Perspectives on democracy, citizenship and value education in the Norwegian school.

Autor/in	McGuirk, James
Titel	Perspectives on democracy, citizenship and value education in the Norwegian school.
Quelle	Aus: Feldges, Tom (Hrsg.): Education in Europe. Contemporary approaches across the continent. London: Routledge (2023) S. 57-67 PDF als Volltext Link als defekt meldenVerfügbarkeit
Reihe	The Routledge Education Studies Series
Beigaben	Literaturangaben S. 67
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	978-1-000-68799-6; 978-1-000-68814-6; 978-1-003-22352-8; 978-1-032-12197-0; 978-1-032-12199-4
DOI	10.4324/9781003223528-7
Schlagwörter	Bildungspolitik; Bildungsreform; Curriculum; Demokratie; Norwegen; Staatsangehörigkeit; Bildungspolitik; Bildungsreform; Curriculum; Demokratie; Staatsangehörigkeit; Norwegen
Abstract	Using the case of the new core curriculum in Norway, this chapter explores the way in which values and their articulation is increasingly accentuated in the attempt to demarcate the unity of the educational mission. In today's school, this is often done in response to global initiatives such as the UN Sustainable Development Goals, but it is also responsive to a sense of fragmentation in the meaning of modern schooling. The goal is to reclaim the theoretical and practical unity of educational practice through a re-articulation of the basic common values that bind us to each other. Chief among these is the value of democracy. But the chapter goes on to argue that Norway's attempt to ground practice in common values is often confused because it draws on eclectic resources that are not properly integrated in policy documents. As a result, the policy initiative that emphasises the centrality of values risks reproducing the very social fragmentation it seeks to overcome.
Erfasst von	Leibniz-Institut für Bildungsmedien \| Georg-Eckert-Institut (GEI), Braunschweig
Update	2023/1