Název: Upper secondary school in Norway : discourses about dropout in White papers
Zdrojový dokument: Studia paedagogica. 2019, roč. 24, č. 2, s. [137]-150
Rozsah
[137]-150
-
ISSN1803-7437 (print)2336-4521 (online)
Trvalý odkaz (DOI): https://doi.org/10.5817/SP2019-2-6
Trvalý odkaz (handle): https://hdl.handle.net/11222.digilib/141287
Type: Článek
Jazyk
Licence: Neurčená licence
Upozornění: Tyto citace jsou generovány automaticky. Nemusí být zcela správně podle citačních pravidel.
Abstrakt(y)
This article investigates how two White Papers from the Norwegian Ministry of Education and Research, one from 1999 and one from 2017, articulate the concept of dropout. Bauman's concepts of strangers (Bauman, 1997) and retrotopia (Bauman, 2017) are used as a backdrop to support a broader understanding of the white papers' discourses. The article seeks to answer the following question: How has the concept of dropout been discursively articulated in political documents in Norway over two decades?
Reference
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[15] Markussen, E. (Ed.). (2010). Frafall i utdanning for 16–20 åringer i Norden [Dropout in education for 16–20 year-olds in the Nordic countries]. TemaNord (2010:517). København: Nordisk ministerråd.
[16] Norwegian Directorate for Education and Training [Utdanningsdirektoratet]. (2017). In English. Retrieved from https://www.udir.no/in-english/
[17] Norwegian Directorate for Education and Training [Utdanningsdirektoratet]. (n.d.). National curriculum for knowledge promotion in primary and secondary education and training – The quality framework. Retrieved from https://www.udir.no/globalassets/upload/larerplaner/fastsatte_lareplaner_for_kunnskapsloeftet/5/prinsipper_lk06_eng.pdf
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[19] Statistics Norway. (2004). Gjennomføring i videregående opplæring, 1998–2003 [Completion of upper secondary school, 1998–2003]. Oslo: Statistisk sentralbyrå. Retrieved from https://www.ssb.no/utdanning/statistikker/vgogjen/arkiv/2004-10-28#content
[20] Statistics Norway. (2018). Completion rates of pupils in upper secondary education. Oslo: Statistisk sentralbyrå [Statistics Norway]. Retrieved from https://www.ssb.no/en/utdanning/statistikker/vgogjen/aar
[21] Tjeldvoll, A. (2009). Enhetsskolen [The comprehensive school]. In Store norske leksikon [The Norwegian Encyclopaedia]. Oslo: Foreningen SNL - Store norske leksikon [The SNL Foundation]. Retrieved from https://snl.no/enhetsskole
[22] Villadsen, K. (2017). Michel Foucaults diskursanalyse [Michel Foucault's discourse analysis]. In M. Järvinen & N. Mik-Meyer (Eds.), Kvalitativ analyse—syv traditioner [Qualitative Analyses - seven traditions] (pp. 297–319). København: Hans Reitzels forlag.
[23] White paper no. 21: Lust to learn - Early effort and quality in school [Meld. St. 21: Lærelyst – tidlig innsats og kvalitet i skolen]. (2016–2017). Oslo: Kunnskapsdepartementet. Retrieved from https://www.regjeringen.no/contentassets/71c018d2f5ee4f7da7df44a6aae265bc/no/pdfs/stm201620170021000dddpdfs.pdf
[24] White paper no. 32: Upper secondary school [St. Meld. nr. 32: Videregående opplæring]. (1998–99). Oslo: Kunnskapsdepartementet. Retrieved from https://www.regjeringen.no/no/dokumenter/stmeld-nr-32-1998-99-/id192308/
[2] Bauman, Z. (1997). Postmodernity and its discontents. Cambridge: Polity Press.
[3] Bauman, Z. (2012). Liquid modernity. Cambridge: Polity Press.
[4] Bauman, Z. (2017). Retrotopia. Cambridge: Polity Press.
[5] Blegen, K. (1991). Veien videre til studie- og yrkeskompetanse for alle [The way onwards to study and work competence for all]. Oslo: Kirke-, utdannings- og forskningsdepartementet. Retrieved from https://www.nb.no/statsmaktene/nb/3e2a3a3c1be08692a1058e8b075 7e4e0?index=9#0
[6] Blossing, U., Imsen, G., & Moos, L. (2014). The Nordic education model: 'A school for all' encounters neo-liberal policy. Dordrecht: Springer.
[7] Cruickshank, J. (2012). The role of qualitative interviews in discourse theory. Critical Approaches to Discourse Analysis across Disciplines, 6(1), 38–52.
[8] Eriksen, O. (2010). Bortvalg, frafall eller utdanningsbrudd? Hvordan kan vi forhindre at ungdom bryter ut av videregående skole? Basert på intervjuer med nøkkelpersoner ved 6 videregående skoler i Østfold [Quitting-by-choice, dropout or break from education? How can we prevent that youth break out from upper secondary school? Based on interviews with key persons at 6 upper secondary schools in the county Østfold]. Research report 2010:12. Halden: Høgskolen i Østfold [Østfold University College]. Retrieved from https://brage.bibsys.no/xmlui/bitstream/handle/11250/148634/Hefte12-2010.pdf?sequence=1&isAllowed=y
[9] European Commission. (2015). Education & training 2020 schools policy: A whole school approach to tackling early school leaving. Policy messages. Brussels. Retrieved from https://ec.europa.eu/education/sites/education/files/document-library-docs/early-leaving-policy_en.pdf
[10] European Commission. (2017). Education and training monitor 2017. Luxembourg: Publications Office of the European Union. Retrieved from https://publications.europa.eu/en/publication-detail/-/publication/38e7f778-bac1-11e7-a7f8-01aa75ed71a1
[11] European Commission. (n.d.) Strategic framework for education & training 2020. Brussels. Retrieved from https://ec.europa.eu/education/policies/european-policy-cooperation/et2020-framework_en
[12] Foucault, M. (1972). The archaeology of knowledge. London: Routledge.
[13] Gisle, J. (2016). Melding til Stortinget. In Store norske leksikon// [The Norwegian Encyclopaedia]. Oslo: Foreningen SNL – Store norske leksikon [The SNL Foundation]. Retrieved from https://snl.no/melding_til_Stortinget
[14] Markussen, E. (Ed.). (2009). Videregående opplæring for (nesten) alle [Upper secondary education for (almost) all]. Oslo: Cappelen Akademisk.
[15] Markussen, E. (Ed.). (2010). Frafall i utdanning for 16–20 åringer i Norden [Dropout in education for 16–20 year-olds in the Nordic countries]. TemaNord (2010:517). København: Nordisk ministerråd.
[16] Norwegian Directorate for Education and Training [Utdanningsdirektoratet]. (2017). In English. Retrieved from https://www.udir.no/in-english/
[17] Norwegian Directorate for Education and Training [Utdanningsdirektoratet]. (n.d.). National curriculum for knowledge promotion in primary and secondary education and training – The quality framework. Retrieved from https://www.udir.no/globalassets/upload/larerplaner/fastsatte_lareplaner_for_kunnskapsloeftet/5/prinsipper_lk06_eng.pdf
[18] Phillips, L. & Jørgensen, M. W. (2002). Discourse analysis as theory and method. London: SAGE Publications Ltd.
[19] Statistics Norway. (2004). Gjennomføring i videregående opplæring, 1998–2003 [Completion of upper secondary school, 1998–2003]. Oslo: Statistisk sentralbyrå. Retrieved from https://www.ssb.no/utdanning/statistikker/vgogjen/arkiv/2004-10-28#content
[20] Statistics Norway. (2018). Completion rates of pupils in upper secondary education. Oslo: Statistisk sentralbyrå [Statistics Norway]. Retrieved from https://www.ssb.no/en/utdanning/statistikker/vgogjen/aar
[21] Tjeldvoll, A. (2009). Enhetsskolen [The comprehensive school]. In Store norske leksikon [The Norwegian Encyclopaedia]. Oslo: Foreningen SNL - Store norske leksikon [The SNL Foundation]. Retrieved from https://snl.no/enhetsskole
[22] Villadsen, K. (2017). Michel Foucaults diskursanalyse [Michel Foucault's discourse analysis]. In M. Järvinen & N. Mik-Meyer (Eds.), Kvalitativ analyse—syv traditioner [Qualitative Analyses - seven traditions] (pp. 297–319). København: Hans Reitzels forlag.
[23] White paper no. 21: Lust to learn - Early effort and quality in school [Meld. St. 21: Lærelyst – tidlig innsats og kvalitet i skolen]. (2016–2017). Oslo: Kunnskapsdepartementet. Retrieved from https://www.regjeringen.no/contentassets/71c018d2f5ee4f7da7df44a6aae265bc/no/pdfs/stm201620170021000dddpdfs.pdf
[24] White paper no. 32: Upper secondary school [St. Meld. nr. 32: Videregående opplæring]. (1998–99). Oslo: Kunnskapsdepartementet. Retrieved from https://www.regjeringen.no/no/dokumenter/stmeld-nr-32-1998-99-/id192308/