The effects of restructuring, market orientation, and neo-liberal governance on Euro¬pean educational policies have been object to extensive research (Lindblad & Popkewitz 2004, Jones 2005, Ball 2007). Even if these tendencies are overt in the Nordic countries as well, it still is justified to speak of the Nordic countries as a rath¬er distinct group regarding education politics. Despite differences between Euro¬pean states with regard to the significance attributed to economic-utilitarian functions and social-inclusive aspects of education in terms of e.g. democratic values and participation, and the extent to which education is regarded as an element in welfare policies, tensions of competing interests and values, as well as balance of legitimate freedom and control can be analysed in all countries. The symposium will focus on new power configurations in educational institutions in a time of increasing tension between individual ‘freedom’ (c.f. Rose 1999) and institutional control. It is suggested that conflicting policies and values will bring about particular dynamics of power by which different actors of the institutions may gain more or less influence, as well as conform, resist, oppose and transgress. Recent Swedish research (eg. Dovemark 2004; Lundström 2008) suggests that teachers and students are becoming more conformist and less overtly critical, more in line with national policy. The EGSIE project (Lindblad, Lundahl, Lindgren & Zackari 2002, Lindblad & Popkewitz 2004) indicated considerable consensus among teachers, prin¬ci¬pals and decision-makers on what constitutes a good student, a good teacher or a good headteacher. Against these tendencies, however, we look for disruptions or ac¬tions against the grain. Whilst studies that focus on resistance often regard teachers and students as con¬flicting groups, our aim is to search also for alliances and collective efforts to act, negotiate and prove civil courage. These alliances might involve various groups of students, teachers, students with teachers, and other actors. We also look for contra¬dictions in ways of being critical, which is a position that is more open for some (middle class boys, male teachers with permanent posts) than others (girls and teachers with immigrant background). Moreover, we look for complexities in ways that challenging and resisting is enacted; for example, challenging sexism may at the same time contribute to a racialised or classed understanding.

The papers in the symposium draw from empirical studies that are conducted in three Nordic countries, Sweden, Norway and Finland. The scope of the studies covers a broad age-span and different educational settings: studies in pre-schools, compre¬hensive schools and upper secondary education. They include ethnographic and inter¬view studies with young people as well as with teachers, as well as policy studies including interviews and document analysis. These studies have been presented and reflected against each other in a new Nordic research network NordCrit (Nordic Research Network: Critical Perspectives on Young People, Wel¬fare and Edu¬¬cation).

With the symposium, we plan to elaborate further our Nordic comparative and cross cultural analysis, and reflect it with comments and discussions that draw from other contexts. Our intention is to publish the symposium papers in a scientific publication, preferably as a special issue of EERJ.