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ERIC Number: EJ864749
Record Type: Journal
Publication Date: 2009-Aug
Pages: 16
Abstractor: ERIC
Reference Count: N/A
ISSN: ISSN-0030-9230
Reform Pedagogy as a National Innovation System: Early Twentieth-Century Educational Entrepreneurs in Norway
Jarning, Harald
Paedagogica Historica: International Journal of the History of Education, v45 n4-5 p469-484 Aug 2009
In Norway "Pedagogikk" was institutionalised as an academic field of knowledge in the first part of the twentieth century. As a professional field of knowledge, however, pedagogy developed gradually from the 1840s, mainly through rurally based teacher seminars. In this article, relations between the progressive movement and the institutionalisation of pedagogy are the focal theme. Throughout this period "pedagogikk" in Norway can be understood as a field with a polycentric cognitive and institutional framework. In the Norwegian context, this framework includes the expansion of "pedagogikk" to a position as a core professional field of knowledge in teacher training of folk school teachers (from about 1900 to the 1970s), an innovation-oriented progressive educational movement, and the embryo of a national educational research community. The vast majority of the early educational researchers came from the ranks of the teaching profession. This generation of more or less self-taught researchers was recruited among professional teacher trainers, teacher organisation leaders, headmasters and leading school administrators. The mixed research community also included a few scholars with a more traditional academic position. The article looks into examples of publications, development work and school based projects from the 1920s and '30s, in order to analyse variations in knowledge orientation. These examples are contrasted with knowledge orientations found in the works of academic educational researchers. Perspectives and theory from social studies on research and innovation and theories of modernity are used as background for the more general analysis of relations between professional and academic forces influencing the institutionalisation of pedagogy in Norway during these decades. (Contains 38 footnotes.)
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Norway