Moving Landscapes of Nordic Basic Education: Approaching Shifting International Influences through the Narratives of Educational Experts

Autor/inn/en	Hansen, Petteri; Wallenius, Tommi; Juvonen, Sara; Varjo, Janne
Titel	Moving Landscapes of Nordic Basic Education: Approaching Shifting International Influences through the Narratives of Educational Experts
Quelle	In: Compare: A Journal of Comparative and International Education, 50 (2020) 6, S.773-791 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hansen, Petteri) ORCID (Wallenius, Tommi) ORCID (Juvonen, Sara) ORCID (Varjo, Janne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
DOI	10.1080/03057925.2018.1557509
Schlagwörter	Comparative Education; Educational Policy; Cross Cultural Studies; Specialists; Technology Transfer; Foreign Countries; Systems Approach; Story Telling; Personal Narratives; Compulsory Education; Educational Philosophy; Folk Schools; Educational Development; Educational History; Sweden; Finland; Norway + Suchen Sie Ihr Suchwort? Vergleichende Erziehungswissenschaft; Politics of education; Bildungspolitik; Cultural comparison; Kulturvergleich; Technologietransfer; Ausland; Systemischer Ansatz; Erlebniserzählung; Schulpflicht; Bildungsphilosophie; Erziehungsphilosophie; Bildungsentwicklung; History of education; Bildungsgeschichte; Schweden; Finnland; Norwegen
Abstract	Throughout history educational leaders have looked to other countries and have attempted to learn by borrowing useful examples to implement in their own educational systems. As recent comparative policy research shows, processes of policy lending and borrowing have their own socio-historically defined dynamics. In this paper, the authors approach the use of reference countries through narratives of educational experts in Finland, Norway and Sweden. By comparing how international influences are used in stories about basic education, this research constructs a core narrative of a moving Nordic landscape. This landscape indicates both recognised and acknowledged policy borrowing relations in the past, as well as a changing orientation to preferred and avoided reference countries in the present. While new country-specific performance indicators such as PISA have widened the landscape of reference countries at an official level, culturally mediated images seem to redefine how reference countries are observed in everyday semantics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01