Rethinking Education in Light of Global Challenges Scandinavian Perspectives on Culture, Society, and the Anthropocene

Rethinking Education in Light of Global Challenges discusses challenges to education in Scandinavian welfare states due to global trends like migration, neoliberal strategies, and the exploitation of nature. This anthology comprises case studies, theoretical articles, and reflective studies, grouped under the headings of Culture, Society, and the Anthropocene. This book directly addresses three interrelated global events and their implications for education as seen from Scandinavian perspectives: migration flows, increased cultural diversity, and (post)nationalism; the erosion of the welfare state and the global rise of neoliberalism; and the Anthropocene and environmental challenges arising in the wake of the global exploitation of natural ecosystems. In case studies, theoretical articles, and reflective studies, researchers from Nordic countries explore how education, education policy, and educational thinking in these countries are affected by these global trends, bringing to the fore the different roles education can play in addressing the various issues and different ways of reimagining education. This authoritative volume will be of great interest to researchers, academics, and students in the fields of sociology of education, migration and education, environmental education, and educational politics.

Introduction Karen Bjerg Petersen, Kerstin von Brömssen, Gro Hellesdatter Jacobsen, Jesper Garsdal, Michael Paulsen and Oleg Koefoed PART I: CULTURE 1. Multicultural Education, Learnification, and Bildung in a Nordic Perspective Gro Hellesdatter Jacobsen 2. Educating for Diversity: A Balancing Act Tine Brøndum 3. Bridges or Breaches? A Case Study on the Experiences of Inclusion of Bilingual Teachers Frédérique Brossard Børhaug and Ingrid Helleve 4. "A Blind Spot": Reproduction of Racism in Educational Landscapes Kerstin von Brömssen, Helena Korp, Karin Flensner and Signild Risenfors 5. Students’ Dialogical Formation in an International Programme within Kindergarten Teacher Education Ruth Ingrid Skoglund, Aihua Hu and Åsta Birkeland 6. Transcending the National Sense of Place and Belonging? Place-Identity Politics in Transnational Higher Education Jin Hui Li PART II: SOCIETY 7. The Purpose of Education and the Future of Bildung Hanne Riese and Line Hilt 8. Bildung Versus the Entrepreneurial Self: Pedagogical Strategies Towards a Bildungorientated Pedagogy David Kergel 9. Critical Thinking and Bildung Tomas Stølen 10. Thresholds of Dialogue in an Age of Rage and Resentment Torgeir Skorgen 11. Bildung and No-Self Oddbjørn Ørbech Jensen 12. Global Citizenship Education, Internationalisation and Global Concerns: Reflections from Denmark Karen Bjerg Petersen 13. Bildung as Related to Free Play, Economics and Social Sculpture Jesper Garsdal PART III: ANTHROPOCENE 14. Amor Mundi (Love of the World) in the Anthropocene: Arendt and the Question of Sustainable Education Lars Petter Storm Torjussen and Line Hilt 15. The Name of the World is Chaos: Learning in the Anthropocene Oleg Koefoed and Thomas Burø 16. From Late Holocene to Early Anthropocene Educational Thinking (Humanism Revisited) Michael Paulsen 17. Cautiousness as a New Pedagogical Ideal in the Anthropocene Michael Paulsen In Conclusion: Are you Awake, Yet? Carl-Anders Safström

Karen Bjerg Petersen is Associate Professor at the Danish School of Education in Aarhus, Aarhus University, Denmark. Her research areas are globalisation, education policy, diversity, vulnerable youth, and alternative educational settings. Kerstin von Brömssen is Professor in Educational Science at University West, Trollhättan, Sweden. Her research interests are in the intersections of religion, ethnicity, gender, migration and education, curriculum theory, social justice, teacher education, and qualitative research method(ologies). Gro Hellesdatter Jacobsen is Associate Professor at University of Southern Denmark, Denmark. Her research interests are ethnic minorities and intercultural pedagogy and contemporary diagnoses of pedagogical and political tendencies. Jesper Garsdal is Reader (Docent) at Via University College, Aarhus, Denmark. His research areas are global and intercultural philosophy, philosophy of education and the global diversity of ideals of edification, philosophies of imagination, and existence. Michael Paulsen is Associate Professor at University of Southern Denmark, Denmark. His research focuses on the ontology and axiology of education. Currently he is working on developing a new understanding of education situated in the Anthropocene. Oleg Koefoed, Action-Philosopher, Denmark, is exploring possibilities of participation in urban planning and greening, based on the local action and shared reflection. He is the author of a series of publications related to participatory urban nature making, placemaking, and sustainable cities.