Nordic discourses on marginalisation through education

• Published in: Education Inquiry
• Main Authors: Joron Pihl, Gunilla Holm, Anna-Leena Riitaoja, Jón Ingvar Kjaran, Marie Carlson
• Format: Article in Journal/Newspaper
• Language: English
• Published: Taylor & Francis Group 2018
• Subjects: Discursive marginalisation; marketisation; Eurocentrism; heteronormativity; ableism; Education (General); L7-991; Norway; Iceland
• Online Access: https://doi.org/10.1080/20004508.2018.1428032; https://doaj.org/article/cc950ab2536547568c4585aa8dcd2cf1

The purpose of this article is analysis of discursive marginalisation through education in Nordic welfare states. What knowledge do Nordic research discourses produce about marginalisation through education in Nordic welfare states? What are the Nordic contributions to research discourses on marginalisation through education? We apply a discourse theoretical approach and analyse 109 peer-reviewed publications on marginalisation by the Nordic Centre of Excellence “Justice through education in the Nordic countries” (NCoE JustEd) between 2013 and 2017. The publications are from Finland, Sweden, Norway and Iceland. Four critical Nordic research discourses reconceptualise marginalisation in relation to dominant educational discourses on marketisation, Eurocentrism, gender equity and ableism. These Nordic research discourses document discursive effects of the dominant, normalising discourses in terms of stigma, segregation and exclusion of poor, working-class students, non-white and immigrant students and descendants of immigrants, as well as sexual minorities and disabled students. Based on ethical, epistemological and methodological considerations, the critical Nordic research discourses produce knowledge about marginalisation as a relational, intersectional and interdiscursive phenomenon. The critical Nordic research discourses de- and reconstruct knowledge about marginalisation in Nordic welfare states.