Pedagogy and the purposes of education : comparing Scottish and Danish experiences and links to UK, Nordic & Continental inspirations

Krejsler, John and Adams, Paul (2023) Pedagogy and the purposes of education : comparing Scottish and Danish experiences and links to UK, Nordic & Continental inspirations. In: SERA Conference 2023, 2023-11-23 - 2023-11-25, Queen Margaret University.

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Abstract

This presentation is framed as a comparative study of Scottish and Danish understandings of pedagogy, taking into consideration their regional embeddedness in the sense of how Danish policies 'scale up' regarding the Nordic dimension, and Scottish policies in relation to UK dimensions. This comparative work is understood as a way of qualifying how Scottish and Danish pedagogies could benefit from being counterpoised more explicitly. By identifying tensions within the regional placement of these two countries, this presentation explores how Scottish 'tensions' with England and within the UK lead to an anticipated Scottish exceptionalism that often refers to the Nordic region as a trope to emphasize 'public good', set against predominant market Discourses (Adams, 2022; Bryce et al. 2018; Gee, 2012) in dominant, English and (probably) Anglo-American conceptions for schooling. Simultaneously, we explore whether and to what extent Danish conceptions of pedagogy, which drew traditionally much from Continental sources, fare between increasingly dominant adaptations of Anglo-American market D/discourses and commitment to Nordic welfare and equity values (Blossing, Imsen, & Moos, 2016; Krejsler & Moos, 2021). This comparative pedagogy presentation actualizes issues of how the two national cases have conceptualised education according to different background contexts, and how they have dealt with three key challenges: (1) the transnational turn in school policy via interlocutors like the OECD, the EU and IEA (Lawn & Grek, 2012); (2) the framing and adaptation of pedagogy according to their different positioning in relation to continental and Anglo-American educational theory, thinking and traditions (Uljens & Ylimaki, 2017); and, more recently, (3) how recent national(ist) turns, including Brexit, have impacted debate about pedagogy and the purposes of education (Rizvi, Lingard, & Rinne, 2022; Krejsler & Moos 2023). References Adams, P. (2022). Scotland and Pedagogy: Moving from the Anglophone Towards the Continental? Nordic Studies in Education, 42(1), 105-121. Blossing, U., Imsen G. & Moos L.(Eds.). (2016). The Nordic Education Model: 'A school for all' encounters neo-liberal policy. Dordrecht: Springer. Bryce, T.G.K. et al.(Eds) (2018). Scottish Education. 5th ed., Edinburgh University Press Gee, J.P. (2012). Social Linguistics and Literacies, Ideology in Discourses. London: Routledge. Krejsler, J. B., Moos, L. (2023 Forthcoming). School policy Reform in Europe. Cham: Springer. Krejsler, J. B., Moos, L. (Eds.). (2021b). What Works in Nordic School Policies? Cham: Springer. Rizvi, F., Lingard, B., & Rinne, R. (Eds.). (2022). Reimagining Globalization and Education. New York: Routledge. Uljens, M., Ylimaki, R. (Eds.). (2017). Bridging Educational Leadership, Curriculum Theory and Didaktik. Cham: Springer.

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