1st Edition
Rethinking Education in Light of Global Challenges Scandinavian Perspectives on Culture, Society, and the Anthropocene
Rethinking Education in Light of Global Challenges discusses challenges to education in Scandinavian welfare states due to global trends like migration, neoliberal strategies, and the exploitation of nature. This anthology comprises case studies, theoretical articles, and reflective studies, grouped under the headings of Culture, Society, and the Anthropocene.
This book directly addresses three interrelated global events and their implications for education as seen from Scandinavian perspectives: migration flows, increased cultural diversity, and (post)nationalism; the erosion of the welfare state and the global rise of neoliberalism; and the Anthropocene and environmental challenges arising in the wake of the global exploitation of natural ecosystems. In case studies, theoretical articles, and reflective studies, researchers from Nordic countries explore how education, education policy, and educational thinking in these countries are affected by these global trends, bringing to the fore the different roles education can play in addressing the various issues and different ways of reimagining education.
This authoritative volume will be of great interest to researchers, academics, and students in the fields of sociology of education, migration and education, environmental education, and educational politics.
Introduction
Karen Bjerg Petersen, Kerstin von Brömssen, Gro Hellesdatter Jacobsen, Jesper Garsdal, Michael Paulsen and Oleg Koefoed
PART I: CULTURE
1. Multicultural Education, Learnification, and Bildung in a Nordic Perspective
Gro Hellesdatter Jacobsen
2. Educating for Diversity: A Balancing Act
Tine Brøndum
3. Bridges or Breaches? A Case Study on the Experiences of Inclusion of Bilingual Teachers
Frédérique Brossard Børhaug and Ingrid Helleve
4. "A Blind Spot": Reproduction of Racism in Educational Landscapes
Kerstin von Brömssen, Helena Korp, Karin Flensner and Signild Risenfors
5. Students’ Dialogical Formation in an International Programme within Kindergarten Teacher Education
Ruth Ingrid Skoglund, Aihua Hu and Åsta Birkeland
6. Transcending the National Sense of Place and Belonging? Place-Identity Politics in Transnational Higher Education
Jin Hui Li
PART II: SOCIETY
7. The Purpose of Education and the Future of Bildung
Hanne Riese and Line Hilt
8. Bildung Versus the Entrepreneurial Self: Pedagogical Strategies Towards a Bildungorientated Pedagogy
David Kergel
9. Critical Thinking and Bildung
Tomas Stølen
10. Thresholds of Dialogue in an Age of Rage and Resentment
Torgeir Skorgen
11. Bildung and No-Self
Oddbjørn Ørbech Jensen
12. Global Citizenship Education, Internationalisation and Global Concerns: Reflections from Denmark
Karen Bjerg Petersen
13. Bildung as Related to Free Play, Economics and Social Sculpture
Jesper Garsdal
PART III: ANTHROPOCENE
14. Amor Mundi (Love of the World) in the Anthropocene: Arendt and the Question of Sustainable Education
Lars Petter Storm Torjussen and Line Hilt
15. The Name of the World is Chaos: Learning in the Anthropocene
Oleg Koefoed and Thomas Burø
16. From Late Holocene to Early Anthropocene Educational Thinking (Humanism Revisited)
Michael Paulsen
17. Cautiousness as a New Pedagogical Ideal in the Anthropocene
Michael Paulsen
In Conclusion: Are you Awake, Yet?
Carl-Anders Safström
Biography
Karen Bjerg Petersen is Associate Professor at the Danish School of Education in Aarhus, Aarhus University, Denmark. Her research areas are globalisation, education policy, diversity, vulnerable youth, and alternative educational settings.
Kerstin von Brömssen is Professor in Educational Science at University West, Trollhättan, Sweden. Her research interests are in the intersections of religion, ethnicity, gender, migration and education, curriculum theory, social justice, teacher education, and qualitative research method(ologies).
Gro Hellesdatter Jacobsen is Associate Professor at University of Southern Denmark, Denmark. Her research interests are ethnic minorities and intercultural pedagogy and contemporary diagnoses of pedagogical and political tendencies.
Jesper Garsdal is Reader (Docent) at Via University College, Aarhus, Denmark. His research areas are global and intercultural philosophy, philosophy of education and the global diversity of ideals of edification, philosophies of imagination, and existence.
Michael Paulsen is Associate Professor at University of Southern Denmark, Denmark. His research focuses on the ontology and axiology of education. Currently he is working on developing a new understanding of education situated in the Anthropocene.
Oleg Koefoed, Action-Philosopher, Denmark, is exploring possibilities of participation in urban planning and greening, based on the local action and shared reflection. He is the author of a series of publications related to participatory urban nature making, placemaking, and sustainable cities.
"Compulsory education is a powerful tool for instilling a nation's core values, norms and concerns in young people. Cultures are constantly changing and mixing, but at certain times this becomes more obvious, with its content of hopes, threats, and challenges. One thesis in this book is that three parallel phenomena today affect education throughout the world: neoliberalism as hegemonic discourse, cultural and demographic change related to migration, and climate change due to human activities in the era known as the Anthropocene. Three Nordic countries – Denmark, Norway, and Sweden – are focused as examples of how these phenomena work and what can be done to take advantage of new opportunities and counteract problems. A key theme is the opposition between learning for multifaceted insight on one hand, and instrumental learning as a prerequisite for economic competition in a globalized market on the other. How the growing cultural diversity in the Nordic countries relates to different ways to regard learning is crucial, and these texts provide critical reflections on the specifically Nordic management of tensions between globalization, multiculturalism, and neo-nationalism. The concept of Bildung is constructively used to describe the necessity for such a kind of learning that emphasizes the ability to shift between broad outlooks and individual wants and views. The mix of empirical results and philosophical investigations makes this book useful for a variety of readers on issues that concern us all." -- Professor Inga Wernersson, University West, Sweden
