This book explores new conceptions of learning that are better suited to the needs and challenges of the knowledge society
This book traces experiences of students across multiple sites and contexts as a means to generate new knowledge about the borders and edges of different learning practices
From a specific Nordic perspective, this book asks whether it is possible to envisage new models of teaching and learning which take seriously both the responsibility to social justice and social wellbeing which underpinned a commitment to mass education of the 20th century, as well as to the radical challenges to traditional educational models offered by the new socio-technical spaces and practices of the 21st century
Developments within the “knowledge society,” especially those resulting from technological innovation, have intensified an interest in the relationship between different contexts and multiple sites of learning across what is often termed as formal, non-formal and informal learning environments. The aim of this book is to trace learning and experience across multiple sites and contexts as a means to generate new knowledge about the borders and edges of different practices and the boundary crossings these entail in the learning lives of young people in times of dynamic societal, environmental, economic, and technological change. The empirical research discussed in this book has grown out of a Nordic network of researchers. The research initiatives in the Nordic countries tend to avoid the more spectacular debates over the future of the educational institutions that tend to dominate and obscure discussions on education in the knowledge society, and which look to models of informal learning, whether in the “learning communities” of workplaces and families or in the new socio-technical spaces of the Internet, as a source of alternative educational strategies. Rather, Nordic researchers more modestly ask whether it is possible to envisage new models of teaching and learning which take seriously both the responsibility to social justice and social wellbeing, which, at least rhetorically, underpinned a commitment to mass education of the 20th century, as well as to the radical challenges to traditional educational models offered by the new socio-technical spaces and practices of the 21st century.
Editors and Affiliations
Department of Education, University of Oslo, Norway
Ola Erstad
Department of Teacher Education, University of Helsinki, Finland
Kristiina Kumpulainen
Department of Education, Communication and Learning, University of Gothenburg, Sweden
Åsa Mäkitalo
Department of Communication, Business and Information Technologies, Roskilde University, Denmark
Kim Christian Schrøder
Institute of Social Studies, University of Tartu, Estonia
Pille Pruulmann-Vengerfeldt
School of Education, University of Iceland, Iceland
Thuridur Jóhannsdóttir
Bibliographic Information
Book Title: Learning across Contexts in the Knowledge Society
Editors: Ola Erstad, Kristiina Kumpulainen, Åsa Mäkitalo, Kim Christian Schrøder, Pille Pruulmann-Vengerfeldt, Thuridur Jóhannsdóttir