1st Edition

Rethinking Education in Light of Global Challenges
Scandinavian Perspectives on Culture, Society and the Anthropocene

  • Available for pre-order. Item will ship after November 25, 2021
ISBN 9781032108193
November 25, 2021 Forthcoming by Routledge
256 Pages

USD $160.00

Prices & shipping based on shipping country


Book Description

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.

Table of Contents


Karen Bjerg Petersen, Kerstin von Brömssen, Gro Hellesdatter Jacobsen, Jesper Garsdal, Michael Paulsen and Oleg Koefoed


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


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


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

View More



Karen Bjerg Petersen is Associate Professor at the Danish School of Education in Aarhus, Aarhus University, Denmark. Her research areas are globalization, 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. 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 works 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 Bildung is constructively used to describe the necessity for such kind of learning that emphasizes ability to shift between broad outlooks and individual wants and views. The mix of empirical results and philosophical investigations make this book useful for a variety of readers on issues that concern us all." -- Professor Inga Wernersson, University West, Sweden