Editorial

Editorial

 

Citation: NordSTEP 2016, 2: 32492 - http://dx.doi.org/10.3402/nstep.v2.32492

Copyright: © 2016 Petter Aasen et al. This is an Open Access article distributed under the terms of the Creative Commons Attribution 4.0 International License, allowing third parties to copy and redistribute the material in any medium or format and to remix, transform, and build upon the material for any purpose, even commercially, provided the original work is properly cited and states its license.

Published: 28 June 2016

 

This is the first issue of the Nordic Journal of Studies in Educational Policy (NordSTEP), which consists mainly of open contributions rather than contributions related to the special issue. This issue provides a clear example of the aim and scope of NordSTEP as well as its contribution to the field of educational research.

NordSTEP aims to investigate the relationships between educational policy, practice and research in different temporal and spatial configurations. It explores and discusses traditional and contemporary ideas, issues, trends and problems in education, particularly those relating to educational policy, curriculum, teaching, assessment, evaluation and cultural practice. Included are studies dealing with topics ranging from preschool to higher education as well as research on teacher and school leader education, training and continuing professional development and educational sciences. In particular, the intersection between educational practice and policy of different kinds is in focus in this journal. Consequently, comparative and historically argued papers are welcome. NordSTEP aims to add a Nordic perspective to the international education research landscape. This means that it is not limited to Nordic studies but is open to international studies that relate to, elaborate on or are of interest to the Nordic education space.

All papers in the first part of this issue make valuable contributions, from different perspectives to an understanding of the relations between educational policy, practice and research. This means that the relations between policy and practice, policy and research and research and practice are made visible in their different configurations. Many of the contributions found in this issue are comparative, both across time and space. In addition, they illustrate the relation of the Nordic countries to each other and the embeddedness of the Nordic countries in the world. Thus, the aim of NordSTEP of adding a Nordic perspective to the international education research landscape is realised.

The second part of this issue aims to honour one of the general editors of NordSTEP, Eva Forsberg, for her contribution to educational research throughout her academic career. For this reason, we republish two articles from a commemorative edition published in April 2016 to mark her 60th birthday. ‘Att ta utbildningens komplexitet på allvar’ [Taking the complexity of education seriously]. The commemorative edition comprises 22 chapters, either in English or Swedish, that are centred around four focal issues that figure in Eva Forsberg’s academic interests: the nature of knowledge, educational policy, educational leadership and, most recently, higher education. The paper of Inger Eriksson and Viveca Lindberg republished in this issue discusses the nature of knowledge. It relates Knorr Cetina’s concept of epistemic practices to learning activities, a concept developed within the cultural historical activity theoretical (CHAT) tradition. The paper of Rita Foss Lindblad and Sverker Lindblad is a contribution to the field of higher education research. Citing the case of Sweden, the authors discuss the phenomenon of research funding in education in relation to the rules of the game in higher education institutions. Together with the other six papers in this issue, the two contributions from the commemorative edition demonstrate the mission of NordSTEP.

Like NordSTEP itself, the commemorative edition is also open access. The interested reader can download the entire book or individual articles at: www.forskning.edu.uu.se/step/vanskrift_eng.htm

Finally, an academic journal issue is built on the foundations and hard work of many colleagues in academia. The editors thank the reviewers who contribute a great deal to the high quality of NordSTEP. In particular, on this occasion, we wish to recognise the efforts of Erika Björklund of the University of Gävle who has supported our work by reviewing and organising the reviewing of several papers submitted to NordSTEP during the autumn of 2015 and the spring of 2016.

The general editors and the executive editor of NordSTEP
Petter Aasen
Eva Forsberg
Daniel Pettersson
Wieland Wermke

About The Authors

Petter Aasen

Eva Forsberg

Daniel Pettersson

Wieland Wermke

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