https://journals.hioa.no/index.php/nordiccie/issue/feed Nordic Journal of Comparative and International Education (NJCIE) 2019-07-09T11:35:28+02:00 Halla Holmarsdottir hallab@oslomet.no Open Journal Systems <p><em>Nordic Journal of Comparative and International Education (NJCIE) </em>is the only journal in the Nordic countries specifically addressing themes within our field and serves as a connecting node for comparative scholars in, or interested in, the region. We invite papers that&nbsp;seek to analyze educational discourse, policy and practice and their implications for teaching and learning, and particularly invites papers investigating topics through an interdisciplinary lens focusing on new insights and fostering critical debate about the role of education in diverse societies. <em>NJCIE</em> is concerned with the interplay of local, national, regional and global contexts shaping education. The ways in which local understandings can bring to light the trends, effects and influences that exist in different contexts globally highlight the general understanding of Comparative and International Education in <em>NJCIE</em>.</p> <p><em>NJCIE</em> invites Nordic and international contributions alike. The journal includes research from all geographic regions in the world. The journal invites contributions in English and all official Nordic languages. <em>NJCIE</em> aims for four issues per year.</p> https://journals.hioa.no/index.php/nordiccie/article/view/3355 PhD revisited: Students’ Perceptions of Democracy, Politics, and Citizenship Preparation and Implications for Social Studies Education 2019-07-09T11:29:12+02:00 Nora Elise Hesby Mathé n.e.h.mathe@ils.uio.no <p>While several studies have investigated young people’s attitudes towards and participation in democracy and politics, as well as the influence of citizenship education on young people’s political participation, few studies have explored students’ perceptions of the concepts of democracy and politics and their own perceptions of citizenship education. The purpose of this study is to investigate the theme of democracy and politics in social studies in upper secondary school. Methodologically, this study relied on multiple methods of data collection and analysis to investigate students’ perceptions: Qualitative focus groups and interviews and a quantitative survey. To analyse students’ perceptions, I drew on citizenship education literature, focusing on the role and teaching of school subjects such as social studies, as well as political theory, focusing on theoretical perspectives on the concepts of democracy and politics. The findings show that the students perceived ‘democracy’ and ‘politics’ both in terms of top-down notions of government and other political institutions and bottom-up perspectives focused on discussions and other non-institutional aspects of democratic politics. Moreover, the findings indicate that students perceived social studies as valuable in terms of preparing them for current and future citizenship and that their enjoyment and aspects of instruction were most strongly associated with these perceptions.</p> 2019-07-03T00:00:00+02:00 Copyright (c) 2019 Nora Elise Hesby Mathé https://journals.hioa.no/index.php/nordiccie/article/view/3332 Discrepancies in school staff’s awareness of bullying 2019-07-09T11:29:39+02:00 Ingunn Marie Eriksen imer@oslomet.no Lihong Huang lhuang@oslomet.no <p>Bullying is a severe problem for school students in many education systems. We know that the role of principals and teachers is vital for detecting and following up on bullying, and for implementing appropriate measures. Staff awareness of bullying in schools is commonly reported to be far lower than students’ own reports, but this is rarely studied from a comparative perspective. This study assesses reported bullying from the perspectives of students, teachers and principals in schools in Denmark, Finland, Norway and Sweden. We examine the association between the school administration’s awareness of bullying among their pupils, student reports of bullying, and the information and measures put in place at schools in each country. We use comparative analyses of the International Civic and Citizen-ship Education Study (ICCS 2016) data from Denmark, Finland, Norway and Sweden (students, N = 18,962; teachers, N = 6,119; school principals, N = 630). The prevalence of students’ reports of bullying are similar across the four countries, but we find large discrepancies in the prevalence of bullying re-ported by students, teachers and principals. Whereas Norwegian schools are most active in employing measures to inform and raise awareness about bullying for staff, parents and students, Finnish teachers and principals were observed to be far more aware of their students’ bullying than their Nordic counter-parts.</p> <p>&nbsp;</p> 2019-06-24T00:00:00+02:00 Copyright (c) 2019 Ingunn Marie Eriksen, Lihong Huang https://journals.hioa.no/index.php/nordiccie/article/view/3313 The dilemma of teaching with digital technologies in developing countries: Experiences of art and design teacher educators in Uganda 2019-07-09T11:30:06+02:00 Wycliff Edwin Tusiime wycliffdux@yahoo.com Monica Johannesen monicajo@oslomet.no Gréta Björk Guðmundsdóttir gretag@ils.uio.no <p>This case study explores how teacher educators use digital technologies in teaching Art and Design (A&amp;D) in a developing country. It uses semi-structured interviews and non-participant observations to gather qualitative data from teacher educators at two teacher training institutions in central Uganda. To understand the actual use of technologies by teacher educators in the A&amp;D classroom, analysis of the data employed concepts from van Dijk’s resources and appropriation theory (RAT) and Mishra and Koehler’s TPACK framework. The findings indicate that low digital competence among teacher educators and insufficient access to appropriate hardware, software and the Internet means that A&amp;D teacher educators in Uganda only occasionally use digital technologies in the classroom. Instead, teacher educators use non-professional software such as Microsoft Office to teach Art and Design subjects. The findings further confirm teacher educators’ limited awareness of the relationship between technology, pedagogy and content knowledge in the Art and Design classroom. Insufficient access to adequate digital resources, skills and knowledge explains the low creative use of digital technologies in teaching A&amp;D lessons.</p> 2019-06-13T00:00:00+02:00 Copyright (c) 2019 Wycliff Edwin Tusiime, Monica Johannesen, Gréta Björk Guðmundsdóttir https://journals.hioa.no/index.php/nordiccie/article/view/2659 University Curriculum in Special Teacher Education in Finland and Sweden 2019-07-09T11:30:33+02:00 Marjatta Takala marjatta.takala@oulu.fi Marie Nordmark mnr@du.se Karin Allard karin.allard@oru.se <p><em>The education of special teachers’ is seldom studied, and when it is examined, it is compared primarily with general teacher education. The written academic curricula reflect </em><em>scientific, professional, social, and ethical</em><em> values, goals, and competences in education, school and society. This study analyses the special teacher education (STE) curricula from six Finnish and seven Swedish universities. The results show that Finnish STE curricula consists of 60 credits over one year , while the Swedish curricula comprises 90 credits over 1.5 years. Finnish STE can be called a “combo degree,” which addressed various learning difficulties, and Swedish STE transformed it into a specialization, with five different options. Teaching practice is essential in Finnish education, but does not exists as such in Sweden. Inclusive elements are somewhat present in the curricula, often in the form of co-operation. The core contents in these two countries are discussed and compared. </em></p> 2019-05-28T15:19:34+02:00 Copyright (c) 2019 Marjatta Takala https://journals.hioa.no/index.php/nordiccie/article/view/3197 Anmeldelse av temanummer i Tidsskrift for ungdomsforskning: 2019-07-09T11:31:02+02:00 Evy Jøsok evy.josok@oslomet.no 2019-05-28T00:00:00+02:00 Copyright (c) 2019 Evy Jøsok https://journals.hioa.no/index.php/nordiccie/article/view/2850 Immigrant Students’ Experiences of Higher Education in Iceland: Why Does Culturally Responsive Teaching Matter? 2019-07-09T11:31:30+02:00 Artem Ingmar Benediktsson artem@hi.is Anna Katarzyna Wozniczka akw1@hi.is Anh Dao Katrín Tran adt@hi.is Hanna Ragnarsdóttir hannar@hi.is <p class="Abstract"><span lang="EN-GB">The paper is based on the first, extensive, qualitative study on immigrant students’ experiences of university education in Iceland. The theoretical framework is based on culturally responsive teaching that derives from multicultural education theory which focuses on analysing the position of minority groups, including immigrants in societies with special attention to their access to education. According to the theory, culturally responsive teaching methods and balanced workload based on the students’ language abilities, previous experiences and background have positive effects on the immigrant students’ well-being and generally contribute to their sense of belonging in the universities (e.g. Gay, 2018; Nieto, 2010). The participants of the study are 41 immigrant university students who participated in focus group and individual interviews. The findings show that despite the fact that culturally responsive teaching as an established teaching method is still an uncommon phenomenon in Icelandic universities, the students’ experiences are highly positive, even when culturally responsive teaching is applied unsystematically by some teachers. Furthermore, the findings reveal that the students especially valued an atmosphere of care, trust and power-sharing in the classroom. The study makes a significant contribution to understanding immigrant students’ experiences of the education process in Icelandic universities that currently emphasise the importance of multicultural education and pay special attention to providing equal rights to education to everyone regardless of their origin. Furthermore, the study is relevant from a comparative perspective and contributes to the general discussion about immigrant students in higher education in Europe.</span></p> 2019-05-28T00:00:00+02:00 Copyright (c) 2019 Artem Ingmar Benediktsson, Anna Katarzyna Wozniczka, Anh Dao Katrin Tran, Hanna Ragnarsdottir https://journals.hioa.no/index.php/nordiccie/article/view/3364 Editorial 2019-07-09T11:31:56+02:00 Halla B. Holmarsdottir hallab@oslomet.no Heidi Biseth Heidi.Biseth@usn.no 2019-05-15T11:26:03+02:00 Copyright (c) 2019 Halla B. Holmarsdottir, Heidi Biseth https://journals.hioa.no/index.php/nordiccie/article/view/3027 A theoretical approach to understanding the global/local nex-us: the adoption of an institutional logics framework. 2019-07-09T11:32:23+02:00 Karen Parish karen.parish@inn.no <p>This paper takes as its starting point the theoretical debate within the field of Comparative and International Education surrounding the way in which the global/local nexus is understood and researched. Attempting to move the debate forward, the paper introduces the institutional logics approach as one way in which the global/local nexus can be explored. Institutional logics focus on how belief systems shape and are shaped by individuals and organisations. A framework, based on the institutional logics approach, is presented in this paper taking the phenomena of human rights education as an illustration. The author proposes that by adopting an institutional logics approach and framework we can gain a better theoretical and empirical understanding of the global/local nexus and at the same time provide a much needed bridge between the opposing views within this ongoing debate within the field of Comparative and International education.</p> <p>&nbsp;</p> 2019-05-09T00:00:00+02:00 Copyright (c) 2019 Karen Parish https://journals.hioa.no/index.php/nordiccie/article/view/2871 Teachers’ professional development and an open classroom climate 2019-07-09T11:32:49+02:00 Aihua Hu aihu@hvl.no Lihong Huang lhuang@oslomet.no <p>This article examines teachers’ professional development (PD) in terms of content knowledge and teaching methods, their sense of preparedness in teaching, and their teaching practice of civic and citizenship education (CCE) in lower secondary schools in Norway, Sweden, South Korea, and Taiwan, and how these variables influence students’ experience of classroom climate. We use data from the International Civic and Citizenship Education Study (ICCS 2016) initiated by the International Association for the Evaluation of Educational Achievement (IEA). ICCS 2016 data from these four places contain responses from teachers (N=7,159), and students (N=16, 089; average age =14.4 years) from 558 schools. We find that the more PD training on CCE topics and teaching methods teachers receive, the higher their sense of preparedness in teaching CCE in all four education systems. We also find that students of different cultures have different experiences about open classroom climates despite that teacher’s in the four places have utilized the same teaching approaches.</p> 2019-04-04T09:57:07+02:00 Copyright (c) 2019 Aihua Hu, Lihong Huang https://journals.hioa.no/index.php/nordiccie/article/view/2441 Hva slags medborger? 2019-07-09T11:33:15+02:00 Emil Sætra emil.satra@mf.no Janicke Heldal Stray Janicke.H.Stray@mf.no <p>In this article, we explore teachers’ ideas about teaching for democratic citizenship. In short, we want to understand “what kind of citizen” teachers aim to educate. We ground our study in three ideal types that represent different ways of understanding what education for democratic citizenship education revolves around: politically informed citizenship (politisk informert medborgerskap), rational autonomous citizenship (rasjonelt autonomt medborgerskap), and socially intelligent citizenship (sosialt intelligent medborgerskap). A first finding is that teacher emphasize that students should acquire knowledge that they can make use of as democratic citizens. Teachers are preoccupied with making students politically informed. A second finding is, however, that teachers understand democratic citizenship education as something more than just knowledge acquisition. One purpose that holds high priority with the teachers is that students should learn how to think critically; to become rationally autonomous. The pedagogical implication of this view is that students should acquire knowledge, skills, and attitudes that helps realize this ambition. This interpretation of what democratic citizenship is moves beyond being able to make an informed choice between different alternatives or representatives. In the last part of the article education for democratic citizenship is discussed in light of the third category; the socially intelligent citizen. We find that while teachers put much emphasis on knowledge and critical thinking, there is little emphasis on participation in democratic practices. We thus conclude that teachers talk about schooling as a tool for democracy much more than they talk about democracy as an ideal or model for schooling.</p> <p>&nbsp;</p> 2019-03-25T15:24:37+01:00 Copyright (c) 2019 Emil Sætra, Janicke Heldal Stray https://journals.hioa.no/index.php/nordiccie/article/view/2440 Læreplan og demokrati 2019-07-09T11:33:41+02:00 Emil Sætra emil.satra@mf.no Janicke Heldal Stray Janicke.H.Stray@mf.no <p>In this article, we examine how social studies teachers’ say they interpret and use different parts of the curriculum in order to teach for democracy. The empirical material of the study is based on a questionnaire and semi-structured interviews with teachers in secondary school in Norway. We present three main find-ings. A first finding is that most social studies teachers plan their instruction based on the subject-specific competence aims. For most teachers, the general part of the curriculum, where democratic education is highlighted, does not constitute an articulated part of instruction. Some teachers feel, however, that they still work in accord with this part of the curriculum, but in a way better described as tacit. A second finding is that teachers agree that the subject-specific competence aims are comprehensive and that many teachers agree they are too comprehensive. A third finding is that the teachers disagree about whether conditions for democratic citizenship education are adequate or not. We suggest two inter-related reasons for this disa-greement. One reason is somewhat different interpretations of and emphasis put on the mandate to teach for democracy by different teachers. A second reason is differences in pedagogy and school culture.</p> 2019-03-15T09:39:22+01:00 Copyright (c) 2019 Emil Sætra, Janicke Heldal Stray https://journals.hioa.no/index.php/nordiccie/article/view/3203 Editorial 2019-07-09T11:34:07+02:00 Idunn Seland idunn.seland@oslomet.no 2019-03-05T11:18:39+01:00 Copyright (c) 2019 Idunn Seland https://journals.hioa.no/index.php/nordiccie/article/view/2685 Undervisning og veiledning ved studentopphold i utviklingsland 2019-07-09T11:34:33+02:00 Ragnhild Dybdahl ragndy@oslomet.no Astrid Christensen astridch@oslomet.no <p>We reflect on our experiences supervising students from Norwegian universities when they have intern-ships or do research projects in vulnerable contexts or low- and middle income countries (LMIC). Such stays may provide great opportunities for learning and for engaging in global action for sustainable devel-opment. However, there are also a number of challenges, including; unpredictability; poor governance and lack of available welfare structures; safety and security risks; as well as inequality and power differ-ences. We discuss the necessary preparation and supervision of students. Major questions are when, where and how to engage. Lessons learnt from international development cooperation appear useful, including relevance of activity, effectiveness and, efficiency, and sustainability. The choice of site and activity emerges as a primary concern; in particular partnerships and partner assessment. The role and responsibility of the university and the hosts in developing countries are central. Based on these reflections and our ex-periences, we propose a checklist to be used in selecting sites and assessing student projects suitability.</p> 2018-12-17T11:11:16+01:00 Copyright (c) 2018 Ragnhild Dybdahl, Astrid Christensen https://journals.hioa.no/index.php/nordiccie/article/view/2796 Student Teachers Promoting Democratic Engagement Using Social Media in Teaching 2019-07-09T11:35:00+02:00 Heidi Biseth heidi.biseth@usn.no Janne Madsen janne.madsen@usn.no Ingrid Reite Christensen Ingrid.Reite@usn.no <p>In this study, we address how student teachers can facilitate democratic engagement in school. The demo-cratic engagement is seen through the lenses of an increasingly digital world through which both teachers and children live in. 42 third-year student teachers systematically prepared to use social media as an illus-trative pedagogical tool in their practice placement period. By using the notions of “thin” and “thick” de-mocracy, we are analyzing student teachers’ understanding of democracy and democratic engagement. Our findings suggest that the students view democracy in a thin way, and this lack of democratic competence may influence their classroom practices as future teachers. The Council of Europe’s Reference Framework of Competences for Democratic Culture was used to analyse the student teachers’ competence to connect the use of social media as a digital and pedagogical tool in promoting democratic engagement. The findings disclose that students vary in their capacity to make use of social media when promoting democratic en-gagement. In our closing discussion, we argue that these results, primarily, pose serious challenges for teacher education.</p> 2018-12-17T11:05:21+01:00 Copyright (c) 2018 Heidi Biseth, Janne Madsen, Ingrid Reite Christensen https://journals.hioa.no/index.php/nordiccie/article/view/2762 Appraising the Ingredients of the Interpreter/Researcher Relationship 2019-07-09T11:35:28+02:00 Supriya Baily sbaily1@gmu.edu <p>In this study, we address how student teachers can facilitate democratic engagement in school. The demo-cratic engagement is seen through the lenses of an increasingly digital world through which both teachers and children live in. 42 third-year student teachers systematically prepared to use social media as an illus-trative pedagogical tool in their practice placement period. By using the notions of “thin” and “thick” de-mocracy, we are analyzing student teachers’ understanding of democracy and democratic engagement. Our findings suggest that the students view democracy in a thin way, and this lack of democratic competence may influence their classroom practices as future teachers. The Council of Europe’s Reference Framework of Competences for Democratic Culture was used to analyse the student teachers’ competence to connect the use of social media as a digital and pedagogical tool in promoting democratic engagement. The findings disclose that students vary in their capacity to make use of social media when promoting democratic en-gagement. In our closing discussion, we argue that these results, primarily, pose serious challenges for teacher education.</p> 2018-12-17T10:56:23+01:00 Copyright (c) 2018 Supriya Baily