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THE STATE, SCHOOLING, and IDENTITY Diversifying Education in Europe

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THE STATE, SCHOOLING, and IDENTITY Diversifying Education in Europe THE STATE, SCHOOLING, AND IDENTITY Diversifying Education in Europe KARI KANTASALMI; GUNILLA HOLM Education Dialogues with/in the Global South Education Dialogues with/in the Global South Series Editor Carol Reid Western Sydney University Penrith, New South Wales, Australia Aims of the Series In education, research related to equity and diversity has drawn largely on the- orists from the Global North. This series engages authors in considering how perspectives from the Global South can lead to new knowledge about educa- tion. The series harnesses comparative research across a range of diversities of people and place to generate new insights, and the re-theorization of educa- tion practice and policy. The series has a global focus, but there are a number of books that do this. What is unique about this series is that the focus is with/in the Global South. This means that the series aims to include current sociological research, theorizing and education policy debates from peoples, regions and countries that are defined as part of the Global South. Specifically, the Global South may be geographic, such as in the case of Oceania and South America but the Global South is also political, economic, cultural, theoreti- cal and so on. The series aims to begin a dialogue that brings contemporary sociological debate about ‘southern theory’ to education. More information about this series at http://www.springer.com/series/14960 Kari Kantasalmi • Gunilla Holm Editors The State, Schooling, and Identity Diversifying Education in Europe Editors Kari Kantasalmi Gunilla Holm University of Helsinki University of Helsinki Institute of Behavioural Sciences Institute of Behavioural Sciences Finland Nordic Centre of Excellence ‘Justice through Education’ Finland Education Dialogues with/in the Global South ISBN 978-981-10-1514-4 ISBN 978-981-10-1515-1 (eBook) DOI 10.1007/978-981-10-1515-1 Library of Congress Control Number: 2016958144 © The Editor(s) (if applicable) and The Author(s) 2017 This work is subject to copyright. All rights are solely and exclusively licensed by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or ­information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar ­methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. Cover image © Pinar Gözen Ercan Cover design by Oscar Spigolon Printed on acid-free paper This Palgrave Macmillan imprint is published by Springer Nature The registered company is Springer Nature Singapore Pte Ltd. The registered company address is: 152 Beach Road, #22-06/08 Gateway East, Singapore 189721, Singapore Acknowledgments We thank all the chapter authors for their contributions as well as willingness to work within quite stringent time limits. We also like to thank Carol Reid, the series editor, for inviting us to do this book. We are grateful to our col- leagues, the Institute of Behavioural Sciences and the Faculty of Behavioural Sciences at the University of Helsinki for their support for this book project. We thank the following people for stepping in at short notice to review some of the chapters—Paul Farber (Western Michigan University), Elina Lahelma (University of Helsinki), Jan-Erik Mansikka (University of Helsinki), Harriet Zilliacus (University of Helsinki), Criss Jones Díaz (University of Western Sydney) and Pigga Keskitalo (Saami University College). We also appreciate the technical and proofreading help we received from Mikael Kivelä and Mia Smeds. Johanna Roto has kindly modified the map used in Chap. 6. v Contents Introducing the Complexity of Educational Diversification 1 Kari Kantasalmi and Gunilla Holm Education and Nationalism in Scotland: Nationalism as a Governing Resource 25 Jenny Ozga Language, National Identity and School: The Role of the Catalan-Language Immersion Program in Contemporary Catalan Nationalism 41 Montserrat Clua i Fainé Geographical Divergences of Educational Credentials in the Modern Nation-State: A Case-Study of Belgium, 1961–2011 61 Raf Vanderstraeten and Frederik Van der Gucht Nationalism as a Positive Value? 79 Tetyana Koshmanova and Tetyana Ravchyna Saami Educational and Knowledge Claims in School Systems of the Nordic Countries 99 Irja Seurujärvi-Kari and Kari Kantasalmi vii viii Contents Differentiation and Diversification in Compulsory Education: A Conceptual Analysis 125 Lauri Ojalehto, Mira Kalalahti, Janne Varjo, and Sonja Kosunen Cultural Capital, Equality and Diversifying Education 149 Anna-Kaisa Berisha, Risto Rinne, Tero Järvinen, and Heikki Kinnari Discourses on Gender and Achievement in Lower Secondary Education 173 Elisabet Öhrn, Lisa Asp-Onsjö, and Ann-Sofie Holm Justice in Education in the Nordic Countries: Perspectives, Challenges and Possibilities 193 Dennis Beach Not All Students Are Equally Equal: Normality as Finnishness 213 Ina Juva and Gunilla Holm Index 233 Author Bios Lisa Asp-Onsjö is Associate Professor of Education in the Department of Pedagogical, Curricular and Professional Studies at the University of Gothenburg. Her research interest lies in the special education research field in general, with par- ticular focus on documentation and assessment. She also has an interest in the rela- tionship between gender and achievement in school. Dennis Beach is Professor of Education in the Department of Education and Special Education at the University of Gothenburg. His main research interests are in issues of education justice, education equity, and more broadly, the ethnography, sociology and politics of education. He has published quite extensively in these fields and is currently also Chief Editor of the Taylor and Francis jounal of Ethnography and Education. He is a team leader in the Nordic Centre of Excellence called Justice through Education in the Nordic Countries. Anna-Kaisa Berisha is a PhD student in the Centre for Research on Lifelong Learning and Education (CELE) and the Department of Education at the University of Turku. Her research interests include school choice policies and urban spatial seg- regation. She is also a member of the Nordic Centre of Excellence ‘Justice through Education in the Nordic Countries’. Montserrat Clua i Fainé is Associate Professor in the Department of Social and Cultural Anthropology at the Universitat Autònoma de Barcelona. Her research interests are in political anthropology, ethnicity and national identity, nationalism and theories of nationalism and Catalan nationalism. She is member of the research group Anthropology and History of the Construction of Social and Political Identities of the UAB and founding member of the research group Ciutadanies (Citizenships) in the Catalan Institute of Anthropology. She has been a visit- ing scholar at the London School of Economics and Politics and the University Rovira i Virgili in Spain. ix x Author Bios Ann-Sofie Holm is Associate Professor in the Department of Education and Special Education at University of Gothenburg, Sweden. Her main research interests con- cern aspects of gender and education, school choice and marketization of the Swedish education system. Currently, she is involved in a large ongoing research project called: ‘Inclusive and competitive? Upper secondary schools in the intersection of social inclusion and marketization’ funded by the Swedish Research Council. She is also a member of the Nordic Centre of Excellence ‘Justice through Education in the Nordic Countries’. Gunilla Holm is a Professor of Education in the Institute of Behavioural Sciences at the University of Helsinki and director of the Nordic Centre of Excellence ‘Justice through Education in the Noric Countries’ (http://blogs.helsinki.fi/just-ed/). Her research interests are focused on photography as a data collection method as well as on issues in education related to educational justice, race, ethnicity, class and gender. She has published widely on cultural diversity issues in education and on schooling in popular culture. She has co-edited several books, including Contemporary Youth Research: Local Expressions and Global Connections (2005) and Schooling in the Light of Popular Culture (1994). She has served on the European Educational Research Association board 2008–2014 and is a member of the Finnish Society of Sciences and Letters. Tero Järvinen is Assistant Professor and a youth researcher in the Department of Education at the University of Turku. His research interests are focused on education and labour market issues of young people. He has been working in the field of youth studies for 18 years and studied early school leaving, educational choices, educa- tional and labour market transitions, as well as educational and social exclusion of young people. He is also a member of the Nordic Centre
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