Horizons of change in norm critical pedagogy

Jo Krøjer; Marta Padovan-Özdemir

Horizons of change in norm critical pedagogy

Bidragets oversatte titel: Forandringshorisonter i normkritisk pædagogik

Publikation: Konferencebidrag › Paper › Forskning › peer review

Abstract

Norm-critical pedagogy has been based on Freirean liberation thinking, feminist intersectionality theory and post-structuralist queer theory. This without explicitly thematizing the discrepancy between the universalism that modern theories of change imply and the confrontation with this by postmodern theories. This implies that the theoretical basis of pedagogical norm-critique appears underdeveloped.

As a first step in a larger research project (Krøjer & Padovan-Özdemir, 2024), this paper explores 23 Swedish and Danish landmark publications (2008-2024) contributing theoretically and practically to norm-critical pedagogy. It does so by posing the research question: In pedagogical norm critique, what is theoretically proposed as possibilities, strategies and driving forces of social change?

Bidragets oversatte titel	Forandringshorisonter i normkritisk pædagogik
Originalsprog	Engelsk
Publikationsdato	23 okt. 2025
Status	Udgivet - 23 okt. 2025
Begivenhed	G25 Feminist Coalitions for Livable Worlds: How, Where and for Whom?: Sixth national conference for research in gender studies and gender research in other disciplines - MITT Universitetet, Östersund, Sverige Varighed: 21 okt. 2025 → 23 okt. 2025 Konferencens nummer: 6

Konference

Konference	G25 Feminist Coalitions for Livable Worlds: How, Where and for Whom?
Nummer	6
Lokation	MITT Universitetet
Land/Område	Sverige
By	Östersund
Periode	21/10/2025 → 23/10/2025
Andet	Feminist Coalitions for Livable Worlds focuses our collective analytical gaze on some of today's most pressing challenges, such as the climate crisis, militarization and repression, inequality, colonialism, racism, conservatism, threats, and hatred against LGBTQI+ and gender. The need for critical voices against violence, repressive power, and inequality is urgent. Therefore, gender studies has a vital role to play both as a voice for analyses of present developments and as a provider of knowledge for livable worlds and lives: that which gives hope and creates change, such as coalitions, activism, and critical examinations of history and its status quo.<br/><br/>We must ask where, when, and for whom livable and flourishing worlds are created and offer possible answers. The keywords for the conference are relationality and resurgence. These concepts are being developed, particularly in Indigenous Studies and Indigenous knowledge, to highlight the work constantly done to create worlds beyond repression. Inspired by these concepts, we want to open for conversations and exchanges around creating change, livable presents and futures, and feminist utopias. At the same time, we want to emphasize the importance of the conference's location in Staare/Östersund in the South Saami area. With its two campuses, Gaskeuniversiteete/ Mid Sweden University is the only university in the South Saami area on the side of Saepmie that overlaps with Sweden.<br/><br/>The G25 is the sixth national conference for gender research in Sweden. Previous conferences have been organized by the University of Gothenburg (g12), Umeå University (g14), Linköping University (g16), University of Gothenburg (g19) and Karlstad University (g22).

Bibliografisk note

Abstract-titel i programmet er "Norm-Critical Change – ideas about possibilities, strategies and driving forces"

Emneord

Change
norm critique
Pedagogy

Pædagogisk normkritiks forandringshorisonter – en teoretisk eksplorering
Padovan-Özdemir, M. (Projektdeltager) & Krøjer, J. (Projektdeltager)
01/02/2025 → 31/12/2027
Projekter: Projekt › Forskning

Citationsformater

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title = "Horizons of change in norm critical pedagogy",

abstract = "Norm-critical pedagogy is one of the newest approaches to address inequality in early childhood education and care (ECEC) (Bj{\"o}rkman et al., 2021; Clarup et al., 2020). In its relative short lifespan since 2010, it has been applied hopefully by ECEC institutions in Sweden and Denmark. In Sweden, it has even become part of the education authority{\textquoteright}s official approach to combat discrimination. However, scholars have problematized how the uptake of norm critique in Swedish policy has warped norm-critical pedagogy with modernistic ideals of rationality, enlightenment and the individual as change agent (Hill, 2021; Langmann \& M{\aa}nsson, 2016; Qvarsebo, 2019). Critical studies of the deployment of norm-critical pedagogy in education point out how the confrontation of prevailing norms risk producing new exclusionary norms (Bredstr{\"o}m et al., 2018; Canger et al., 2023; Qvarsebo, 2021). Recently, it has been argued that the challenges facing norm-critical pedagogy may not rest with the political uptake or practical application, but rather in the theoretical basis of norm-critical pedagogy (Padovan-{\"O}zdemir, 2024). Norm-critical pedagogy has been based on Freirean liberation thinking, feminist intersectionality theory and post-structuralist queer theory (Bromseth \& Darj, 2010; Lenz Taguchi et al., 2011). This without explicitly thematizing the discrepancy between the universalism that modern theories of change imply and the confrontation with this by postmodern theories (Padovan-{\"O}zdemir, 2024). This implies that the theoretical basis of pedagogical norm-critique appears underdeveloped. As a first step in a larger research project (Kr{\o}jer \& Padovan-{\"O}zdemir, 2024), this paper explores 23 Swedish and Danish landmark publications (2008-2024) contributing theoretically and practically to norm-critical pedagogy. It does so by posing the research question: In pedagogical norm critique, what is theoretically proposed as possibilities, strategies and driving forces of social change? The analysis is descriptive and used to distill and develop a characterization of the theoretical basis of norm-critical pedagogy with a special focus on the notion of change. I.e., the theoretical references constituting the backbone of the literature{\textquoteright}s arguments for how social change can be accomplished. The descriptive analysis feeds into a typology (Kluge, 2000) of change in norm-critical pedagogy enabling the identification and discussion of norm-critical pedagogy{\textquoteright}s inherent theoretical conundrum of modern and postmodern ideas of social change. Ultimately, this should inform theory building in pedagogical norm critique and enable new practices towards equity, diversity, and inclusion.",

keywords = "Change, norm critique, Pedagogy",

author = "Jo Kr{\o}jer and Marta Padovan-{\"O}zdemir",

note = "Abstract-titel i programmet er {"}Norm-Critical Change – ideas about possibilities, strategies and driving forces{"}; G25 Feminist Coalitions for Livable Worlds: How, Where and for Whom? : Sixth national conference for research in gender studies and gender research in other disciplines, G25 ; Conference date: 21-10-2025 Through 23-10-2025",

year = "2025",

month = oct,

day = "23",

language = "English",

}

TY - CONF

T1 - Horizons of change in norm critical pedagogy

AU - Krøjer, Jo

AU - Padovan-Özdemir, Marta

N1 - Conference code: 6

PY - 2025/10/23

Y1 - 2025/10/23

N2 - Norm-critical pedagogy is one of the newest approaches to address inequality in early childhood education and care (ECEC) (Björkman et al., 2021; Clarup et al., 2020). In its relative short lifespan since 2010, it has been applied hopefully by ECEC institutions in Sweden and Denmark. In Sweden, it has even become part of the education authority’s official approach to combat discrimination. However, scholars have problematized how the uptake of norm critique in Swedish policy has warped norm-critical pedagogy with modernistic ideals of rationality, enlightenment and the individual as change agent (Hill, 2021; Langmann & Månsson, 2016; Qvarsebo, 2019). Critical studies of the deployment of norm-critical pedagogy in education point out how the confrontation of prevailing norms risk producing new exclusionary norms (Bredström et al., 2018; Canger et al., 2023; Qvarsebo, 2021). Recently, it has been argued that the challenges facing norm-critical pedagogy may not rest with the political uptake or practical application, but rather in the theoretical basis of norm-critical pedagogy (Padovan-Özdemir, 2024). Norm-critical pedagogy has been based on Freirean liberation thinking, feminist intersectionality theory and post-structuralist queer theory (Bromseth & Darj, 2010; Lenz Taguchi et al., 2011). This without explicitly thematizing the discrepancy between the universalism that modern theories of change imply and the confrontation with this by postmodern theories (Padovan-Özdemir, 2024). This implies that the theoretical basis of pedagogical norm-critique appears underdeveloped. As a first step in a larger research project (Krøjer & Padovan-Özdemir, 2024), this paper explores 23 Swedish and Danish landmark publications (2008-2024) contributing theoretically and practically to norm-critical pedagogy. It does so by posing the research question: In pedagogical norm critique, what is theoretically proposed as possibilities, strategies and driving forces of social change? The analysis is descriptive and used to distill and develop a characterization of the theoretical basis of norm-critical pedagogy with a special focus on the notion of change. I.e., the theoretical references constituting the backbone of the literature’s arguments for how social change can be accomplished. The descriptive analysis feeds into a typology (Kluge, 2000) of change in norm-critical pedagogy enabling the identification and discussion of norm-critical pedagogy’s inherent theoretical conundrum of modern and postmodern ideas of social change. Ultimately, this should inform theory building in pedagogical norm critique and enable new practices towards equity, diversity, and inclusion.

AB - Norm-critical pedagogy is one of the newest approaches to address inequality in early childhood education and care (ECEC) (Björkman et al., 2021; Clarup et al., 2020). In its relative short lifespan since 2010, it has been applied hopefully by ECEC institutions in Sweden and Denmark. In Sweden, it has even become part of the education authority’s official approach to combat discrimination. However, scholars have problematized how the uptake of norm critique in Swedish policy has warped norm-critical pedagogy with modernistic ideals of rationality, enlightenment and the individual as change agent (Hill, 2021; Langmann & Månsson, 2016; Qvarsebo, 2019). Critical studies of the deployment of norm-critical pedagogy in education point out how the confrontation of prevailing norms risk producing new exclusionary norms (Bredström et al., 2018; Canger et al., 2023; Qvarsebo, 2021). Recently, it has been argued that the challenges facing norm-critical pedagogy may not rest with the political uptake or practical application, but rather in the theoretical basis of norm-critical pedagogy (Padovan-Özdemir, 2024). Norm-critical pedagogy has been based on Freirean liberation thinking, feminist intersectionality theory and post-structuralist queer theory (Bromseth & Darj, 2010; Lenz Taguchi et al., 2011). This without explicitly thematizing the discrepancy between the universalism that modern theories of change imply and the confrontation with this by postmodern theories (Padovan-Özdemir, 2024). This implies that the theoretical basis of pedagogical norm-critique appears underdeveloped. As a first step in a larger research project (Krøjer & Padovan-Özdemir, 2024), this paper explores 23 Swedish and Danish landmark publications (2008-2024) contributing theoretically and practically to norm-critical pedagogy. It does so by posing the research question: In pedagogical norm critique, what is theoretically proposed as possibilities, strategies and driving forces of social change? The analysis is descriptive and used to distill and develop a characterization of the theoretical basis of norm-critical pedagogy with a special focus on the notion of change. I.e., the theoretical references constituting the backbone of the literature’s arguments for how social change can be accomplished. The descriptive analysis feeds into a typology (Kluge, 2000) of change in norm-critical pedagogy enabling the identification and discussion of norm-critical pedagogy’s inherent theoretical conundrum of modern and postmodern ideas of social change. Ultimately, this should inform theory building in pedagogical norm critique and enable new practices towards equity, diversity, and inclusion.

KW - Change

KW - norm critique

KW - Pedagogy

M3 - Paper

T2 - G25 Feminist Coalitions for Livable Worlds: How, Where and for Whom?

Y2 - 21 October 2025 through 23 October 2025

ER -

Horizons of change in norm critical pedagogy

Abstract

Konference

Bibliografisk note

Emneord

Projekter

Pædagogisk normkritiks forandringshorisonter – en teoretisk eksplorering

Citationsformater