Ä¢¹½Ö±²¥

Nordic societies are facing future challenges of defending, maintaining and re-envisioning just and inclusive societies, at a time of rapid change in both ideologies and practices of human sociality. The role of education in meeting these challenges, ensuring continued inclusive knowledge-based Nordic societies, is substantial.
At the core of the Nordic welfare societies are the ideology and practices of One school for all. From 1945 to about 1970, the Nordic school model was the solution to the future challenges of its time. In a little more than ten years, beginning in Sweden in 1962, followed by Finland in 1968, Norway in 1969, and Denmark in 1975, all of the Nordic countries took the final step from parallel education systems to one, common basic education.
Non-tracked common neighborhood Nordic schools became well-known for their quality and equality. In the One school for all model, Nordic children were not only guaranteed learning, but also diversity of class, culture, gender, ability, and language. In classrooms and hallways, the foundation of the Nordic welfare societies was laid.
Since then, Nordic education as a model has lost some of its spark, with increased marketization and widening differences between schools. Also inside schools, things are changing. Social interaction used to be primarily face-to-face. No longer. The 13-year olds of the 2020’s come from a different social world than their predecessors. From 2010 onwards, the rapid and massive digitalization has caused on-going changes: increased individualization, altered notions of time, space and place, and the enabling of mobile, ever-present and place-independent social networks. However, digitalisation seems to facilitate not only increased participation and widened sociality, but also populism, prejudice, and a general questioning of the credibility of scientifically based knowledge. However, the performative architecture of the school buildings continue to reflect the educational ideals of their time and shape the social spaces of the present day students.
We take a specific interest in the challenges that material and digital re-configurations of sociality bring to the future of one common school for all children as a means for social justice and equity. We do so by close multidisciplinary studies of four different Nordic schools, where we explore the schools as meeting places and providers of diversity over a time-span of approximately 50 years. To engage and involve students, teachers, alumni and communities in co-designing and co-creating responsible research and innovation, and to foster scientific critical thinking, the project employs Co-creative Citizen Science.