text sample from the systematic review, religion as: threatening, a relic, needing to be tolerated, truth claims, plastic, a source of existential curiosity, and security and comfort. The findings show how these discourses together constitute a broader repertoire of discourses on religion than can be found in the Scandinavian RE classroom research presented as a frame for the study, especially when taking into account current orders of discourse and dominance structures. As stressed by discourse theory and sociocultural perspectives on learning, having access to broad repertoires of discourses on religion provides a basis for more nuanced ways of thinking about religion. It is vital that teachers are aware of this and can challenge dominant discourses and broaden existing repertoires. An important step in such a direction is an awareness of discourses on religion, such as the seven presented here, which may potentially be present in the classroom, even in practices other than the ones these discourses emanated from.

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“…81 Korseberg (2016). 82 Buchardt (2021); Buchardt (2023). 83 Muiris O'Connor, "Investment in Edification: Reflections on Irish Education Policy Since Independence, " Irish Educational Studies 33, no.…”

Section: Comparative Summarymentioning

confidence: 99%

Education, Nation-State Formation and Religion: Comparing Ireland and Norway

Volckmar

2023

Nord J Educ Hist

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This article compares the development of primary education in Ireland and Norway, from its establishment in the nineteenth century until present time. The aim of the article is to discuss how and to what degree nation-state formation after independence in Ireland (1922) and Norway (1905) created fundamental and persistent structures for the development of primary schooling, as well as the role that religion and nation-building played in this. Previous research on the development of Irish and Norwegian schooling and official documents and reports makes up the research material. The article demonstrates that, despite institutional secularisation around the world from the nineteenth century onwards, religious and national peculiarities in the establishment of primary education in Ireland and Norway continue to characterise, and to some extent explain, the differences in Irish and Norwegian education today.

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The Nordic Model and the Educational Welfare State in a European Light

Cited by 5 publications

References 34 publications

Educational Take-off and the Role of Wealth

Educational Take-off and the Role of Wealth

Discourses on religion in research that focuses on students’ perspectives

Education, Nation-State Formation and Religion: Comparing Ireland and Norway

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