23 SES 13 E JS, Unpacking The Many Meanings Of Justice In Education: Analyzing justice from multiple perspectives
Joint Symposium NW 07, NW23, NW 27
Traditionally focusing social justice, inclusion and equality (Arnesen & Lundahl 2006), Nordic edu-cation policies have in¬creasingly been replaced by or mixed with neoliberal policies of privatization and choice, but comparative analyses of this development are sparse (c.f. Blossing et al 2014; Lundahl 2016). As one way of facilitating such comparisons, we wanted to scrutinize available large-scale data¬bases. Good statistical data may help discovering important pat¬terns of similarities as well as discrepancies between count¬ries and over time, and help con¬textualizing and strengthening quali¬tative ana¬lyses of Nordic education. Statistics however reflect dominant social categories, high-lighting certain aspects and neg¬lecting or hiding others (Lindblad et al 2015). They have commonly been created for political and adminis¬trative rather than research purposes, e.g. for education governance by assessment of educational perform¬ance (c.f. Des¬rosières 1998; Carlhed 2016; Gustafsson 2008). Simultaneously, data¬bases building on interna¬tional large-scale assessments pose several advant¬ages to researchers; these data are carefully generated and validated, with sophis¬ticated sampling designs, and may get increased explanatory power by add¬¬ing longitudinal and qualitative data at national level (Gustafsson 2008). This paper analyses international and national statistical databases and datasets with regard to their potential to enable Nordic com¬parisons of social justice and privatisation of edu¬cation. We ask: What available statistical data allow comparative analyses of scope and character of different aspects of (a) social justice, and (b) privatisation/marketization of education? What important silences are identified in these respects? Initially, aspects/definitions of justice – privatization/¬mar-ketization were analysed. There¬after potential national and international data sets were selected, analysed and evaluated with regard to their relevance, comparability across countries and over time, and accessibility. National educational statistics from Iceland, Norway and Sweden were ex-plored with respect to the extent they are com¬patible, stable and suitable for comparisons. In addition, interviews with officials at the national agencies of educa¬tion/ministries of education were conduct¬ed. Nordic national statistics contain a host of data reflecting different aspects of justice of education, but better coordination is needed to facilitate comparisons. Further, the increasingly important aspect of privatization of education is reflected very sparsely in Nordic sta¬tistics. The EU and OECD databases offer the most possibilities of comparisons between the Nordic countries but display problematic measures and white spots. Only OECD´s PISA has a measure of competition between schools, allowing for certain, but limited comparisons. It is finally recommend that measures should be taken to strengthen Nordic statistical data on education.
Arnesen, A.-L. & Lundahl, L. (2006). Still social and democratic? Inclusive education policies in the Nordic welfare states. Scandinavian Journal of Educational Research, 50(3), 285-300. Blossing, U.; Imsen, G. & Moos, L. (eds.). (2014). The Nordic Education Model. ‘A School for All’ Encount¬ers Neo-Liberal Policy. Dordrecht: Springer. Carlhed, C. (2016). Resistances to scientific knowledge production of comparative measure¬ments of dropout and completion in European Higher Education. Epub. ahead of print. European Educational Research Journal. Desrosières, A. (1998). The politics of large numbers: a history of statistical reasoning. Cambridge, Mass: Harvard University Press. Gustafsson, J-E (2008). Effects of International Comparative Studies on Educational Quality on the the Quality of Educational Research. European Educational Research Journal 7(1), 1-17. Lindblad, S; Pettersson, D & Popkewitz, T S (2015). International comparisons of school results – A systematic review of research on large scale assessments in education. Stockholm: Swedish Research Council. Lundahl, L. (2016). Equality, inclusion and marketization of Nordic education: Introductory notes. Research in Comparative and International Education, e-publ ahead of print, 1-10.
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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