Differentiation of Students in the Early Danish Welfare State: Professional Entanglements Between Educational Psychologists and Psychiatrists

Historically, numerous contextual factors have influenced the practice of differentiating students. Scholars and practitioners consider it a context-sensitive practice subject to negotiations and entanglements among various agents, groups, interests, ideas, and values. Drawing on Foucault, this article pursues the practices, negotiations, and entanglements surrounding differentiation processes and IQ testing’s use in the early Danish welfare state. We argue that the differentiating practice of IQ testing in the Danish educational system resulted from various factors, including the increasing professionalisation of the educational system. This practice entailed an increased division of labour among professional groups; debates reflecting differing ideas about eugenics, heredity, and social equality; the schooling of psychologists and psychiatrists in Denmark; and the development of psychology and psychiatry as academic disciplines. In that sense, we will demonstrate that changes in society’s understanding of intelligence incorporating a greater use of environmental explanations can be said to reflect the emerging welfare society’s security mechanisms, and a willingness to cope with and address social inequality in an evolving and supposedly universalistic Danish welfare state.

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International Court Authority

10.1093/oso/9780198795582.001.0001 ◽

2018 ◽

Cited By ~ 1

Author(s):

Mikael Rask Madsen

Keyword(s):

Human Rights ◽

Political Science ◽

International Criminal ◽

Contextual Factors ◽

Academic Disciplines ◽

International Courts ◽

International Court ◽

Context Shapes ◽

Criminal Matters ◽

Over Time

Identifying the “varied authority” of international adjudicators as a common object of inquiry, this book develops a framework to conceptualize and analyze international court authority with the goal of assessing how contextual factors affect international courts’ authority, and therby their political and legal influence. Scholars drawn from a range of academic disciplines—namely law, political science, and sociology—have contributed to this book and examine the varied authority of thirteen international courts with jurisdictions that range from economic to human rights, to international criminal matters. Interdisciplinary commentaries reflect on what the framework and findings imply for the study of international court authority and legitimacy. Focusing on both global and regional adjudicatory systems, the chapters explore different ways in which contextual factors contribute to the fragility of each court’s authority over time and across the breadth of their jurisdiction. A conclusion pulls together the collective insights of how context shapes the authority of international courts.

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Preschool teachers and caregivers’ lack of repositioning in response to changed responsibilities in policy documents

Journal of Early Childhood Research ◽

10.1177/1476718x20969742 ◽

2021 ◽

pp. 1476718X2096974

Author(s):

Sara Cervantes ◽

Anna Öqvist

Keyword(s):

Qualitative Study ◽

Educational Reform ◽

Educational System ◽

Professional Competence ◽

Preschool Teachers ◽

Division Of Labour ◽

Study Data ◽

Working Relationship ◽

Policy Documents

Preschool teachers and caregivers have a close working relationship as part of a working team to benefit the children in Swedish preschools. In 2011, a new educational reform was introduced according to which preschools became a school form in their own right within the overall educational system in Sweden. The objective of the policy was to strengthen the profession of preschool teachers by affording them clearer responsibility over the quality of educational practices and curriculum work. It also entailed a division of labour between the preschool teachers and caregivers in the working team. The current study explored how Swedish preschool teachers and caregivers positioned themselves in response to these changes in responsibility. In this qualitative study, data were collected from 17 preschool teachers and caregivers via an open-ended questionnaire. Preschool teachers and caregivers viewed themselves as having equal responsibility in the working team. Specifically, preschool teachers upgraded the competence and position of caregivers while downgrading their own professional competence and position. Caregivers downgraded the profession and position of preschool teachers and upgraded their own competence and position to be equal to that of preschool teachers.

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Inequality and the division of labor: the Davis-Moore theory reexamined

European Journal of Sociology ◽

10.1017/s0003975600007463 ◽

1999 ◽

Vol 40 (2) ◽

pp. 233-256

Author(s):

Dennis H. Wrong

Keyword(s):

Social Inequality ◽

Division Of Labor ◽

Division Of Labour ◽

Market Model ◽

Starting Point ◽

Recent Debate ◽

Occupational Selection ◽

Limited Scope

Social inequality has long been subject to theoretical dispute with moral and political overtones. The most recent debate was over the argument of American sociologists Kingsley Davis and Wilbert Moore that unequal rewards were ‘functionally’ necessary to maintain a complex division of labour. Their theory has gained new credibility as a market model of occupational selection assuming competition among self-interested individuals. Its abstractness and limited scope need recognition, but it remains a valuable starting point for the consideration of inequality.

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Can the implementation of the Europe 2020 Strategy goals be efficient? The challenge for achieving social equality in the European Union

Equilibrium ◽

10.24136/eq.v12i3.20 ◽

2017 ◽

Vol 12 (3) ◽

Cited By ~ 7

Author(s):

Michaela Stanickova

Keyword(s):

European Union ◽

Income Inequality ◽

Labour Market ◽

Social Inequality ◽

The European Union ◽

Social Equality ◽

Europe 2020 ◽

Europe 2020 Strategy ◽

The Impact ◽

The Eu

Research background: Economic crisis hit all the European Union Member States hard, with the impact of crisis varying considerably. The low growth performance in the EU has increased concerns regarding an increasing wage dispersion, income inequality at large, and social exclusion in line with poverty. Inequality should be seen as a cornerstone of both sustainable and inclusive growth under the Europe 2020 Strategy. Social inequality in the EU is a real problem, which hampers sustainable economic growth. Purpose of the article: The purpose of this study is to introduce evaluation of social development convergence and divergence trends between the EU Member States in the context of the Europe 2020 Strategy. The study gives an outline of the issues of the labour market and income disparities and poverty. Policymakers must be clear about what social objectives they are aiming to achieve, therefore special attention is paid to headline national goals of the Europe 2020 Strategy. Methods: The main task of this study is to assess social dimension and inequalities problems in the EU27 by applying Data Envelopment Analysis method, resp. time-series dynamic efficiency analysis in the form of output-oriented Malmquist Productivity Index. This study contains changes of key social equality indicators related to the Europe 2020 Strategy and compares objectives and general outlines of period 2010-2015, as well as the impact on national economics and living conditions. Findings & value added: Results contain elements of typology premises of the EU28 and point to a large diversity in inequality patterns, as the Author observes both increases and decreases in inequality at the EU level. Recent changes in social inequality have been associated with the business cycle, particularly with the accessibility of the labour market and, of course, with income inequality. Additionally, the development challenges are discussed for improvement of the socioeconomic well-being of the EU and to avoid social disparities.

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Vernetzung als regierungstechnologisches Rettungsprogramm?

Zeitschrift für Sozialreform ◽

10.1515/zsr-2017-0006 ◽

2017 ◽

Vol 63 (1) ◽

pp. 47-74 ◽

Cited By ~ 1

Author(s):

Ingo Bode

Keyword(s):

Welfare State ◽

Social Welfare ◽

Child Protection ◽

Professional Boundaries ◽

Professional Groups ◽

Social Disintegration ◽

The Social ◽

Modern Welfare State ◽

Silver Bullet ◽

Institutional Fragmentation

AbstractWithin the infrastructure of the modern welfare state, networking and collaboration across organizational and professional boundaries are far and wide considered as being deficient. At the same time, many experts refer to them as a silver bullet for overcoming institutional fragmentation and recent movements towards exacerbated social disintegration, even as governments tend to enforce collaboration formally. Using the example of child protection in Germany, this article draws on a mix of theories of government technologies in order to elucidate reasons for problems with actual collaborative arrangements in the social welfare sector, suggesting that, due to certain bottom-up dynamics, enforced networking in this sector is unlikely to be achieved by the policies under study. The analysis is based on evidence from case studies in five local settings, illustrating how major professional groups and organizations are dealing with evolving regulation and related challenges.

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Introduction

Health inequalities ◽

10.1093/oso/9780198831419.003.0001 ◽

2019 ◽

pp. 1-12

Author(s):

Johan P. Mackenbach

Keyword(s):

Welfare State ◽

Social Inequality ◽

Health Inequalities ◽

Population Level ◽

Welfare States ◽

Short History ◽

History Of ◽

Micro Level ◽

Per Se

Chapter 1 (‘Introduction’) provides a short history of the discovery and rediscovery of health inequalities, as well as a short history and typology of the welfare state, and lays out the paradox that this book tries to explain: the persistence of health inequalities in even the most universal and generous European welfare states. It argues that micro-level studies alone cannot resolve this paradox, and that macro-level studies are needed to identify the determinants of health inequalities as seen at the population level. This will also make it easier to put health inequalities into a broader perspective, for example, that of social inequality per se. This chapter ends with an extensive preview of the main conclusions of the book.

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Does the Selectivity of an Educational System Affect Social Inequality in Educational Attainment? Empirical Findings for the Transition from Primary to Secondary Level in Germany

European Sociological Review ◽

10.1093/esr/jcw034 ◽

2016 ◽

Vol 32 (6) ◽

pp. 779-791 ◽

Cited By ~ 5

Author(s):

Tobias Roth ◽

Manuel Siegert

Keyword(s):

Educational Attainment ◽

Social Inequality ◽

Educational System ◽

Secondary Level

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Reward, Law and Power: Toward a Jurisprudence of the Carrot

Australian & New Zealand Journal of Criminology ◽

10.1177/000486908601900203 ◽

1986 ◽

Vol 19 (2) ◽

pp. 91-113 ◽

Cited By ~ 4

Author(s):

Arie Freiberg

Keyword(s):

Welfare State ◽

Social Control ◽

Social Inequality ◽

Criminal Law ◽

Due Process ◽

Legal Theory ◽

State Intervention ◽

Corporate Activity ◽

The Welfare State

Positive sanctions play an important but underestimated role in societal regulation. This article examines reward in political and legal theory and explores the conceptual and practical dimensions of reward in the civil and criminal law. It argues that the mechanisms and ideology of reward have facilitated state intervention into private and corporate activity, delayed or denied due process and maintained social inequality. Possible changes in the nature of social control, from punishments to institutionalized rewards through the welfare state, are observed and the implications of such a change for sanction theory are discussed.

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Multilingual Development: A Longitudinal Perspective – Mehrsprachigkeitsentwicklung im Zeitverlauf (MEZ)

European Journal of Applied Linguistics ◽

10.1515/eujal-2017-0024 ◽

2017 ◽

Vol 5 (2) ◽

pp. 347-357

Author(s):

Hanne Brandt ◽

Marina Lagemann ◽

Sharareh Rahbari

Keyword(s):

Longitudinal Study ◽

Secondary School ◽

Educational System ◽

Secondary School Students ◽

Contextual Factors ◽

Russian Language ◽

Educational Success ◽

School Students ◽

Developing Strategies

AbstractThe longitudinal study “Multilingual Development: A Longitudinal Perspective” (MEZ) follows two cohorts of secondary school students with monolingual German, German-Turkish and German-Russian language backgrounds over the course of three years. The project investigates language-based, personal, and contextual factors that influence students’ multilingual development and examines how multilingual skills are related to other dimensions of educational success (e.g., transition decisions and processes in the educational system). The objective of MEZ is to identify starting points for developing strategies to increase young people’s chances for educational success.

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