Course Syllabus

Draft Syllabus

Semester & Location:	Spring 2026 - DIS Copenhagen
Type & Credits:	Elective Course - 3 credits
Major Disciplines:	Child Development, Education/Educational Studies, Human Development
Prerequisite(s):	None
Faculty Members:	Nanna Duchene (current students please use the Canvas Inbox)
Program Contact:	Department email address psy.cns@dis.dk
Time & Place:	TBD

Course Description

Education is more than just schools—it shapes who we become, how societies function, and how we tackle challenges like inequality, integration, and democracy. But what makes Scandinavian education unique? Why do these systems prioritize trust in teachers, child well-being, and inclusion? And how do they respond to rising diversity and global pressures?

This course explores the purpose, policies, and everyday realities of education in Scandinavia. Moving beyond formal structures, we examine how cultural values, political decisions, and social visions shape schools and kindergartens—and how education, in turn, influences society. Through case studies from Denmark, Norway, Sweden, and Greenland, we analyze tensions between academic rigor, social cohesion, and the formation of critical and reflective individuals.

Key themes include:
•    The role of education in welfare states: equality vs. excellence.
•    Teacher autonomy and the Scandinavian trust model.
•    Policy responses to immigration, segregation, and inclusion.
•    Global critiques (e.g., PISA rankings) and local counter-movements.
•    Education as a battleground for decolonization—with Greenland as the case study

The course combines policy analysis, educational studies, and sociology, using interactive methods like field visits, workshops, and debates. No prior expertise is required—If you are curious about how education works in practice and how it connects to larger societal issues, this course is for you.

By the end, you’ll have tools to critically assess education systems—in Scandinavia and beyond.

Learning Objectives

In this course, you will gain knowledge and experience of working critically and constructively both with education broadly understood, and with a special focus on education policy in Scandinavia.

By the end of the course, students should be able to:

•    Explain core principles of Scandinavian education (trust, equality, welfare-state ties)
•    Analyze tensions between academic rigor, inclusion, and social cohesion
•    Evaluate policy responses to immigration/segregation using Scandinavian case studies
•    Critique global rankings (PISA) vs. local educational values

•    Apply decolonial perspectives to Greenland's education struggles
•    Compare Scandinavian models with other systems' approaches
•    Debate education dilemmas 

 

Faculty

Nanna Duchene: Ma. Ed. Phil. (Philosophy of Education 2012 from Aarhus University Denmark). External lecturer for several years at Aarhus University and Associate Professor at University College South within disciplines: philosophy of education, general education and children with special needs. Several years of experience as Editor of peer-reviewed journals on education. At DIS, teaches courses: 'Childhood Development and Education - general and practicum' and 'Playful Learning in Scandinavian Classrooms'. With DIS since 2021. 

Readings

Please note that the readings are available on Canvas, but they are subject to change - so please check the Canvas calendar for the most updated list of readings and deadlines.

• Aslanian, T. K. (2022). Care as concubine: Stretching the boundaries of care, politics, and power in early childhood education and care. In Reimagining Philosophies of Childhood Education: Practice, Research, and Resistance. Bloomsbury Academic.
• Biesta, G. (2009). Good education in an age of measurement: on the need to reconnect with the question of purpose in education. In Educational Assessment, Evaluation and Accountability (formerly: Journal of Personnel Evaluation in Education). Nr 21
• Brincker, B., & Mitdlarak, L. (2019). Building a nation in the classroom: Exploring education policy in post-colonial Greenland. Including the north: A comparative study of the policies on inclusion and equity in the circumpolar north.
• Bourdieu, P., & Passeron, J.-C. (1990). Reproduction in education, society and culture. Sage. (selected chapters)
• Esping-Andersen, G. (1990). The Three Worlds of Welfare Capitalism. Polity Press. (selected chapters)
• Frønes, T. S. (Ed.). (2020). Equality, equity, and diversity in the Nordic model of education. Springer.(selected chapters)
• Horst, C., & Gitz-Johansen, T. (2010). Education of ethnic minority children in Denmark: Monocultural hegemony and counter positions. Intercultural Education, 21(2),
• Korsgaard, O. (2018). The Danish Struggle for the People’s Education. Springer. (selected chapters)
• Moos, L. (2019). Nordic Schools in a Time of Change. Routledge. (selected chapters)
• Rasmussen, R. O. (2021). Decolonizing Education in the Nordic Region: Histories and Present Struggles. Palgrave Macmillan. (selected chapters)
• Rinne, R. (2024). Globalisation, education, and policy research: Globalisation, education, and Nordic countries. In Handbook of Globalisation, Education, and Policy Research (2nd ed.) Springer.
• Telhaug, A. (2004). From collectivism to individualism? Education as nation building in a Scandinavian perspective. In Scandinavian Journal of Educational Research, 48(2), 
• United Nations (1989). Conventions on Children’s Rights
• Volmari, P. (2019). Basic Education in the Nordic Region: Similar Values, Different Politics.
• Wiborg, Susanne (2012). Neo-liberalism and universal state education: the cases of Denmark, Norway and Sweden 1980–2011. Comparative Education, 49:4, 

Field Studies

Field studies serve to complement your course work by placing you in the professional field to extend and rethink what we read about, discuss in class, and encounter in practicum. Please be ready for each field study by completing all readings and preparing questions in advance.

Guest Lecturers

At certain points in the course, guest lecturers may be invited to provide their experience and expertise on select topics being covered in class.

Approach to Teaching

The class will be seen as a community of learners who have the opportunity to share interests and learn from one another. The academic content and the socialization among students and teacher are integrally connected, and we use discussions of group dynamics as an element of academic learning. 

 

Expectations of the Students

• Consider everyone as valued and equal members of the class community, who treat each other with respect, acknowledgement, politeness, openness and care – an environment that is believed to promote learning
• Be active and responsible towards your peers in group work
• Show engagement, participation, contribution and responsibility
• Be open to challenge own and others preconceptions.
• Be more independent than you might be used to, for instance finding information on assignments on own initiative
• Be reflective and bring your thoughts and ideas to class and discussions
• Complete readings prior to each class
• Upload assignments on Canvas. It is your own responsibility to check if submissions are correctly uploaded. If you experience issues with uploading assignments, you are expected to contact your instructor and make arrangements for how to hand in Assignments. Assignments that are not uploaded on time will be graded down.

Evaluation

Students will be evaluated throughout the term using a variety of methods.  All students are expected to actively participate in class, which will form part of their grading.  Students will also be required to complete various individual or group assignments throughout the term.

Absence from class will only be excused in serious situations but informing your faculty regarding your attendance is always necessary. Unexcused absences include travelling or an absence that has not been discussed with the faculty.  

Grading

Assignment	Percent
Participation and engagement in class and field studies - including Blogposts	30%
Assignment A: My First Encounter with Scandinavian Education – A Comparison with My Own School Experience	15%
Assignment B: Bringing Children’s Rights to Life: Creating a Children’s Book and Policy Reflection	25%
Final project: Pitch a Feasible US education Reform Inspired by Scandinavian Education Policy or Practice	30%

Course Policies 

Active participation and engagement is a crucial component of your learning experience in this course. You are encouraged to engage actively in class discussions and activities, take ownership of your learning process and be open to challenge own and others preconceptions.

Attendance: You are expected to attend all DIS classes when scheduled.  If you miss a class for any reason, please contact the faculty no later than the day of the missed class. If you miss multiple classes the Director of Teaching and Learning, and the Director of Student Affairs will be notified and they will follow-up with you to make sure that all is well.  Absences will jeopardize your grade and your standing at DIS.  Allowances will be made in cases of illness or religious holidays, but in the case of multiple absences you will need to provide a doctor’s note.

Academic Honesty, Plagiarism, and Violating the Rules of an Assignment: DIS expects that students abide by the highest standards of intellectual honesty in all academic work. DIS assumes that all students do their own work and credit all work or thought taken from others.  Academic dishonesty will result in a final course grade of “F” and can result in dismissal. The students’ home universities will be notified. DIS reserves the right to request that written student assignments be turned in electronic form for submission to plagiarism detection software. See the Academic Handbook for more information, or ask your instructor if you have questions.

Policy on Late Papers: Late essays will be accepted for up to 3 days after the deadline, but for each day late, excluding the weekends, a 5% penalty will be applied. 

Extensions: You may request an extension for an assignment, but you must ask more than 1 day before the assignment is due. Extension requests on the due date, without an excusable reason, will not be considered.

Policy for Students Who Arrive Late to Class: Please come to classes on time as it is disturbing for the lecturer and other students. Repeated lateness will result in a referral to the head of the Teaching and Learning department.

Use of Laptops or Phones in Class: Computers and iPhones are allowed in class PURELY for academic purposes (e.g. note taking, literature searching, data handling purposes). In case of other private uses such as Facebook, emails or internet surfing, it will have a very negative impact on your participation grade. The use of cell phones during class is strictly forbidden.

Academic Regulations

Please make sure to read the Academic Regulations on the DIS website. There you will find regulations on:

• Course Enrollment and Grading
• Academic Expectations and Honor Code

 

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