Schools for all: A nordic model

Abstract

The chapters in this volume show that a Nordic model can constitute a delicate balance between traditional values, institutionalised practices and contemporary, neoliberal forms of governance and policies. Along with new institutional theory, we also argue that social technologies are being interpreted in different ways in actual school practices. This process of translating national regulations into internal sense builds on the values in the culture to which they are introduced. The Nordic countries share a deep, common cultural heritage with basic values of democracy, justice and equality. At the system level, the structural patterns of a school for all have been the same in all countries since the reforms after World War II. We find more differences among the countries in terms of realising a school for all. One of the discourses is how to include and differentiate children by abilities. Varieties of decoupling strategies have been identified, and consequently the need for special education also differs. These chapters also show that neoliberal technologies affect the Nordic model in different ways. The regulative position of a school for all is probably strengthened in terms of individual rights. Choice, privatisation, control and a strong emphasis on learning outcomes probably promote greater social differences. Nevertheless, it may be argued from a new institutional perspective that the main structures of the Nordic educational model will sustain as long as the deeply rooted Nordic culture survives in the globalised society.