Abstract
Nordic Education Acts promote the value of justice and equal educational opportunities for all and the education systems in these countries are often described as the most equitous and socially just in the world according to recent OECD rankings. However, there is a question mark as to whether such an accolade is fully deserved. This is the main concern of the present chapter, which suggests that the justice that the Nordic countries are claimed to develop is questionable, both at the level of theories of justice and their assumptions, and in terms of practices and outcomes. Fraser’s notion of a critical theory of recognition has been of importance in the analysis behind the chapter along with several important neo-Marxian concepts.
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Beach, D. (2017). Justice in Education in the Nordic Countries: Perspectives, Challenges and Possibilities. In: Kantasalmi, K., Holm, G. (eds) The State, Schooling and Identity. Education Dialogues with/in the Global South. Palgrave Macmillan, Singapore. https://doi.org/10.1007/978-981-10-1515-1_10
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DOI: https://doi.org/10.1007/978-981-10-1515-1_10
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