Table Of ContentTHE STATE, SCHOOLING,
AND IDENTITY
Diversifying Education in Europe
KARI KANTASALMI; GUNILLA HOLM
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Education Dialogues with/in the Global South
Series Editor
Carol Reid
Western Sydney University
Penrith, New South Wales, Australia
Aims of the Series
In education, research related to equity and diversity has drawn largely on the-
orists from the Global North. This series engages authors in considering how
perspectives from the Global South can lead to new knowledge about educa-
tion. The series harnesses comparative research across a range of diversities of
people and place to generate new insights, and the re-theorization of educa-
tion practice and policy. The series has a global focus, but there are a number
of books that do this. What is unique about this series is that the focus is
with/in the Global South. This means that the series aims to include current
sociological research, theorizing and education policy debates from peoples,
regions and countries that are defined as part of the Global South. Specifically,
the Global South may be geographic, such as in the case of Oceania and South
America but the Global South is also political, economic, cultural, theoreti-
cal and so on. The series aims to begin a dialogue that brings contemporary
sociological debate about ‘southern theory’ to education.
More information about this series at
http://www.springer.com/series/14960
Kari Kantasalmi • Gunilla Holm
Editors
The State, Schooling,
and Identity
Diversifying Education in Europe
Editors
Kari Kantasalmi Gunilla Holm
University of Helsinki University of Helsinki
Institute of Behavioural Sciences Institute of Behavioural Sciences
Finland Nordic Centre of Excellence ‘Justice through
Education’
Finland
Education Dialogues with/in the Global South
ISBN 978-981-10-1514-4 ISBN 978-981-10-1515-1 (eBook)
DOI 10.1007/978-981-10-1515-1
Library of Congress Control Number: 2016958144
© The Editor(s) (if applicable) and The Author(s) 2017
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Acknowledgments
We thank all the chapter authors for their contributions as well as willingness
to work within quite stringent time limits. We also like to thank Carol Reid,
the series editor, for inviting us to do this book. We are grateful to our col-
leagues, the Institute of Behavioural Sciences and the Faculty of Behavioural
Sciences at the University of Helsinki for their support for this book project.
We thank the following people for stepping in at short notice to review some
of the chapters—Paul Farber (Western Michigan University), Elina Lahelma
(University of Helsinki), Jan-Erik Mansikka (University of Helsinki), Harriet
Zilliacus (University of Helsinki), Criss Jones Díaz (University of Western
Sydney) and Pigga Keskitalo (Saami University College). We also appreciate
the technical and proofreading help we received from Mikael Kivelä and Mia
Smeds. Johanna Roto has kindly modified the map used in Chap. 6.
v
Contents
Introducing the Complexity of Educational Diversification 1
Kari Kantasalmi and Gunilla Holm
Education and Nationalism in Scotland: Nationalism
as a Governing Resource 25
Jenny Ozga
Language, National Identity and School: The Role
of the Catalan-Language Immersion Program in Contemporary
Catalan Nationalism 41
Montserrat Clua i Fainé
Geographical Divergences of Educational Credentials
in the Modern Nation-State: A Case-Study of Belgium,
1961–2011 61
Raf Vanderstraeten and Frederik Van der Gucht
Nationalism as a Positive Value? 79
Tetyana Koshmanova and Tetyana Ravchyna
Saami Educational and Knowledge Claims in School Systems
of the Nordic Countries 99
Irja Seurujärvi-Kari and Kari Kantasalmi
vii
viii Contents
Differentiation and Diversification in Compulsory Education:
A Conceptual Analysis 125
Lauri Ojalehto, Mira Kalalahti, Janne Varjo, and Sonja Kosunen
Cultural Capital, Equality and Diversifying Education 149
Anna-Kaisa Berisha, Risto Rinne, Tero Järvinen,
and Heikki Kinnari
Discourses on Gender and Achievement
in Lower Secondary Education 173
Elisabet Öhrn, Lisa Asp-Onsjö, and Ann-Sofie Holm
Justice in Education in the Nordic Countries:
Perspectives, Challenges and Possibilities 193
Dennis Beach
Not All Students Are Equally Equal: Normality as Finnishness 213
Ina Juva and Gunilla Holm
Index 233
Author Bios
Lisa Asp-Onsjö is Associate Professor of Education in the Department of
Pedagogical, Curricular and Professional Studies at the University of Gothenburg.
Her research interest lies in the special education research field in general, with par-
ticular focus on documentation and assessment. She also has an interest in the rela-
tionship between gender and achievement in school.
Dennis Beach is Professor of Education in the Department of Education and
Special Education at the University of Gothenburg. His main research interests are in
issues of education justice, education equity, and more broadly, the ethnography,
sociology and politics of education. He has published quite extensively in these fields
and is currently also Chief Editor of the Taylor and Francis jounal of Ethnography
and Education. He is a team leader in the Nordic Centre of Excellence called Justice
through Education in the Nordic Countries.
Anna-Kaisa Berisha is a PhD student in the Centre for Research on Lifelong
Learning and Education (CELE) and the Department of Education at the University
of Turku. Her research interests include school choice policies and urban spatial seg-
regation. She is also a member of the Nordic Centre of Excellence ‘Justice through
Education in the Nordic Countries’.
Montserrat Clua i Fainé is Associate Professor in the Department of Social and
Cultural Anthropology at the Universitat Autònoma de Barcelona. Her research
interests are in political anthropology, ethnicity and national identity, nationalism
and theories of nationalism and Catalan nationalism. She is member of the research
group Anthropology and History of the Construction of Social and Political
Identities of the UAB and founding member of the research group Ciutadanies
(Citizenships) in the Catalan Institute of Anthropology. She has been a visit-
ing scholar at the London School of Economics and Politics and the University
Rovira i Virgili in Spain.
ix
x Author Bios
Ann-Sofie Holm is Associate Professor in the Department of Education and Special
Education at University of Gothenburg, Sweden. Her main research interests con-
cern aspects of gender and education, school choice and marketization of the Swedish
education system. Currently, she is involved in a large ongoing research project called:
‘Inclusive and competitive? Upper secondary schools in the intersection of social
inclusion and marketization’ funded by the Swedish Research Council. She is also a
member of the Nordic Centre of Excellence ‘Justice through Education in the Nordic
Countries’.
Gunilla Holm is a Professor of Education in the Institute of Behavioural Sciences at
the University of Helsinki and director of the Nordic Centre of Excellence ‘Justice
through Education in the Noric Countries’ (http://blogs.helsinki.fi/just-ed/). Her
research interests are focused on photography as a data collection method as well as
on issues in education related to educational justice, race, ethnicity, class and gender.
She has published widely on cultural diversity issues in education and on schooling
in popular culture. She has co-edited several books, including Contemporary Youth
Research: Local Expressions and Global Connections (2005) and Schooling in the Light
of Popular Culture (1994). She has served on the European Educational Research
Association board 2008–2014 and is a member of the Finnish Society of Sciences and
Letters.
Tero Järvinen is Assistant Professor and a youth researcher in the Department of
Education at the University of Turku. His research interests are focused on education
and labour market issues of young people. He has been working in the field of youth
studies for 18 years and studied early school leaving, educational choices, educa-
tional and labour market transitions, as well as educational and social exclusion
of young people. He is also a member of the Nordic Centre of Excellence ‘Justice
through Education in the Nordic Countries’.
Ina Juva is a PhD student in the Institute of Behavioural Sciences at the University
of Helsinki. She has been working with critical and anarchist pedagogy themes and
projects in Mexico and Finland. She is doing her doctoral research on the con-
structions of normality and marginalization in a Finnish secondary school. She
is also a member of the Nordic Centre of Excellence ‘Justice through Education
in the Nordic Countries’.
Mira Kalalahti is Post-doctoral Researcher in the Research Unit Focusing on the
Sociology and Politics of Education at the Department of Teacher Education,
University of Helsinki, Finland. Her research interests involve sociology of educa-
tion, especially questions concerning the equality of educational opportunities and
educational transitions.
Kari Kantasalmi is a sociologist of education with a cross-disciplinary research pro-
file focusing on boundary issues in the organization of education and schooling. He
