The Morphogenesis of the Norwegian Educational System: Emergence and Development from a Critical Realist Perspective [Paperback]

Based in the philosophy of critical realism, this book employs a range of Margaret Archers theoretical concepts to investigate temporal and spatial aspects of Norwegian education. Stemming from Archers 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 Archers 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 Archers theoretical concepts, from morphogenetic cycles and the emergence of educational systems at the macro level, to the exercise of reflexivity among individuals at the micro level, to investigate temporal and spatial aspects of Norwegian education.

1. Introduction  Part I: Morphogenetic cycles, the contextualization of education and educational development  2. The structures of state educational systems and why they matter: Norway and Denmark compared  3. A letter by the S?mi Lutheran missionary Thomas von Westen: A critical realist perspective on contextualization  4. Vls