Rethinking Education in Light of Global Challenges Scandinavian Perspectives on Culture, Society, and the Anthropocene Routledge Research in Education, Society and the Anthropocene Series

Rethinking Education in Light of Global Challenges discusses challenges to education in Scandinavian welfare states due to global trends like migration, neoliberal strategies, and the exploitation of nature. This anthology comprises case studies, theoretical articles, and reflective studies, grouped under the headings of Culture, Society, and the Anthropocene.

This book directly addresses three interrelated global events and their implications for education as seen from Scandinavian perspectives: migration flows, increased cultural diversity, and (post)nationalism; the erosion of the welfare state and the global rise of neoliberalism; and the Anthropocene and environmental challenges arising in the wake of the global exploitation of natural ecosystems. In case studies, theoretical articles, and reflective studies, researchers from Nordic countries explore how education, education policy, and educational thinking in these countries are affected by these global trends, bringing to the fore the different roles education can play in addressing the various issues and different ways of reimagining education.

This authoritative volume will be of great interest to researchers, academics, and students in the fields of sociology of education, migration and education, environmental education, and educational politics.

Introduction; PART I: CULTURE 1. Multicultural Education, Learnification, and Bildung in a Nordic Perspective 2. Educating for Diversity: A Balancing Act 3. Bridges or Breaches? A Case Study on the Experiences of Inclusion of Bilingual Teachers 4. "A Blind Spot": Reproduction of Racism in Educational Landscapes 5. Students’ Dialogical Formation in an International Programme within Kindergarten Teacher Education 6. Transcending the National Sense of Place and Belonging? Place-Identity Politics in Transnational Higher Education; PART II: SOCIETY 7. The Purpose of Education and the Future of Bildung 8. Bildung Versus the Entrepreneurial Self: Pedagogical Strategies Towards a Bildungorientated Pedagogy 9. Critical Thinking and Bildung 10. Thresholds of Dialogue in an Age of Rage and Resentment 11. Bildung and No-Self 12. Global Citizenship Education, Internationalisation and Global Concerns: Reflections from Denmark 13. Bildung as Related to Free Play, Economics and Social Sculpture; PART III: ANTHROPOCENE 14. Amor Mundi (Love of the World) in the Anthropocene: Arendt and the Question of Sustainable Education 15. The Name of the World is Chaos: Learning in the Anthropocene 16. From Late Holocene to Early Anthropocene Educational Thinking (Humanism Revisited) 17. Cautiousness as a New Pedagogical Ideal in the Anthropocene; In Conclusion: Are you Awake, Yet?

Karen Bjerg Petersen is Associate Professor at the Danish School of Education in Aarhus, Aarhus University, Denmark. Her research areas are globalisation, education policy, diversity, vulnerable youth, and alternative educational settings.

Kerstin von Brömssen is Professor in Educational Science at University West, Trollhättan, Sweden. Her research interests are in the intersections of religion, ethnicity, gender, migration and education, curriculum theory, social justice, teacher education, and qualitative research method(ologies).

Gro Hellesdatter Jacobsen is Associate Professor at University of Southern Denmark, Denmark. Her research interests are ethnic minorities and intercultural pedagogy and contemporary diagnoses of pedagogical and political tendencies.

Jesper Garsdal is Reader (Docent) at Via University College, Aarhus, Denmark. His research areas are global and intercultural philosophy, philosophy of education and the global diversity of ideals of edification, philosophies of imagination, and existence.

Michael Paulsen is Associate Professor at University of Southern Denmark, Denmark. His research focuses on the ontology and axiology of education. Currently he is working on developing a new understanding of education situated in the Anthropocene.

Oleg Koefoed, Action-Philosopher, Denmark, is exploring possibilities of participation in urban planning and greening, based on the local action and shared reflection. He is the author of a series of publications related to participatory urban nature making, placemaking, and sustainable cities.