07 SES 13 C JS, Unpacking The Many Meanings Of Justice In Education: Analyzing justice from multiple perspectives
Joint Symposium NW 07, NW23, NW 27
The presentation draws on a recently published book, using a new theoretical framework Comparative Analytics of Dynamics in Education Politics (CADEP) considering complexity, contingency and trans-nationality in late-modern societies. While the aim is a deep analysis of the Finnish education politics, a more international contribution is done via the ideas regarding comparative education theory. The contribution to the symposium is in understanding how a political system produces equality. Comparative education self-reflective debates relate on the questions of theoretical robustness, how to focus more on processes rather than end products, and with the problem of complexity of the phenomenon under scrutiny, and intellectual nationalism (see e.g., Cowen, 2009 ; Schriewer, 2006; Mulford, 2002; Goldstein, 2004; Werner & Zimmermann, 2006 ; Dale, 2009). Our thesis is that in order to progress beyond the state of the art we have to focus on dynamics with a view to grasping the complex, fluid and mobile nature of the subject. In our work, we analyse the regularities or principles in interactions among actors, institutions and discursive formations, i.e. dynamics in education politics. Drawing on a conceptual history project initiated by Palonen (2006), we articulate a three-dimensional framework for analysing contingency: an attempt to incorporate the historico-structural, discursive and action-related dimensions. The analysis uses material from different research projects from 1998 until 2016, together with extensive body of other research, all which are subjected to the theoretical frame to create a coherent narrative explaining the Finnish case. We conclude that four constitutive discursive dynamics essentially define, steer and guide relational dynamics in four fields of basic-education politics in Finland: 1) “Buffering and embedded egalitarianism in policymaking” refers to a contradiction between something and something else that challenges it and in a way comes from the outside (i.e. “equitarism”). 2) “Redistributive but punctuated trust in governance” is trust that is not stable or constant but rather dependent on many factors that are not straightforward or rational. 3) “Diverging but civic parenthood in educational family strategies” implies naivety, ineffectuality and immaturity: a trustful mind that reflects the closeness of the agrarian culture: you had better want what you can get. 4) “Consolidating but paternalistic progressivism in classroom culture” is highly paradoxical to demand subservience as a prerequisite for care. In many cases, dynamics are a result of contingencies in history, and is currently sustained by political action on different levels or that is constantly subjected to transnational flows.
Cowen, R. (2009). Editorial introduction. In R. Cowen & A. M. Kazamias (Eds.), International Handbook of Comparative Education (pp. 961–964). Dordrecht: Springer. Dale, R. (2009). Studying globalisation and Europeanisation in education: Lisbon, the open method coordination and beyond. In R. Dale & S. Robertson (Eds.), Globalisation and Europeanisation in Education (pp. 121–140). Oxford: Symposium Books. Goldstein, H. (2004). Education for all: The globalization of learning targets. Comparative Education, 40 (1), 7–15. Kettunen, P. (2011). The transnational construction of national challenges: The ambiguous Nordic model of welfare and competitiveness. In K. Petersen & P. Kettunen (Eds.), Beyond Welfare State Models: Transnational Historical Perspectives on Social Policy (pp. 16–40). Cheltenham: Elgar. Mulford, B. (2002). Sorting the wheat from the chaff: Knowledge and skills for life: First results from OECD’s PISA 2000. European Journal of Education, 37 (2), 211–221 . Palonen, K. (2006). The Struggle with Time: A Conceptual History of ’Politics’ as an Activity. Hamburg: Verlag Münster. Schriewer, J. (2006). Comparative social science: Characteristic problems and changing problem solutions. Comparative Education, 42 (3), 299–336. Werner, M. & Zimmermann, B. (2006). Beyond comparison: “Histoire Croisée” and the challenge of reflexivity. History and Theory, 45 (1), 30–50.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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