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Based in the philosophy of critical realism, this book employs a
range of Margaret Archer’s theoretical concepts to investigate
temporal and spatial aspects of Norwegian education. Stemming from
Archer’s engagement as visiting professor from 2017 to 2019 in
the Department of Education at UiT The Arctic University of Norway,
the book explores a new area for critical realist theorizing by
asking how different spatial contexts affect the workings of the
system. The various chapters employ diverse sets of Archer’s
theoretical concepts; from morphogenetic cycles and the emergence
of educational systems at the macro level, to the exercise of
reflexivity among individual school leaders and students at the
micro level. In contrast to the focus on educational homogeneity
and similarity among Nordic and Scandinavian countries, and
promotion of the conception of the ‘Nordic Model’, this book
draws attention to differences between these nations as well as
regional differences within Norway. As such, it will appeal to
scholars with interests in education, sociology, critical realism,
educational sciences and pedagogy, education history and political
science as well those with a specific interest in the Nordic
region.
Based in the philosophy of critical realism, this book employs a
range of Margaret Archer's theoretical concepts to investigate
temporal and spatial aspects of Norwegian education. Stemming from
Archer's engagement as visiting professor from 2017 to 2019 in the
Department of Education at UiT The Arctic University of Norway, the
book explores a new area for critical realist theorizing by asking
how different spatial contexts affect the workings of the system.
The various chapters employ diverse sets of Archer's theoretical
concepts; from morphogenetic cycles and the emergence of
educational systems at the macro level, to the exercise of
reflexivity among individual school leaders and students at the
micro level. In contrast to the focus on educational homogeneity
and similarity among Nordic and Scandinavian countries, and
promotion of the conception of the 'Nordic Model', this book draws
attention to differences between these nations as well as regional
differences within Norway. As such, it will appeal to scholars with
interests in education, sociology, critical realism, educational
sciences and pedagogy, education history and political science as
well those with a specific interest in the Nordic region.
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