Justice in Education in the Nordic Countries: Perspectives, Challenges and Possibilities

• The introductory paragraphs of the Education Acts of all the Nordic countries point out that education at both primary and secondary levels should promote the maximum development of all learners, by compensating for the variations in their learning possibilities that may be due to poverty, handicap or social background, and by providing equal access to education regardless of geographical and socioeconomic background. This is expressed as important moreover, not simply because this would be fair in itself, but also because a good education for all is seen as the way of creating a more just society. At the same time, we know that an individual’s gender, race, level and type of disability, and socioeconomic background still determines to a large extent the educational path that they take in these countries and that these different paths provide very different kinds of educational contact and experience. The present chapter is directed at these problems. It suggests that while the Nordic Education Acts promise justice and equal educational opportunities the justice they are claimed to develop is questionable, both at the level of theories of justice and their assumptions, and in terms of practices and outcomes.

Ämnesord

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap (hsv//swe)

SOCIAL SCIENCES  -- Educational Sciences (hsv//eng)

SAMHÄLLSVETENSKAP  -- Sociologi (hsv//swe)

SOCIAL SCIENCES  -- Sociology (hsv//eng)

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap -- Pedagogik (hsv//swe)

SOCIAL SCIENCES  -- Educational Sciences -- Pedagogy (hsv//eng)

Nyckelord

Education

Justice

Social Class

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