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dc.contributor.authorSkarpenes, Ove
dc.contributor.authorHidle, Kari-Mette Walmann
dc.date.accessioned2024-05-13T07:39:50Z
dc.date.available2024-05-13T07:39:50Z
dc.date.created2024-01-12T20:23:24Z
dc.date.issued2024
dc.identifier.citationSkarpenes, O. & Hidle, K.-M. W. (2024). The clash of cultures: Individualization and standardization in education. Policy Futures in Education.en_US
dc.identifier.issn1478-2103
dc.identifier.urihttps://hdl.handle.net/11250/3129985
dc.description.abstractIn this essay, we argue that pupils in compulsory school education seem to be exposed to conflicting pressures from an (internal) tendency towards individualisation and an (external) tendency towards standardisation. Drawing on Luc Bolanski and Laurent Thévenot’s pragmatic sociology of orders of worth, we develop a theoretical framework to discuss the two conflicting cultures. In the first part of the analysis, we present the broad and enhanced tendency towards individualisation in terms of methods and content in Norwegian compulsory education – the construction of an inspirational pupil – and in the second part of the analysis, we present the development of standards for assessment – the construction of an industrial pupil. In the final section we discuss two forms of processes – individualisation and standardisation – rooted in two incompatible orders of worth, the inspirational and industrial order, respectively, and argue that these processes represent a major challenge in schools, a conflicting pressure to which pupils are being subjected.en_US
dc.language.isoengen_US
dc.publisherSage Publicationsen_US
dc.relation.urihttps://doi.org/10.1177/14782103241226526
dc.rightsNavngivelse 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/deed.no*
dc.titleThe clash of cultures: Individualization and standardization in educationen_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.description.versionpublishedVersionen_US
dc.rights.holder© 2024 The Author(s)en_US
dc.subject.nsiVDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280en_US
dc.source.journalPolicy Futures in Educationen_US
dc.identifier.doihttps://doi.org/10.1177/14782103241226526
dc.identifier.cristin2225725
cristin.qualitycode1


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