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Still Social and Democratic?: Inclusive Education Policies in the Nordic Welfare States
Högskolen i Östfold, Norge.
Umeå University, Faculty of Social Sciences, Department of applied educational science. (Ungas utbildning, karriärutveckling och välfärd (UKV))ORCID iD: 0000-0002-5791-081X
2006 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 50, no 3, 285-300 p.Article in journal (Refereed) Published
Abstract [en]

In this article, education policy is analysed from a welfare state perspective. The aim is to analyse the significance attributed to social‐inclusive aspects of education in contemporary education policies of the Nordic countries, and the extent to which education is regarded as an element in welfare policies. Four aspects are addressed: (1) access to education and measures to prevent social exclusion of young people, (2) comprehensiveness of education in terms of public/private, integration/segregation of e.g. minority children and children with special needs, (3) emphasis on democratic values and participation, (4) the importance of community and equality versus a focus on the individual. It is concluded that it is still justified to speak of the five Nordic countries as a rather distinct group. However, social‐inclusive policies have also clearly been reformulated and delimited, related to a strengthening of the economic‐utilitarian functions of education and a weakening of central education governance.

Place, publisher, year, edition, pages
2006. Vol. 50, no 3, 285-300 p.
National Category
Pedagogical Work
Research subject
educational work
URN: urn:nbn:se:umu:diva-79197DOI: 10.1080/00313830600743316ScopusID: 2-s2.0-33744918082OAI: diva2:640208
Available from: 2013-08-13 Created: 2013-08-13 Last updated: 2015-02-06Bibliographically approved

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Lundahl, Lisbeth
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