Focusing specifically on educational contexts, this volume sheds light on how the increasing inequalities and issues of social exclusion found in the processes and systems of Nordic welfare states have a detrimental impact on the well-being and development opportunities of children and young people.
Focusing specifically on educational contexts, this volume sheds light on how the increasing inequalities and issues of social exclusion found in the processes and systems of Nordic welfare states have a detrimental impact on the well-being and development opportunities of children and young people.
Presenting a broad range of empirical and theoretical research conducted within a variety of institutional contexts – such as day care, school, and leisure pedagogy as well as in more domestic, disadvantaged settings – chapters analyse problems and issues which foster inequality within pedagogy and education in predominantly Danish, and more broadly Nordic, welfare state contexts. Using insights from various scientific disciplines such as psychology, sociology, and anthropology, the volume discusses how these processes are acted out not only within welfare education systems, but more broadly within social and educational policy legislation, directly affecting decisions taken for children and young people. Ultimately the volume looks to the wider international context to argue that inequality cannot be analysed solely in relation to income, and discusses different forms of inequality stemming from liberal, conservative, and social democratic welfare state regimes in order to recommend implications for future research.
This book will be of interest to researchers, academics, and postgraduate students in the fields of sociology of education, childhood education and social inequalities within education more broadly. Policy makers in these fields will also find the book useful.
Introduction
Chapter 1: Educational inequality in a Nordic welfare state normal
conditions, anomalies or paradoxes?
Chapter 2: Play, pedagogy, autism spectrum disorder, and inequality in Danish
early childhood education and care
Chapter 3: Inequality in intervention a social practice perspective on
intervention in the Danish primary school
Chapter 4: Social (in)justice in classrooms: How can teaching reach out to
all?
Chapter 5: Cross-professional inequality among teachers and pedagogues and
how it affects inclusive classrooms in Denmark
Chapter 6: Everyday life of ethnic minority children and youth in the Danish
welfare state based on the pedagogical work of the leisure club
Chapter 7: The significance of youth clubs in relation to young peoples
capacity for action
Chapter 8: Gang Exit and Forensic Psychiatry Counter-hegemonic Alternatives
in the Danish Welfare State
Chapter 9: Cripping the Architecture of Academic Ableism Advancing a critical
reconceptualisation of Universal Design in Danish higher education beyond
accommodation and checklistification
Chapter 10: Constructing The Other: Disabled Families Encounters with
Disablist Violence in the Danish Social Welfare System
Chapter 11: The social pedagogies of urban marginality
Chapter 12: Concluding analysis. Capitalism and the Future of the Welfare
State
Kirsten Elisa Petersen, PhD is Associate Professor and Director of Research programme Social Exclusion and Pedagogy in the Welfare State (SEP), Aarhus University, Denmark.
Niels Rosendal Jensen is Associate Professor and Head of Department of Educational Sociology, Danish School of Education, Aarhus University, Denmark.
Lisainfo e-raamatute kohta