The ambivalence of the psychosocial in Norwegian education. A policy document analysis
In this article, I explore the central characteristics of the psychosocial as a field of knowledge in Norwegian education policy and the ways in which these characteristics are conditioned by their constituting social structures and historical contexts. This is achieved through a policy document ana...
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2021-05-01
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| Series: | Nordic Journal of Studies in Educational Policy |
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| Online Access: | http://dx.doi.org/10.1080/20020317.2021.1958994 |