Nordic Journal of Studies in Educational Policy最新文献

{"title":"Negotiating the value of “corporations’ capital” in Norwegian Early Childhood Education and Care provision","authors":"Anne Sigrid Haugset","doi":"10.1080/20020317.2021.1989204","DOIUrl":"https://doi.org/10.1080/20020317.2021.1989204","url":null,"abstract":"ABSTRACT In this article I investigate how corporate Early Childhood Education and Care (ECEC) providers negotiate their position by contributing to a national ECEC policy development process. I discuss how their political engagement connects to changes in the institutional arrangements of the ECEC sector. The ECEC provider corporations’ written responses to a policy consulting process are obtained and analyzed in light of Bourdieu-inspired theories of institutonalized organizational fields. The proposed new regulations are both countered and reframed in their responses. Providers with corporate organizational structures in unison call for for firmer national guidelines on ECEC centre quality and funding. I interpret their responses as attempts to increase the relevance of ‘corporations’ capital’ over the raditional, local network embedded capital forms in quality ECEC provision. At this juncture, the corporate providers failed to shift competence from municipalities to national ECEC authorities The following parliamentary debate illuminates how non-profit provision in corporate organizational structures may appeal to left-wing parties rejecting commercial welfare provisions. A subgroup of for-profit corporate providers emphasizes sector cost-efficiency, connecting strongly to right-wing politicians’ ambitions to limit public spending. Corporate providers hence represent an impetus for institutional change, able to build allies across the whole left–right spectre of politics.","PeriodicalId":52346,"journal":{"name":"Nordic Journal of Studies in Educational Policy","volume":"8 1","pages":"30 - 41"},"PeriodicalIF":0.0,"publicationDate":"2021-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43379342","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Racialized forecasting. Understanding race through children’s (to-be) lived experiences in a Danish school context","authors":"Ah-lam Yang","doi":"10.1080/20020317.2021.1995141","DOIUrl":"https://doi.org/10.1080/20020317.2021.1995141","url":null,"abstract":"ABSTRACT Is it possible to address racism without mentioning race? Based on two cases from an ethnographical field study conducted in a Danish elementary school, this article investigates how students of colour (aged 10–13) predict future encounters with racism and share their concerns with how to deal with these potential encounters. Inspired by Sara Ahmed’s notion of emotions and concept of past histories of contact and pushes, this article examines how to understand emotions of race when two students share their concerns about for instance, being able to defend themselves and verbalize fear of not belonging. What I am suggesting is that emotions of race are not only shaped by the students’ past experiences but that race also works through emotions of concern about the future as racialized forecasting. These racialized forecastings surface as experiences connected to the children’s black and brown bodies, where their emotions of race intersect with ideas of gender and age. The analysis will show how the children struggle to address their race experiences as they push and are being pushed by race-blind discourses, making it very difficult for the students to make sense of their feelings.","PeriodicalId":52346,"journal":{"name":"Nordic Journal of Studies in Educational Policy","volume":"7 1","pages":"169 - 178"},"PeriodicalIF":0.0,"publicationDate":"2021-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42613326","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Nordic state education in between racialization and the possibilities of anti-racist strategy: introduction","authors":"Mante Vertelyte, Jin Li","doi":"10.1080/20020317.2021.2017217","DOIUrl":"https://doi.org/10.1080/20020317.2021.2017217","url":null,"abstract":"Faced with accumulated migratory histories as well as the racialization of minoritized migrant and indigenous populations, educational institutions are facing the challenge to find ways to respond. In particular, the recalibration of forms of racialization has become inextricable from educational policymaking and everyday school life in Nordic educational institutions. Education researchers in Nordic countries have pointed to racialized exclusion being a formative experience of minoritized, racialized and indigenous students, in spite of their experiences still being neglected in educational systems, personal encounters and academic knowledge production. The task for the education researchers then is to keep examining and scrutinizing these educational moments through which racialized inequalities appear and come to matter. With this urgency and necessity at stake, the special issue State Education in between Racialization and the Possibilities of Anti-Racist Strategy addresses the processes of racial formation in Nordic education. Specifically, this special issue asks in what ways the processes of racialization play out in compulsory public (primary and lower secondary) stateeducation practices in the Nordic states, and in what ways these processes are being contested, challenged and responded to, both historically and contemporarily. The articles in this special issue predominantly use the concept of racialization, in order to document and analyse the ongoing processes through which phenotypical/cultural, visible or audible differences are figured into frameworks of explanation, action and affect (Andreassen & Vitus, 2015; Essed, 1991; Lentin, 2020; Zembylas, 2015). Using racialization in this special issue, we highlight that categories such as race are not fixed. We aim to emphasize the processual formation in which race is made, unmade, marked or unmarked as well as through which it comes to matter and to whom in relation to different identity categories, be it gender, class, language, religion or sexuality as they form in educational practices. Over the past decades, there has been a growing scholarly interest in exploring the processes of racialization, formations of whiteness and anti-racism in the Nordic countries (Danbolt & Myong, 2018; Hervik, 2018; Keskinen & Andreassen, 2017; Loftsdóttir et al., 2016; Lundström & Teitelbaum, 2017). Contrary to the dominating discourse of Nordic countries being culturally, religiously and racially homogeneous national communities, Nordic states have a long history of racial, ethnic, cultural and religious diversity, not least embedded in the contested and complicit legacies of colonialism (Loftsdóttir et al., 2016). Scholars have pointed to ‘always-there’ indigenous communities (Fur, 2016; Keskinen et al., 2009) and immigrations to the regions that date back way further than the contemporary waves of immigration (Schmidt, 2015) and postcolonial formations of racialized exclusions (Buchardt & Ydesen, 20","PeriodicalId":52346,"journal":{"name":"Nordic Journal of Studies in Educational Policy","volume":"7 1","pages":"107 - 112"},"PeriodicalIF":0.0,"publicationDate":"2021-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42039935","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The property functions of whiteness and Swedishness – a case study of race reputation and status in urban education","authors":"Osa Lundberg","doi":"10.1080/20020317.2021.2008114","DOIUrl":"https://doi.org/10.1080/20020317.2021.2008114","url":null,"abstract":"ABSTRACT This paper examines the property functions of whiteness in urban educational practices in Sweden. Whiteness can be understood as racial privilege and racialized knowledge. Cheryl Harris’ theory on whiteness as property is applied in order to discuss critical incidences in the pedagogical discourse in which whiteness functions as a form of property in terms of reputation and status related to Swedishness and the right to use and enjoy public spaces. The analysis is drawn from ethnographic data from a study of ninth grade students and teachers at an urban compulsory school in Sweden. The results show that the status of Swedish is racialized and remains elusive to students of colour, whereby entitlements to take part in, use and enjoy Swedish society are truncated by the premise of white normativity.","PeriodicalId":52346,"journal":{"name":"Nordic Journal of Studies in Educational Policy","volume":"7 1","pages":"148 - 158"},"PeriodicalIF":0.0,"publicationDate":"2021-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43886695","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"‘Ain’t I also a migrant?’ An ethnodrama of weaving knowledges otherwise in Finnish migration research","authors":"Ioana Țîștea","doi":"10.1080/20020317.2021.2009102","DOIUrl":"https://doi.org/10.1080/20020317.2021.2009102","url":null,"abstract":"ABSTRACT Previous Nordic migration and minority studies focus little on who produces research about migration and migrant education and in what ways. In contrast, by inquiring into how migrants and researchers themselves as knowing subjects are constituted through research and educational practices, this article seeks to destabilize established modes of knowing and of performing research. Through ethnodrama, it explores the effects of performing abilities to pass as non/not-quite/white, and the related abilities to pass as a knowing subject or not. This enables enquiring what counts as valid knowledges and ways of knowing, and who is considered a legitimate knowing subject in migrant educational and research settings and practices in Finland. This study joins a growing body of auto/ethnographic research exploring Eastern European proximities-to/distances-from whiteness in the Nordic space, through embodiment and discomfort with established ways of knowing. The ethnodrama brings into dialogue discussions on (epistemic) racism and (contested) whiteness with current controversies on racialized researcher positionality in feminist circles.","PeriodicalId":52346,"journal":{"name":"Nordic Journal of Studies in Educational Policy","volume":"7 1","pages":"136 - 147"},"PeriodicalIF":0.0,"publicationDate":"2021-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46485000","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"‘I’ll always have black hair’ – challenging raciolinguistic ideologies in Finnish schools","authors":"Sanna Mustonen","doi":"10.1080/20020317.2021.2000093","DOIUrl":"https://doi.org/10.1080/20020317.2021.2000093","url":null,"abstract":"ABSTRACT This article discusses raciolinguistic ideologies in the Finnish educational context. Ethnographic interviews and observational data gathered during 2015–2020 from two young males who came to Finland from the Middle-East in autumn 2015 as unaccompanied minors were analysed applying the small stories approach. The research questions were: 1) What kinds of racializing discourses are circulated, negotiated, and resisted in the participants’ self- and other positionings? 2) How is valuation of their language and literacy skills and participation in education reflected in these positionings? Critical linguistic ethnography was used to identify the racializing discourses. The results indicate that structural raciolinguistic ideologies repeatedly impacted the participants’ educational paths: notwithstanding their good command of Finnish they may have been judged as deficient language users, weakening their chances of equal participation in classroom interaction and access to further studies or practical training. However, outside the educational context, they may successfully deploy their multilingual repertoires for networking and entrepreneurship. While intersecting factors such as race, gender, or religion influence participation, they are treated as language issues in a politically correct but vague way. This calls for a critical discussion of how students’ struggles with participation should be situated within broader structural biases.","PeriodicalId":52346,"journal":{"name":"Nordic Journal of Studies in Educational Policy","volume":"7 1","pages":"159 - 168"},"PeriodicalIF":0.0,"publicationDate":"2021-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46976483","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring the Concept of Race in Swedish Educational Research after WWII – A Research Overview","authors":"Kerstin von Brömssen","doi":"10.1080/20020317.2021.2002510","DOIUrl":"https://doi.org/10.1080/20020317.2021.2002510","url":null,"abstract":"ABSTRACT Research about race and racism(s) has helped to explain power relations and differences in education. However, it has been difficult to have a theoretical lens using the concept of race and racism(s) accepted in areas of education, as well as in educational research in Sweden. Issues formulated in terms of race and racism(s) are controversial and there is strong resistance to talk about race. This article provides an overview of research in education using the concepts of race, racism(s), and/or racialization in Sweden after World War II. The aim is to investigate educational research where these concepts come into use, how this research is framed, the findings of the studies, as well as nuances and tendencies in educational research using the concept of race. The article locates the historical view of the concept of race and its use in Sweden and argues that the history and unresolved political issues around eugenics and race come into play and contribute to the hesitation and avoidance of the use of the concept.","PeriodicalId":52346,"journal":{"name":"Nordic Journal of Studies in Educational Policy","volume":"7 1","pages":"113 - 125"},"PeriodicalIF":0.0,"publicationDate":"2021-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49350387","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The lived class and racialization – histories of ‘foreign workers’ children’s’ school experiences in Denmark","authors":"Jin Li","doi":"10.1080/20020317.2021.1985413","DOIUrl":"https://doi.org/10.1080/20020317.2021.1985413","url":null,"abstract":"ABSTRACT In recent years, the Danish education context has seen an increased concern about underperforming students with migratory histories (particularly students perceived as non-Western descendants) in the political and pedagogical discourses. There seem to be some historical tensions between the societal expectation of class mobility through education on one hand and the neglect of issues of class in the curriculum of schooling for migrant students on the other. These groups of students were labelled ‘foreign workers’ children’ in the 1970s’ education policy, with stress on ‘the foreign’ rather than ‘the worker’ part. Based on oral history interviews with former migrant students, this article explores how the class process for migrant students operated through racialized practices in Danish schooling in the 1980s. Contributing to the literature on migrant education and class experiences, the study finds that the migrant students’ lived class experiences are woven into the processes of racialization in such a way that even the migrant students from academic homes had racialized struggles sustaining their middle-classed positionality in the Danish school. The arrangement of the power structures of class is hence strongly interwoven with the power structure of race in the historical context of Danish schooling.","PeriodicalId":52346,"journal":{"name":"Nordic Journal of Studies in Educational Policy","volume":"7 1","pages":"190 - 199"},"PeriodicalIF":0.0,"publicationDate":"2021-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46477589","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"‘My skin is hard’ - adult learners’ resistance to racialization and racism","authors":"Johanna Ennser-Kananen","doi":"10.1080/20020317.2021.2008113","DOIUrl":"https://doi.org/10.1080/20020317.2021.2008113","url":null,"abstract":"ABSTRACT This article analyzes experiences of racialization in stories of adult learners with refugee experience who attend a basic education program at a Finnish community college. Throughout a two-year ethnographic study, several students shared stories and thoughts on racialization and racism with the white researcher on site (the author). This article tells and theorizes their stories to gain a deeper understanding of the workings of everyday racialization and racism in a Finnish educational context. Theoretically, the article draws on a Critical Race Theory (CRT) framework, which recognizes the inherence of racialization and racism in society and underlines the importance and legitimacy of BIPOC's ”experiential knowledge” (Solrzano, 1997, p. 7). Specifically, I use Yosso's (2005) framework of community cultural wealth to understand three interactions that address racialization and everyday racism. As I examine the data excerpts, I am guided by the questions, How do students experience racism and racialization? and Which capitals/knowledges do they display in their dealing with racism and racialization? Findings illustrate how racialization is understood and resisted in interaction, offer new research avenues for expanding Yosso's framework, and have implications for serving students from minoritized groups, particularly students of color.","PeriodicalId":52346,"journal":{"name":"Nordic Journal of Studies in Educational Policy","volume":"7 1","pages":"179 - 189"},"PeriodicalIF":0.0,"publicationDate":"2021-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46500870","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"From tolerance work to pedagogies of unease: affective investments in Danish antiracist education","authors":"Mante Vertelyte, Dorthe Staunæs","doi":"10.1080/20020317.2021.2003006","DOIUrl":"https://doi.org/10.1080/20020317.2021.2003006","url":null,"abstract":"ABSTRACT Antiracist pedagogies have long been conceptualized and developed by scholars, public intellectuals, teachers and pedagogues in Danish education contexts. By analysing Danish knowledge production on antiracist education from the 1980s to the present, this article traces changing understandings of race and racism in Danish education, as well as accounts for different affective tensions and investments at stake in antiracist pedagogical practice and thinking. We show how the discourse of antiracism as ‘tolerance work’ prevalent in the 1980s and 1990s evolved into an antiracist pedagogy centred on ‘creating good and positive atmospheres’, and how, from the 2000s onward, feelings of unease, embarrassment and anxiety about addressing race have become integrated in antiracist education research and practice. While the first approach towards antiracist education dwells with and use positive and joyous feelings, the second wave addresses a more uncomfortable register of affects. By analysing how different affective intensities have historically been associated with antiracist pedagogies in Denmark, we show how they are inextricable from education policies and politics.","PeriodicalId":52346,"journal":{"name":"Nordic Journal of Studies in Educational Policy","volume":"7 1","pages":"126 - 135"},"PeriodicalIF":0.0,"publicationDate":"2021-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47024283","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}