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Doing Harm to Educational Knowledge: The Struggle over Teacher Education in Sweden and Norway

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A Companion to Research in Teacher Education

Abstract

In the Scandinavian countries, particularly Sweden and Norway, the concept of educational sciences (in Swedish: utbildningsvetenskap; in Norwegian: utdanningsvitenskap) has, over the last 20 years, emerged as an overarching and unifying concept, which has subjugated pedagogik and other disciplines. For this reason we wish to analyse this particular concept. But before we do that, we need to know what the concepts of ‘utbildning’ and ‘utdanning’ signify.

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Author information

Authors and Affiliations

  1. Södertörn University, Stockholm, Sweden

    Carl Anders Säfström

  2. Western Norway University of Applied Sciences, Bergen, Norway

    Herner Saeverot

Authors
  1. Carl Anders Säfström
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  2. Herner Saeverot
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Corresponding author

Correspondence to Carl Anders Säfström .

Editor information

Editors and Affiliations

  1. Faculty of Education, University of Waikato, Hamilton, New Zealand

    Michael A. Peters

  2. Faculty of Education, University of Waikato, Hamilton, New Zealand

    Bronwen Cowie

  3. Department of Education, University of Oxford, Oxford, United Kingdom

    Ian Menter

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Säfström, C.A., Saeverot, H. (2017). Doing Harm to Educational Knowledge: The Struggle over Teacher Education in Sweden and Norway. In: Peters, M., Cowie, B., Menter, I. (eds) A Companion to Research in Teacher Education. Springer, Singapore. https://doi.org/10.1007/978-981-10-4075-7_12

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  • DOI: https://doi.org/10.1007/978-981-10-4075-7_12

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  • Publisher Name: Springer, Singapore

  • Print ISBN: 978-981-10-4073-3

  • Online ISBN: 978-981-10-4075-7

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