Understanding how institutional dynamics can contribute to educational inequality in Nordic cities

Abstract

ABSTRACT This article explores the institutional dynamics that contribute to educational inequality within Nordic cities. The persistent issue of social inequality in education remains a prominent challenge for the Nordic welfare states. By investigating the gaps between educational policies and their practical implementation, this study sheds light on the mechanisms that drive educational inequality. Through the application of qualitative methods, the research examines the impediments to achieving educational equity within three distinct municipalities in Norway, Sweden, and Finland. The study identifies several contributing factors to the prevailing educational inequality, encompassing housing policies, urban spatial segregation, diverse principles governing school choice and marketisation, and variations in organisational models intended to promote equity. The research not only offers novel insights into the gaps between educational policy formulation and implementation but also underscores their pivotal role in both generating and perpetuating educational inequality. In the subsequent discussion, the study addresses these identified gaps and outlines their potential implications for future policy-making and practical implementation in Nordic education.