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Glenn-Egil Torgersen (editor), Herner Saeverot (editor), Linnéa K. Jermstad (editor), Natalia Alfarnes, Anne Cathrine Hogsnes Asplin, John Baldacchino, Pernille Jahnsen Berg, Johan Bergh, Gert Biesta, Ole Boe, Robert Mjelde Flatås, Trond Frigstad, Gila Hammer Furnes, Svitlana Holovchuk, Gunnvi Sæle Jokstad, Lise Øen Jones, Ieva Kuginyte-Arlauskiene, Tone Kvernbekk, Wenche Langeland, Leif Inge Magnussen, Marit Myklebust, Ole Fredrik Norbye, Dorothy Sutherland Olsen, Torbjørn Rundmo, Mads Rønning, Eldbjørg Marie Schön, Inge-Ernald Simonsen, Jørgen Sjaastad, Erik Goth Småland, Bernt Rune Stray, Tomas Stølen, Hilde Kartveit Sundnes, Miroslava Tokovska, Anne Lene Bakke Toppe, Renate Cecilie J. Vesteraas, Thomas Vold, Carl Cato Wadel, Tobias Werler, Svein Østerud
2024
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Society is changing. The unforeseen leaves its mark; crises, threats, surveillance, pandemics, war, ideological conflicts, technological development, management by objectives, economic inequity, and environmental and sustainability challenges are just a few examples of forces that put pressure on human values as well as learning, democracy, and views on education, which are also basic structures in educational practice and theory.
The unforeseen forces driving change in society also create pressure on the values, leadership, educational solutions, and communication within institutions at every educational level, all related to interaction as a phenomenon – and, as a result, traditional criteria for good interaction as a basis for learning and education can be challenged. This pressure spreads further to the academic community, including educational practice and theory, but with what consequences? And in what ways does this unfold?
Society and Interaction Under Pressure: Significance for Educational Practice and Theory explores these questions with 35 in-depth studies, conducted by 40 prominent researchers, at a total of 15 institutions in Norway, the UK, and the US.
This book is included in DOAB.
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