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Henna Juusola. (2023) What do young people think about the extension of compulsory education?. Educational Research 65:4, pages 478-495.
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María Jónasdóttir, Guðrún Ragnarsdóttir & Elsa Eiríksdóttir. (2023) Cascading effect of upper secondary education policy reform: the experiences and perspectives of university teachers. Education Inquiry 0:0, pages 1-21.
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Petteri Hansen & Ingólfur Ásgeir Jóhannesson. (2023) Contrasting Nordic education policymakers’ reflections on the future across time and space. Scandinavian Journal of Educational Research 0:0, pages 1-12.
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Anabel Corral-Granados, Anna Cecilia Rapp & Eli Smeplass. (2023) Nordic challenges related to exclusion and local responses in Swedish, Finnish, and Norwegian urban compulsory education. Education Inquiry 0:0, pages 1-32.
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Anneke M. A. Kneppers. (2023) Pedagogic practices and learner identities in two Norwegian primary school classrooms with contrasting social compositions. British Journal of Sociology of Education 44:1, pages 60-77.
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Dennis Beach. (2022) The domination and exploitation of working class values, identities and labour-power in Sweden’s comprehensive school extension and neo-liberal market reforms. Educational Review 74:7, pages 1205-1223.
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Sonja Kosunen, Anna-Maija Niemi & Linda Maria Laaksonen. (2022) Class, migrant background and misrecognition of capital in the university admission. Ethnography and Education 17:4, pages 368-388.
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Mariano Rosenzvaig-Hernandez. (2022) Unmaking the market: exploring the Chilean challenges to de-privatise the educational system. Globalisation, Societies and Education 0:0, pages 1-19.
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Lucas Cone. (2022) Teachers on the market: Professional relations, desires, and ambiguities in digital teacher-to-teacher economies. Teachers and Teaching 28:6, pages 742-756.
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Karl Henrik Sivesind, Håkon Solbu Trætteberg & Audun Fladmoe. (2022) Active citizenship in public and nonprofit schools – the case of Norway. Journal of Educational Administration and History 0:0, pages 1-20.
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Anna Hogan, Greg Thompson & Nicole Mockler. (2022) Romancing the public school: attachment, publicness and privatisation. Comparative Education 58:2, pages 164-186.
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Lucas Cone & Lejf Moos. (2022) Introduction: mapping commercial interests and imaginaries in Nordic education. Nordic Journal of Studies in Educational Policy 8:1, pages 1-8.
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Ingvil Bjordal. (2022) Soft privatization in the Norwegian school: cooperation between public government and private consultancies in developing ‘failing’ schools. Nordic Journal of Studies in Educational Policy 8:1, pages 42-51.
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Palle Rasmussen. (2022) Educational research – public responsibility, private funding?. Nordic Journal of Studies in Educational Policy 8:1, pages 65-74.
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Auður Magndís Auðardóttir. (2022) ‘I am the black duck’ affective aspects of working-class mothers’ involvement in parental communities. British Journal of Sociology of Education 43:1, pages 22-39.
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Marit Ulvik, Edel Karin Kvam & Liv Eide. (2021) School Experiences that Make an Impression – A Study on How to Promote Bildung and the Desire to Learn. Scandinavian Journal of Educational Research 65:7, pages 1327-1340.
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Eva K. Andersson, Marianne Abramsson & Bo Malmberg. (2021) School choice and educational attitudes: Spatially uneven neoliberalization in Sweden. Norsk Geografisk Tidsskrift - Norwegian Journal of Geography 75:3, pages 142-157.
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Birgit Schaffar. (2021) Competent uses of competence: on the difference between a value-judgment and empirical assessability. Nordic Journal of Studies in Educational Policy 7:2, pages 55-64.
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Ville Ruutiainen, Maarit Alasuutari & Kirsti Karila. (2021) Selectivity of clientele in finnish private early childhood education and care. Nordic Journal of Studies in Educational Policy 7:2, pages 91-105.
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Johanna Mellén & Petra Angervall. (2021) Gender and choice: differentiating options in Swedish upper secondary STEM programmes. Journal of Education Policy 36:3, pages 417-435.
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Eva Harðardóttir, Berglind Rós Magnúsdóttir & Jo-Anne Dillabough. (2021) Understanding the politics of inclusion, the ‘refugee’ and nation: analysis of public policies and teacher narratives in Iceland. International Journal of Inclusive Education 25:2, pages 239-258.
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Christer Larsson & Lena Sjöberg. (2021) Academized or deprofessionalized?– policy discourses of teacher professionalism in relation to research-based education. Nordic Journal of Studies in Educational Policy 7:1, pages 3-15.
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Sirpa Lappalainen & Ylva Odenbring. (2020) Gender and social class in Nordic early childhood educational ethnography – a meta-analysis. Ethnography and Education 15:4, pages 412-428.
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Laura Perry & Christopher Lubienski. (2020) Between-school stratification of academic curricular offerings in upper secondary education: school decision-making, curriculum policy context, and the educational marketplace. Oxford Review of Education 46:5, pages 582-600.
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Petteri Hansen, Tommi Wallenius, Sara Juvonen & Janne Varjo. (2020) Moving landscapes of Nordic basic education: approaching shifting international influences through the narratives of educational experts. Compare: A Journal of Comparative and International Education 50:6, pages 773-791.
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Lucas Cone & Katja Brøgger. (2020) Soft privatisation: mapping an emerging field of European education governance. Globalisation, Societies and Education 18:4, pages 374-390.
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Jenni Tikkanen. (2019) Parental school satisfaction in the context of segregation of basic education in urban Finland. Nordic Journal of Studies in Educational Policy 5:3, pages 165-179.
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Nafsika Alexiadou, Ingrid Helgøy & Anne Homme. (2019) Lost in transition – policies to reduce early school leaving and encourage further studying in Europe. Comparative Education 55:3, pages 297-307.
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Petteri Hansen & Jaakko Kauko. (2018) Peering into the kaleidoscope of equality: comparative perspectives on Nordic education policy. Nordic Journal of Studies in Educational Policy 4:3, pages 117-119.
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Joron Pihl, Gunilla Holm, Anna-Leena Riitaoja, Jón Ingvar Kjaran & Marie Carlson. (2018) Nordic discourses on marginalisation through education. Education Inquiry 9:1, pages 22-39.
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Maarit Alasuutari, Ville Ruutiainen & Kirsti Karila. Enrolling the child in private early childhood education and care in the context of universal service provision. Education Inquiry 0:0, pages 1-21.
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Eva Silfver & Malin Ekesryd Nordström. Shifting discourses on giftedness in Swedish newspaper media – what’s the problem represented to be?. Scandinavian Journal of Educational Research 0:0, pages 1-13.
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