Challenges and Possibilities of Educational Equity and Equality in the Post-COVID-19 Realm in the Nordic Countries

Autor/inn/en	Metsämuuronen, Jari; Lehikko, Anu
Titel	Challenges and Possibilities of Educational Equity and Equality in the Post-COVID-19 Realm in the Nordic Countries
Quelle	In: Scandinavian Journal of Educational Research, 67 (2023) 7, S.1100-1121 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Metsämuuronen, Jari) ORCID (Lehikko, Anu)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
DOI	10.1080/00313831.2022.2115549
Schlagwörter	Barriers; Equal Education; COVID-19; Pandemics; Foreign Countries; Politics of Education; Technology Uses in Education; Finland; Denmark; Sweden; Norway; Iceland + Suchen Sie Ihr Suchwort? Ausland; Educational policy; Bildungspolitik; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Finnland; Dänemark; Schweden; Norwegen; Island
Abstract	The aim of the article is to offer a base for discussions on educational equality from the viewpoint of changes in the world causing widening disparities between pupils and students. The essence and possibilities of educational equity and equality in the Nordic educational realm are discussed from six viewpoints. The outcome is that all children have the moral right to access equal opportunities even though they are different and unique. Second, we cannot find absolute equality between individuals because all individuals are different and unique. Third, we should find political and pedagogical ways in which to handle educational inequalities. Fourth, students who are not motivated and skilled to undertake independent work may be in danger of being left behind. Fifth, the COVID-19 pandemic has exacerbated the differences between students and diminished the possibilities of students who are vulnerable. Finally, new technologies may open new paths to reduce educational inequality. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01