School in the Knowledge Society: A Local Global School

School in the Knowledge Society: A Local Global School

Birgitte Holm Sørensen (Aarhus University, Denmark) and Karin Tweddell Levinsen (Aarhus University, Denmark)
Copyright: © 2011 |Pages: 17
DOI: 10.4018/978-1-60960-206-2.ch003
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Abstract

Implementation of ICT in Danish and Nordic schools is gradually changing from an industrial to a knowledge society school paradigm. At the same time ICT, digital literacy and the school’s physical and social organization are constantly negotiated. In schools that proactively meet the challenges, new designs for teaching and learning emerge while teacher-student relations transform and the children and young people’s competencies are resources in the processes of learning. This chapter presents research based on the proactive schools and exemplifies possible outlines of the school, in the knowledge society. Finally, the findings are extrapolated into a vision of a future local global school in the knowledge society.
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Changes In School Caused By The Transition From The School Of The Industrial Society To The School Of The Knowledge Society

Industrial societies gradually shift away from industrial production methods and a growing number of countries can now be called as knowledge societies (Qvortrup 1998, 2002; Beck 1998; Giddens 2007). Due to architectural theory the succeeding periods of school’s organisation and physical appearances mirror the corresponding social formation and the changed demands from society (Sørensen, Audon & Levinsen 2010). Accordingly, present schools that strive to cope proactively with the challenges in terms of management, everyday organisation and practice as well as the design of the physical environment also bears similarities to the emerging knowledge society.

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