Educational and spatial justice in rural and urban areas in three Nordic countries: a meta-ethnographic analysis

Education Inquiry

Tuuli From¹  Elisabet Öhrn²  Dennis Beach²  Monica Johansson² 

[1] University Helsinki;University of Gothenburg;

关键词: Democracy;    participation;    market reform;    marginalisation;    ethnographies;   

DOI  :  10.1080/20004508.2018.1430423

来源: DOAJ

【 摘 要 】

This article is based on a meta-ethnographic analysis of educational research from rural and urban areas in Finland, Norway and Sweden following the reorganisation of educational supply there in line with market policies. Edward Soja’s concept of spatial justice shapes the analysis. Using meta-ethnography, we try to present a contextualising narrative account of spatial justice and injustice in the education systems in the three countries. Thirty-one Nordic ethnographic publications (a mix of monographs, book chapters and articles) have been used in the meta-analysis. Just over half of them come from Sweden, and most are from urban education studies. The other half are relatively evenly divided between Norway and Finland. All were published between 2000 and 2017. Sweden represents an extreme position in relation to the new politics of education markets. Its promotion of school choice and schools-for-profit has attracted significant attention from ethnographic researchers in recent decades and is given particular attention in the article.

【 授权许可】

Unknown