References
- Adam, B. (2008). Future matters: Futures known, created and minded. Contemporary Social Science, 3(2), 111–116. https://doi.org/10.1080/17450140802095102
- Adam, B. (2018). Four meditations on time and future relations. Time & Society, 27(3), 384–388. https://doi.org/10.1177/0961463X18789222
- Andersen, NÅ. (2003). Discursive analytical strategies: Understanding Foucault, Koselleck, Laclau, Luhmann. Policy Press.
- Antikainen, A. (2006). In search of the Nordic model in education. Scandinavian Journal of Educational Research, 50(3), 229–243. https://doi.org/10.1080/00313830600743258
- Arnesen, A.-L., & Lundahl, L. (2006). Still social and democratic? Inclusive education policies in the Nordic welfare states. Scandinavian Journal of Educational Research, 50(3), 285–300. https://doi.org/10.1080/00313830600743316
- Beck, U., Bonss, W., & Lau, C. (2003). The theory of reflexive modernisation. Problematic, hypotheses and research programme. Theory, Culture & Society, 20(2), 1–33. https://doi.org/10.1177/0263276403020002001
- Blossing, U., & Söderström, Å. (2014). A school for every child in Sweden. In U. Blossing, G. Imsen, & L. Moos (Eds.), The Nordic education model: ‘A school for all’ encounters neo-liberal policy (pp. 17–34). Springer.
- Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
- Dovemark, M., Kosunen, S., Kauko, J., Magnúsdóttir, B., Hansen, P., & Rasmussen, P. (2018). Deregulation, privatisation and marketisation of Nordic comprehensive education: Social changes reflected in schooling. Education Inquiry, 9(1), 122–141. https://doi.org/10.1080/20004508.2018.1429768
- Esping-Andersen, G. (1990). The three worlds of welfare capitalism. Polity.
- Forssell, A. (2015). School and the future: How teachers and teacher education are articulated in the political debate. Policy Futures in Education, 13(6), 712–731. https://doi.org/10.1177/1478210315595164
- Frímannsson, G. H. (2006). Introduction: Is there a Nordic model in education? Scandinavian Journal of Educational Research, 50(3), 223–228. https://doi.org/10.1080/00313830600743233
- Frønes, T., Pettersen, A., Radisic, J., & Buchholtz, N. (2020). Equity, equality and diversity in the Nordic model of education. Contributions from large-scale studies. In T. Frønes, A. Pettersen, J. Radisic, & N. Buchholtz (Eds.), Equity, equality and diversity in the Nordic model of education (pp. 1–10). Springer. https://doi.org/10.1007/978-3-030-61648-9_1
- Gough, N. (1990). Futures in Australian education—Tacit, token and taken for granted. Futures, 22(3), 298–310. https://doi.org/10.1016/0016-3287(90)90149-C
- Gustafsson, J.-E., & Blömeke, S. (2018). Development of school achievement in the Nordic countries during half a century. Scandinavian Journal of Educational Research, 62(3), 386–406. https://doi.org/10.1080/00313831.2018.1434829
- Hansen, P., Sivesind, K., & Thostrup, R. (2021). Managing expectations by projecting the future school: Observing the Nordic future school reports via temporal topologies. European Educational Research Journal, 20(6), 860–874. https://doi.org/10.1177/1474904121995695
- Hansen, P., Wallenius, T., Juvonen, S., & Varjo, J. (2020). Moving landscapes of Nordic basic education – Approaching shifting international influences through the narratives of educational experts. Compare: A Journal of Comparative and International Education, 50(6), 773–791. https://doi.org/10.1080/03057925.2018.1557509
- Jóhannesson, IÁ, Lindblad, S., & Simola, H. (2002). An inevitable progress? Educational restructuring in Finland, Iceland and Sweden at the turn of the millennium. Scandinavian Journal of Educational Research, 46(3), 325–339. https://doi.org/10.1080/0031383022000005706
- Jóhannsdóttir, T., & Björnsdótttir, A. (2018). Staðnemar og fjarnemar í grunnskólakennaranámi við Menntavísindasvið: Bakgrunnur, viðhorf og áhugi á að starfa við kennslu [On-campus and distance students in the compulsory teacher education programme at the University of Iceland School of Education: Background, attitudes and commitment to the teaching profession]. Netla – Online Journal of Pedagogy and Education, 2018, 1–20. https://doi.org/10.24270/netla.2018.11
- Kettunen, P., Lundberg, U., Österberg, M., & Petersen, K. (2016). The Nordic model and the rise and fall of Nordic cooperation. In J. Strang (Ed.), Nordic cooperation: A European region in transition (pp. 69–91). Routledge.
- Koselleck, R. (2004). Futures past. On the semantics of historical time. MIT Press.
- Lie, S., Linnakylä, P., & Roe, A. (2003). Northern lights on PISA: Unity and diversity in the Nordic countries in PISA 2000. University of Oslo, Department of Teacher Education and School Development.
- Luhmann, N. (1976). The future cannot begin: Temporal structures in modern society. Social Research, 43(1), 130–152.
- Luhmann, N. (1993). Deconstruction as second-order observing. New Literary History, 24(4), 763–782. https://doi.org/10.2307/469391
- Lundahl, L. (2002). Sweden: Decentralization, deregulation, quasi-markets: And then what? Journal of Education Policy, 17(6), 687–697. https://doi.org/10.1080/0268093022000032328
- OECD. (2015). OECD learning compass 2030.
- Popkewitz, T., & Lindblad, S. (2004). Historicizing the future: Educational reform, systems of reason, and the making of children who are the future citizens. Journal of Educational Change, 5(3), 229–247. https://doi.org/10.1023/B:JEDU.0000041042.53119.f5
- Prøitz, T. S., & Aasen, P. (2017). Making and re-making the Nordic model of education. In P. Nedergaard & A. Wivel (Eds.), The Routledge handbook of Scandinavian politics (pp. 213–228). Routledge.
- Rensfeldt, A. B., & Player-Koro, C. (2020). “Back to the future”: Socio-technical imaginaries in 50 years of school digitalization curriculum reforms. Seminar.net, 16(2), 20. https://doi.org/10.7577/seminar.4048
- Robertson, S. L. (2022). Guardians of the future: International organisations, anticipatory governance and education. Global Society, 36(2), 188–205. https://doi.org/10.1080/13600826.2021.2021151
- Saari, A. (2021). Topologies of desire: Fantasies and their symptoms in educational policy futures. European Educational Research Journal, 21(6), 883–899. https://doi.org/10.1177/1474904120988389
- Säntti, J., Hansen, P., & Saari, A. (2021). Future jamming: Rhetoric of new knowledge in Finnish educational policy texts. Policy Futures in Education, 19(7), 859–876. https://doi.org/10.1177/1478210320985705
- Stäheli, U. (1997). Exorcising the ‘popular’ seriously: Luhmann’s concept of semantics. International Review of Sociology, 7(1), 127–145. https://doi.org/10.1080/03906701.1997.9971228
- Takayama, K. (2010). Politics of externalization in reflexive times: Reinventing Japanese education reform discourses through “Finnish PISA success”. Comparative Education Review, 54(1), 51–75. https://doi.org/10.1086/644838
- Telhaug, A., Medias, O. A., & Aasen, P. (2006). The Nordic model in education: Education as part of the political system in the last 50 years. Scandinavian Journal of Educational Research, 50(3), 245–283. https://doi.org/10.1080/00313830600743274
- Tröhler, D., Hörmann, B., Tveit, S., & Bostad, I. (2022). The Nordic education model in context: Historical developments and current renegotiations. Routledge. https://doi.org/10.4324/9781003218180
- UNESCO. (2021). Reimagining our futures together: A new social contract for education. Retrieved June 28, 2022, from https://unesdoc.unesco.org/ark:/48223/pf0000379707.locale=en
- Williamson, B. (2016). Digital education governance: Data visualization, predictive analytics, and ‘real-time’ policy instruments. Journal of Education Policy, 31(2), 123–141. https://doi.org/10.1080/02680939.2015.1035758
- Zagar, I. (2010). Topoi in critical discourse analysis. Lodz Papers in Pragmatics, 6(1), 3–27. https://doi.org/10.2478/v10016-010-0002-1