In Nordic societies, education has traditionally been constructed on the values of equality, democracy and welfare. Thus these concepts have also considerably influenced educational research in the Nordic countries. In contrast, solidarity, regardless of its historical importance as one of the central values of Nordic welfare societies, has not been in the focus of recent debates on social justice and education.
Within educational systems, individuals are selected to different life paths and layers of society. While education traditionally has been assumed to provide opportunities for individuals and groups, the segregation of education appears to be a threat to the promotion of equality and social justice.
In Nordic welfare systems, the solidarity of the middle classes has been one of the factors that enable equal public education. But how do social processes such as marginalization and diversification affect the role of educational solidarity as a facilitator of social mobility? How do these processes change the economic, cultural and social bases of social justice, equality and solidarity in the field of education? What potential does education have for promoting these values? The 44th NERA Congress invites participants to analyse the dimensions of solidarity in education and educational research today.
- Professor Bob Lingard, University of Queensland, Australia
Social Justice and Schooling in the Post-Westphalian Era
- Professor Deborah Youdell, University of Birmingham, UK
Genetics, difference and solidarity in education: the case for critical bio-social studies in education
- Professor Gunilla Holm, University of Helsinki, Finland
Working for social justice and solidarity through research and teaching
Les résumés des contributions sont rassemblés dans un document de 326 pages, téléchargeable sur le site du colloque.