Backed by a range of case studies and recent developments in human rights education research, Nordic Perspectives on Human Rights Education guides readers through an analysis of educational inequities and identifies how internationally agreed-upon human rights standards may inform social justice practices within schools. In an age characterised by authoritarianism and extremism, but also social and climate justice movements, this book provides a critical analysis of current practice within schools. Contributing authors also discuss how a human rights framework may improve practice, supporting intersectional thinking and more sustainable learning environments, while also empowering teachers to confidently navigate issues of gender, national identity and minority rights. Divided into three distinct sections, chapters invite readers to consider: The context behind human rights education (HRE) Rights-based approaches to teaching and education International dialogue and how we may learn from the approaches of other countries. Drawing on research from the Nordic region, and discussing its implications elsewhere, this volume is an essential resource for scholars developing theory and practice in human rights education, social studies, citizenship education and international and comparative education.

Sweden has one of the lowest national debts in Europe, a well-educated workforce, and the country consistently ranks in top positions of the best places to live and work in the world. Human Resource Management: A Nordic Perspective offers a unique and valuable insight into the working practices of HRM in Sweden, which has been explicated for an international audience. The book offers readers outside of the country alternative methods for improving efficiency and well-being in their own workplace. A team of experienced contributors based in Sweden discuss and analyse the Nordic tradition of inclusive and participative management and present different perspectives on creating a work-life suitable for every person involved. The first part of the book includes chapters on general issues in HR work such as development and learning, selection, teamwork, career paths, and cooperation within organisations. The second part addresses diversity, inclusion, and how discriminatory practices can be avoided. This book will be a valuable resource for students of: HRM, business, management, education, psychology, sociology, as well as human resource management professionals who are seeking new ways to balance economic and human values.

Available online: https://pub.norden.org/temanord2021-511/ The project is concerned with sustainability in compulsory education in the Nordic countries and is part of the Iceland Presidency Project for the Nordic Council of Ministers initiated in 2018. The overall focus of the Presidency Project is on young people but this report looks at policy, curricula, teacher education and school practices. The analysis shows both similarities and differences across the Nordic Region. Compulsory education in the Nordic countries share some striking similarities, reflecting a strong emphasis on certain aspects of sustainability such as equality, democracy.Although sustainability education has a clear application in the fields of social and political life and economic activities in all of the Nordic countries, it is still the case that when sustainability education is discussed, an environmental perspective is most often taken.

This collection is aimed at practitioners and scholars interested in democracy, social justice and diversity. The importance of the book lies in the way it discusses possible ways for early childhood education to work with diversity and language in order to allow inclusion and social justice for all children. Building on case studies from Denmark, Finland, Iceland, Norway and Sweden, the text offers broad insights into the field of diversity through historical and organisational perspectives, as well as viewpoints of children, practitioners and parents.

The author examines the theory, research, and practice linking human rights to education in order to broaden the concept of citizenship and social studies education. Osler anchors her examination of human rights in the U.N Convention on the Rights of the Child, as well as the U.N. Declaration on Human Rights Education and Training.

Digital culture offers different relationships with media to the ones that have existed earlier. For example, media now offers access to publicity more than ever, especially by means of the Internet. Digital agency including skills on media literacies are needed in these kinds of information societies. This agency implies skills and knowledge about how media work and how one can participate through media. Globally, enhancing media literacy is related to aspects of Human Rights, especially to the Rights of the Child, including possibilities for safe media use and participation, i.e. the right to have one?s voice heard through the media.

This book explores the history of Nordic human rights politics and practices from the 1930s to present day. The authors use previously unexplored archival materials to bring to light how a broad range of Nordic actors have engaged with international human rights globally and at a European level and how these norms have been taken up and interpreted in the region. Do the Nordic countries warrant the label ‘global good Samaritans’ in human rights promotion? Is the Nordic welfare state a close to perfect realisation of human rights norms? Or do Nordic international and domestic human rights policies constitute a peculiar ‘Nordic human rights paradox’ where norms are supported internationally while not being implemented at home? Are the ideals of the national welfare state and universal human rights compatible? In this book, the authors take issue with previous scholarship and argue for the need for careful historical investigations into how a broad range of Nordic actors have contributed to creating international human rights. This history is much more varied than what was previously assumed. The lack of prior interest in the region means there are several promising avenues for historical investigations of both the Nordic countries in human rights history and the role of human rights in the history of the region. The chapters in this book were originally published as a special issue of the journal, Nordic Journal of Human Rights.

Since World War II, human rights have engaged people around the world like perhaps no other discourse. In Finland their embrace represents a shift from ideological homogeneity to pluralism and openness. Human rights education is understood to hold a key role in empowering individuals to become free and equal members of their societies. Yet little empirical scholarship exists evaluating how this goal is met in reality. By combining anthropological approaches with critical legal theory, this study explores the conceptions of knowledge, expertise and learning embedded in the educational activities of a particular network of Scandinavian and Nordic human rights experts. It explores how the ideals of emancipation and equality of the abstract discourse are realized in action.

In the last ten years or so, religious plurality has become higher on the agenda for religious education research in the Nordic countries. This attention to religious plurality partly reflects processes of globalisation that include both physical migration and communication of ideas and is-sues across the world, making it ‘smaller’. It also reflects the preoccupation of governments with social cohesion and, as part of this, intercultural education. In the curricula of the Nordic countries this is manifested in different ways, setting also the agenda for parts of educational research. This book addresses issues related to the increasing religious plurality in the Nordic countries. These issues are a challenge to many religious groups including historically dominant Lutheran national churches, both nationally and locally. They have also led to a reorientation in religious education research in the last decade. A rich variety of research perspectives are presented under three headings: Theoretical and methodical perspectives, The world of the students, Teachers and textbooks. Nordic religious education research here proves to be internationally oriented in terms of theoretical perspectives, whilst also contributing to the debate through important empirical studies. Examples of issues covered in the book are unintended learning, dialogue, gender, life-interpretation, spirituality, identity and values. In different ways all the contributions in this book shed light on the common theme of diversity, and are based on a will to include diverse perspectives both on the actors and the material of the classroom as well as on the life world of young people. The researchers represent different generations and different theoretical and methodological perspectives.

The essays in this book, written in honour of Lennart Pålsson, emeritus Professor of Public and Private International Law at the University of Lund, give a valuable insight into Nordic perspectives on a number of issues of great current interest and importance. The Editor has succeeded in putting together a fascinating collection, which covers, inter alia, competition law in the European Union, the judicial system of the EU in the light of the Intergovernmental Conference, the application of foreign law in Swedish courts, Human Rights and university policy, aspects of the new Nordic Law on carriage of goods by sea and Comparative Law as a yardstick for academic legal education. The book will be a valuable addition to the literature of European Law containing, as it does, some new and unconventional ideas.