Invitation to attend the Annual Delegates’ Meeting

Dear NERA Delegates,

On behalf of the NERA Board we hereby invite you to attend the Annual Delegates’ Meeting og the Nordic Educational Research Association.

The meeting will take place on THURSDAY MARCH 5 FROM 1.15 P.M. TILL 2 P.M. at the NERA 2020 conference at the University of Turku.

Attached you will find the draft agenda for the meeting. In case you as a member have anything to add to the agenda, please, mail me  on jok@edu.au.dk 

Best wishes, on behalf of the NERA Board, John Benedicto Krejsler, President of NERA

New issues of Nordic Studies in Education

The last year or so the NERA board has worked on reorganizing the journal Nordic Studies in Education, which means that from January 1st 2020 all new articles published in the journal are freely available to all readers. The journal has transitioned to an Open Access publishing model and a new publisher, Cappelen Damm Akademisk. We are happy to announce that the first open issue now is published online. We invite you to take a look at our new website and the latest articles: https://noredstudies.org.

CONFERENCE: Re/framing Educational Equity: An international collaboration

Our partners from the ‘Scottish Educational Research Association’ (SERA) invites NERA members to submit abstracts for conference in Glasgow during the weekend immediately after ECER 2020 in Glasgow.

CONFERENCE: Re/framing Educational Equity: An international collaboration University of Strathclyde, Glasgow August 30th – September 1st 2020 https://www.strath.ac.uk/humanities/schoolofeducation/reframingeducationalequityaninternationalcollaboration/ 

In partnership with ‘Experiments in Education Theory’: www.exet.org

CALL FOR PAPERS: Across the world, nations aspire towards educational equity. Very often this aspiration involves efforts to close what is called the ‘education gap’ or the ‘attainment gap’. Many of these efforts stem from concerns to increase attainment on national, standardised tests so that students might better position themselves in the job market. Such efforts are not without success and many countries can point to a reduction in the gaps between certain groups with regard to such educational attainment. However, it has to be noted that not every nation focuses their efforts on attainment alone; indeed, some would point to other measures for equity in education such as access to higher education or general health and wellbeing.

Whatever the focus, it is notably the case that in some form or other, evaluation takes centre-stage as the means by which policies designed to uplift educational success are judged. However, it is not always clear what procedures would allow for evaluating accomplishment in education on a micro- or macro-level: it is debatable whether or not, and to what extent, measurement can be an instrument of evaluation. That such measurement takes place is a feature of efforts such as the Global Education Reform Movement (GERM) to demonstrate, at national levels, the ways and means by which education can be positioned, neoliberally, as an individual right and benefit, and an economic good. The question remains, though: what is left unaccounted for by emphasising measurement as the predominant instrument of evaluation?

Best wishes, John Benedicto Krejsler

Link to pdf-flyer: Re-framing Educational Equity – CFP SEND OCT2019 pdf

INVITATION TO SPECIAL EDITION OF NORDIC STUDIES IN EDUCATION

Kindergarten pedagogy and policy

In 2020, Nordic Studies in Education is planning a special edition on kindergarten pedagogy and policy within the field of early childhood education and care. This landscape consists of manifold and contradictory values, knowledge, and practices, some of which have given rise to considerable engagement. Political choices and priorities have consequences for what kindergarten pedagogy can be.

In contrast to most other European countries, the kindergarten tradition in the Nordic countries has its own identity and independent pedagogy. This has come to expression independently of – and often in opposition to – the school. This now appears to be changing.

In Norway, kindergartens in 2006 became part of the educational system. In 2011, the term ‘upbringing’ (oppdragelse) was removed from the general plan and replaced with the term ‘Bildung’ (danning), and therewith the language of kindergarten pedagogy (practice, theory, research) has been transformed. The latest general plan for Norwegian kindergartens in 2017 clearly emphasizes the function of kindergartens as an integral part of the educational pathway and as preparation for starting school. These changes may be important for the development of Nordic kindergarten pedagogy in the twenty-first century.

Similar developments can be seen in other Nordic countries. In 2004 in Denmark, kindergartens became legally required to produce educational curricula. In both Sweden and Iceland, kindergartens are seen as part of the educational system, while Finland has placed kindergartens under the Ministry of Social Affairs and Health and has a pre-school programme for children 6 years and older that is part of the educational system. There are therefore both similarities and differences among Nordic early childhood education and care policies.

Political choices have an effect on the content and conditions of kindergarten pedagogy. Changes in recent decades have received attention from various voices, several of whom have expressed concern, opposition, and criticism.

This special edition of Nordic Studies in Education will have a wide scope and will address various aspects of current Nordic kindergarten pedagogy and early childhood education and care policy. The editors seek contributions that highlight the theme of kindergarten pedagogy and politics with contrasting theoretical perspectives and different approaches to research. Contributions that engage in thematic topics from different positions, from the child’s perspective and lifeworld to overarching political and social processes, are also welcome.

Relevant topics include:

  • Traditions of kindergarten pedagogy in the face of today’s educational policy
  • Nordic kindergarten policy in light of international trends
  • Is kindergarten pedagogy something different from school pedagogy?
  • Kindergarten in a life-cycle perspective: adaptation or challenge of societal trends?
  • Re-conceptualization and kindergarten pedagogy

 

Timeline:

October 1, 2018  

Deadline for submission of abstracts, 150-200 words, written in a Nordic language or English

 

October 15, 2019  

Response to authors

 

February 1, 2020  

 

 

Deadline for submission of article manuscript, maximum 55 000 characters (including spaces). See https://www.idunn.no/np#authors for the full Author Guide for Nordic Studies in Education

 

May 15, 2020  

Deadline for final version of article manuscript

 

 

All articles will be peer-reviewed by two independent reviewers.

Abstracts should be sent to Camilla Eline Andersen camilla.andersen@inn.no

Sincerely the guest editors,

Camilla Eline Andersen camilla.andersen@inn.no, Jenny Steinnes jenny.steinnes@inn.no, and Stine Vik stine.vik@inn.no at Inland Norway University of Applied Sciences