Archives

  • Interconnected world

    Vol. 5 No. 3 (2021)
    Special issue: Scientization of International Educational Development Programs in the Global South - Opportunities and Challenges 

    Guest editor: Teklu Abate Bekele

    This special issues explores the scientization of global educational governance linked to educational policymaking and practice. It examines how and to what extent international organizations (IOs) consider scientization as a powerful tool for impact and legitimacy. The units of analysis include the policies, strategic plans, programs, projects, publications, and official reports of intergovernmental and non-governmental IOs.

  • A strong colored hallway in an Asian building

    Vol. 5 No. 2 (2021)
    Special Issue: New Perspectives on Asian Educational Philosophies

    Guest Editor: David Gabriel Hebert (Western Norway University of Applied Sciences)

    The articles in this special issue on “New Perspectives on Asian Educational Philosophies” offer a comparative perspective to explain the educational philosophies of notable Asian thinkers who tend to be little recognized in Europe. Arguments associated with decolonization offer one timely rationale for our work, but our purpose with this special issue is not so much about convincing readers that change is necessary, but rather to offer specific resources for diversification of higher education curricula. We assume that as years pass, educators will increasingly seek to know more about educational thought from across the world. In order to attain cohesion and engender a comparative perspective, each of the authors in this special issue connects in some way with the contemporary European notion of Bildung within their articles. 

  • Digital students and teachers

    Vol. 5 No. 4 (2021)
    Special Issue: Digital Competence in Teacher Education across Europe

    Guest editors: Tonje H. Giæver, Adrian McDonagh, Louise Mifsud, Josephine Milton

    This special issue focuses on the increasingly important concern of digital competence in initial teacher education and examines the range of digital competencies required by educators in a rapidly evolving digital context.  Teacher education plays a critical role in preparing teachers to integrate digital technologies in teaching and learning and needs to equip teachers with the skills to adapt to changing technologies and curricula in the future. 

  • Vol. 4 No. 3-4 (2020)
    Special Issue: Perspectives on teachers’ transdisciplinary professional competence

    Guest editors: Bjørn Smestad, Monica Johannesen, and Hanne Christensen

    What are the prevalent understandings of the concept of teachers' professional competence? What knowledge forms and learning arenas are significant in developing teacher competences for the 21st century? In what ways can transdisciplinary goals of teacher education, such as diversity, R&D, and digital competence, contribute in forming teachers' professional competence? This special issue's contributions address a variety of perspectives on core concepts for understanding the complexity of teachers' professional competence. 

     

  • Vol 4 No 1

    Vol. 4 No. 1 (2020)
    Special Issue: Decolonial Options in Education

    Guest editors: Kristin Gregers Eriksen and Stine Bang Svendsen

    How can decolonial options be developed in and through education? In what ways can the decolonial project challenge current practices in the field of comparative and international education in the Nordics? This special issue invites contributions that address the coloniality of education and educational research, and explores ways of thinking, doing and materialising education otherwise.

  • Stedlige perspektiver på skoleliv og yrkesfag

    Vol. 3 No. 3 (2019)
    Special Issue/temanummer: Stedlige perspektiver på skoleliv og yrkesfag

    Frafall i videregående skole er et tilbakevendende tema med påfallende evne til å skape engasjement i det offentlige ordskiftet. En dimensjon som har fått lite forskningsmessig fokus i norsk forskning, er de store forskjellene i frafall og valg av yrkesfag mellom ulike geografiske områder i Norge. I dette temanummeret tar vi som utgangspunkt at endringene i arbeidsmarkedet og vilkår for ungdoms veier inn i arbeid, også i stor grad er geografisk betinget. Vi vil anvende en regional linse, begrepsfestet gjennom begrepet lokal frafallskontekst, for å fange inn hvordan ungdom møter ulike utfordringer med hensyn til å komme inn på arbeidsmarkedet. Disse utfordringene er avhengig av strukturelle, sosiale og kulturelle forhold på stedet de er bosatt (Vike 2015, Skogen & Krange 2010). Tematikken er dermed ikke ungdoms sysselsettingsmønstre i seg selv, men vilkår for arbeids-markedsdeltakelse for denne gruppen av sårbar og marginalisert ungdom.
    Hensikten med artiklene er å undersøke hvordan lokale forskjeller – arbeidsmarked, engasjement, organisering og historie – gir ulike forutsetninger for valg, frafall, bortvalg og gjennomføring i yrkesfaglig utdanning. Ved bruk av ulike typer data fra de ulike kontekstene som er representert, gis det en unik mulighet til å trekke sammenligninger på tvers av disse kontekstene.
    Alle de geografiske stedene som er representert, er på ulike måter påvirket av tunge globale strømninger og endringer; Økte krav om kompetanse og modernisering av produksjon i industrien har bragt rikdom og utvikling til noen deler av landet (eks Rogaland), mens andre industriområder ikke har taklet utfordringene like godt (eks Grenland). Utdanningseksplosjon og selvfølgeliggjøringen av teoretisk kunnskap og høyere utdanning dominerer enkelte områder (eks Oslo), mens andre områder preges av en attraktiv primærnæring som trekker ungdom ut av skolen (eks Troms, Finnmark).
    Hva kan vi lære om stedets betydning for valg og gjennomføring av yrkesfaglige utdanninger ved å studere og sammenligne så fundamentalt ulike kontekster for unges skoleliv? På hvilken måte gjør internasjonale og globale endringer og strømninger nedslag i ungdoms skolehverdag i sitt lokale miljø? Hva kan vi lære av å studere valg og frafall i en lokal kontekst fra ungdommenes eget perspektiv? Disse spørsmålene danner bakgrunnen for dette temanummeret.

  • ICCS logo

    Vol. 3 No. 1 (2019)
    Special Issue: ICCS 2016 Teachers' Perspectives on Civic and Citizenship Education

    This special issue of the Nordic Journal of Comparative and International Education is devoted to articles analysing how teachers and principals in the Nordic schools reflect and reason on democratic citizenship and civic education. Based on data from the surveys to these professional groups participated in the International Civic and Citizenship Education Study (ICCS), and interviews with teachers in Norway, Finland and the US, the contributors to this issue explore and discuss various topics that broaden our understanding of how civic and citizenship education is taught and what affects future citizens knowledge and interest in participating democracy across the Nordic education systems and beyond. 

  • Students waving their hands in an auditorium

    Vol. 2 No. 2-3 (2018)
    Special Issue: Leading and organizing the education for citizenship of the world

    Guest editors: Lejf Moos, Elisabet Nihlfors, Jan Merok Paulsen

    The aim of the special issue is to discuss governance, leadership and education in the Nordic countries. A particular focus is on the battle between two very different discourses in contemporary educational policy and practice: an outcomes- and standard based discourse and a Democratic Bildung based discourse of Citizenship of the World. Our point of departure is that there we need to analyse the close links/couplings/ relations between the core of schooling, student’s learning/Democratic Bildung, and the leadership and organising of schools. The relations can be seen at all levels: discourse context, vision, themes and processes.