Suchergebnisse

Saamentutkimus tänään is an introduction to the Sámi studies, i.e. the scientific study of the Sámi people. It gives many-faceted basic information of the Sámi people and presents up-to-date views of the disciplines related to the Sámi studies, e.g. history, archeology, genetics, linguistics, comparative religion, folkloristics, ethnology etc. It provides scientifically based knowledge of the Sámi during the prehistory and pre-Christianity, dealing with reindeer herding, handicraft, the Sámi languages, Sámi literature and art and civil right questions, including participation in the international movement of the indigenous people. All the authors are eminent experts of their scholarly fields, and all the articles have been revised by the Academic representatives of the Sámi themselves - "Teos esittelee saamentutkimuksen keskeisten alojen uusimmat tulokset ja näkemykset ja päivittää saamelaisia ja saamelaiskulttuuria koskevat tiedot genetiikasta kielitieteeseen ja historiasta nykykulttuuriin. Kirjassa perehdytään myös saamelaisten aineelliseen ja henkiseen perinnekulttuuriin: käsityöhön, poronhoitoon, folkloreen, taiteisiin sekä muinais- ja kansanuskoon. Erityisen painon teoksessa saavat ajankohtaiset ihmisoikeus- ja alkuperäiskansakysymykset. Kaikki kirjoittajat ovat alojensa aktiivitutkijoita. Kirja on 1995 julkaistun Johdatus saamentutkimukseen -teoksen kokonaan uudistettu ja huomattavasti laajennettu laitos."

"Gendered and sexualized abuse and other forms of violence are visibly present in the culture of the third millennium. Especially bodies that are gendered as female are – both dead and alive – objects of multiple forms of abuse and violence in the texts and imageries of contemporary culture. Men, on the other hand, are often represented as abusive towards women and as the violent gender or, as targets of other men's violence. Structural violence has also an impact on many areas of everyday life, and it is materialized in, for example discrimination and inequality. Gender and Violence: The Ethics and Politics of Reading scrutinizes gendered violence as a complex phenomenon of contemporary culture. The authors study the ways in which ways representations of violence can be read, viewed and received. They also discuss what kind of politics the violent representations implement and actualize, and how they affect their audience.
Gender and Violence takes a critical stance on the intersections of gender, power, and violence in literature, film, television and the internet. The analysis focuses on, for example, sci-fi, Nordic Noir and North American comedy series, poems, young adult literature (YA) and nationalist blog texts. The book presents both Finnish and international academic discussions, in which researchers in the fields of gender studies, arts and literature, and cultural studies challenge contemporary English abstract 279 understanding of gender, sexuality, power, and violence. Moreover, Gender and Violence provides tools for critical discussions on violence and in-depth scrutiny about its cost on all of us.
Gender and Violence is an anthology of academic research articles. It works well as an academic textbook, but it also provides timely and new knowledge for everyone interested in questions of gender and violence – phenomena that touch upon all of us."

Alex Matson (1888–1972) is an important Finnish literary critic and essayist, whose literary reviews and collections of essays have made a vital contribution to the development of Finland's postwar literary generation. Born in Finland as the son of a sailor, Matson moved as a young child with his family to Hull in England, where he went to school. In the 1910s, he moved back to Finland, where he at first established himself as painter associated with the expressionist November Group, an important Finnish artistic movement at the time. In the interbellum, he moved from fine arts to literature. In the 1920s and 1930s, he published several novels, but more important was his work as transmitter of international literary ideas to Finland. Together with his first wife, Kersti Bergroth, he edited the literary journal Sininen kirja (""The Blue Book""; 1927–1930), which was inspired by the writings of John Middleton Murry and Katherine Mansfield. Sininen kirja is the most international literary journal in Finnish history to date and introduced Finland to the most significant modernist writers of the first half of the 20th century (Gottfried Benn, Jean Cocteau, Alfred Döblin, T. S. Eliot, Aldous Huxley, James Joyce, D. H. Lawrence, Katherine Mansfield, Paul Valéry, Virginia Woolf).
During the Second World War, Matson worked for the State Communications Agency, which was responsible for disseminating relevant information about Finland to other nations and for informing Finns of relevant developments abroad. It was also tasked with studying the prevailing mood among the population in Finland. In Matson's unpublished wartime diaries, one can see the first symptoms of a shift in Finnish culture away from Germany and towards Anglo-Saxon culture.
From the 1940s onwards, Matson recommended new English and American novels as a part of his work as reader for Finnish publishing houses, and he also translated works by Joyce, Hemingway and Steinbeck. With the help of a network of international literary critics, Matson became acquainted with New Criticism, which he introduced to Finland before it became established among academic researchers. He was often critical of academic literary studies, but his seminal essay works Romaanitaide (""On the Prose Novel""; 1947), John Steinbeck (1948), Kaksi mestaria (""Two Masters"", on Tolstoy and Dostoevsky; 1950) as well as his impressive conversational skills were instrumental in introducing knowledge about the principles of the prose novel to several authors (including Väinö Linna, Lauri Viita, and Hannu Salama), and contributed to their views of literature. Matson emphasized the importance of reading and understanding high-quality literature for the wellbeing of society.

Väitöstutkimus analysoi julkisia poliittisia performansseja poliittisena viestintänä. Poliittiset performanssit voidaan ymmärtää julkisissa tiloissa toimeen pantuina 'näytöksinä', joiden tavoitteena on luoda arkisiin rutiineihin yllättäviä katkoksia ja synnyttää uutta toimintatilaa jonkin yhteiskunnallisen ongelman esiin nostamiseksi. Performanssit synnyttävät katkoksia monin tavoin, mutta erityisen leimallista niille on näkyvän, vallalla olevan visuaalisen järjestyksen murtaminen tuomalla siihen erilaisia 'häiritseviä' (disruptive) elementtejä: resistoivia kehoja, valtaa parodioivia kuvia, karnevalistista protestointia, katuteatteria jne. Poliittisten performanssien viestintä perustuu puheen sijaan tai ohella toimijoiden oman kehon ja sen kantamien erilaisten visuaalisten merkkien julkiseen esittämiseen, joskus hyvin äärimmäisellä tavalla, kuten esimerkiksi nälkälakoissa ja polttoitsemurhissa. Väitöskirjassa tällaista viestintätyyliä kutsutaan visuaaliseksi ja esteettiseksi politikoinniksi. Tutkimuksessa analysoidaan useita esimerkkejä performatiivisesta poliittisesta viestinnästä ja kehitetään teoreettisia ideoita sen ominaispiirteiden tulkitsemiseksi. ; In this doctoral thesis I study a phenomenon which I have titled as public political performance. By public political performance I refer to a public event (a 'show', display, demonstration) the purpose of which is to expose in public and challenge those social-political norms, practices, and relations of power which usually remain invisible in the sway of routine political life. I am interested especially in how performance works as a form of non-linguistic, or wider than linguistic, political communication. I theorize and analyze, through several illustrative examples, performances from three perspectives: as corporeal (bodily), visual, and aesthetic communication. In construction of theory I use and partly rework ideas from thinkers such as Jürgen Habermas, Michel Foucault, Hannah Arendt, Maurice Merleau-Ponty, and Jacques Ranciere. The study shows that public political performance is a sensitive, even volatile phenomenon because it often manifestly exposes the fundamentally violent power structure of society – as when, for example, street demonstrations induce strong counter reactions from the police and political authorities – and puts this order under critical public scrutiny. Political authorities do not take such challenges lightly, which is why public performances sometimes instigate serious political controversies. The key theoretical ideas of the study relate to performance as something done and en/acted. On the one hand, performance discloses the nature of politics as a 'doing.' This means in simple terms that, in order to subsist, the political world needs to be done, performed, and 'iterated,' every time anew. The term performative describes this social-constructivist side of politics. That the constitution of the social and political power is based not on any 'natural' ground but on continuous re/iteration of certain ways and routines is often revealed only when it is visibly and noticeably disrupted. This is what political performance typically does. On the other hand, performance signifies a particular kind of public show which resembles but does not equal theatrical shows. Performance is theatrical in being an 'art-like' communicative act, yet it is more surprising and unpredictable compared to regular theatre and, because of this, usually more difficult to approach and interpret. Political performance as a contingent and sometimes oddly appearing public event with a surprise effect brings forth the importance of disruption for politics. It alerts us to situations where the normalized political performatives are being visibly questioned by bringing into public space – 'in your face' – diverse disrupting elements like resisting bodies, parodying images, and carnevalism. The relationship between these two, performatives and performances, creates an edgy and 'chiasmatic' political space from which much of political life gains its driving force. This basic idea and relationship constitute the key starting point for this study's theoretical reflections. Political performance is an important subject for political studies for several reasons. The purely knowledge-based reason is that that in directing attention to the corporeal and visual aspects of politics and political communication, performance brings into view phenomena and conceptual possibilities which are too often ignored by political researchers and theorists. The relevance of performance for the field can also be justified from another perspective, through reference to its political and democratic significance. The discussions and analyses carried out in the study show that there are political circumstances where citizens see public performance as the only available means of participation in political communication, with other channels of communication forbidden or marginalized. There are also situations where citizens create, through setting up a performance, space for public communication and action where it has not existed before. Political performance as a way of contesting existing political realities can therefore have special value for political freedom. Political and democratic theory needs to understand, I shall argue, also that category of political action which performs political freedom rather than asks for it.

Siirtymiä ja ajan merkkejä koulutuksessa: Opetussuunnitelmatutkimuksen näkökulmia -teos jatkaa opetussuunnitelmakeskustelua, joka käynnistyi vuonna 2017 julkaistussa ensimmäisessä suomenkielisessä opetussuunnitelmatutkimusta käsittelevässä teoksessa. Teoksen johdantoartikkelin jälkeiset 14 vertaisarvioitua artikkelia jakaantuvat neljään teemakokonaisuuteen, joiden merkittävin yhteinen nimittäjä on huoli saksalais-pohjoiseurooppalaisen Bildung/Didaktiikka -opetussuunnitelmatradition ajautumisesta entistä ahtaammalle oppimisteorioiden jäsentämän, taitoihin ja kompetensseihin rajoittuvan, näennäisesti epäpoliittisen angloamerikkalaisen curriculum-opetussuunnitelmatradition ja sen poliittisen aisaparin, uusliberalismin, puristuksessa. Ensimmäisessä teemassa "Tieto ja sivistys antiikista globaaliin" käsitellään sivistystä ja tietoa suomalaisessa opetussuunnitelmakeskustelussa. Teemassa jäljitetään niitä antiikkiin palautuvia, edelleen ajankohtaisia, historiallisia merkityskerroksia, joita sivistyksen käsitteeseen sisältyy. Lisäksi teemassa avataan spenceriläistä kasvatusajattelua ja sen vaikutusta suomalaiseen opetussuunnitelma-ajatteluun. Ajankohtaista opetussuunnitelmien tarkastelua edustaa pohdinta ekososiaaliseen sivistykseen ja oikeudenmukaisuuteen kasvattamisesta. Teeman päättää kriittinen länsimaisen, valkoista elitismiä ja rodullis-etnistä ylemmyyttä henkivän, sivistyskäsityksen tarkastelu. Toisessa teemassa "Opetussuunnitelmapolitiikan historiallisia ja ajankohtaisia painotuksia" tarkastellaan varhaiskasvatuksen rakenteiden muutosta tehden samalla näkyväksi niitä oletuksia, joita liitämme kasvatukseen ja sen tehtävään yhteiskunnassa. Niin ikään suomalaisen perusopetuksen opetussuunnitelmaprosessit, erityisesti vuoden 2014 opetussuunnitelman perusteiden uudistamisen prosessi sekä paikallistason opetussuunnitelmatyö, ovat käsiteltäviä sisältöjä teoksen toisessa teemassa. Teeman lopussa kyseenalaistetaan historiaan peilaten arkiymmärryksemme siitä, että opetusta on aina suunniteltava tavoitteet edellä. Kolmannessa teemassa "Tiedonaloja ajassa" pohditaan tiedonalalähtöisyyteen perustuvan oppiainejakoisen kokonaisopetuksen yleissivistäviä vaikutuksia, samoin taidekasvatuksen suhdetta kulttuuriin, mediaan ja subjektiin. Lisäksi havainto siitä, miten sekularistisissa kansalaisuustarkasteluissa kansalaisuuden katsomukselliseen perustaan liittyvät kysymykset pyritään sivuuttamaan tai sijoittamaan rajatusti yksilön privaatin elämän alueelle, herättää pohdintaa. Neljännessä teemassa "Korkeakoulupolitiikka muutoksessa" fokus on korkeakoulutusta ja erityisesti yliopistoja koskevassa uusliberalistisessa hallinnassa – siinä, miten kyseinen hallinta puhuttelee yliopistojen tutkija-opettajia tai miten osaamisperustaiset ja työelämäkompetensseja tuottavat opetussuunnitelmat ovat muuttaneet perustavanlaatuisesti käsitystä tiedon olemuksesta populistiseen ja epä-älylliseen suuntaan. Lisäksi neljännessä teemassa esitellään meta-analyysi korkeakoulujen opetussuunnitelmaa koskevien tutkimustekstien taustalla vaikuttavasta opetussuunnitelma-ajattelusta ja -käsityksistä. Teeman lopussa palataan yhden esimerkin välityksellä ammattikorkeakoulun osaamisperustaisen opetussuunnitelman kehittämisen prosessiin. ; This edited book continues the discussion on curriculum, which began in 2017 in the first book on Curriculum Studies in Finnish. The 14 peer-reviewed articles following the introductory article are divided into four thematic sets, the common denominator of which is the concern about the drifting of the comprehensive democratic German and Nordic Bildung / Didactic curriculum tradition into the narrower, competence and skills driven Anglo-American education and curriculum, shaped by the paradoxical alliance of assumedly apolitical instrumental learning theories and neoliberal policy measures. The first theme, "Knowledge and Education from Antiquity to Global", deals with the topics of civilization, education and knowledge in the Finnish curriculum debate. The first article traces back to the antique with the intertwinement of current and historical layers of meanings that are implicated in the modern concepts of civilization and education. In addition, the first theme will open up Spencer's educational thinking and its impact on Finnish curriculum thinking. The space is also given to currently emerging concerns of eco-social education and reactivated issues by global interconnectedness of social and economic justice as educational goals. The theme ends with a critical examination of the Western concept of civilization and modernity related to issues of white supremacy with affiliations of cultural and racial-ethnic superiority. The second theme looks at "The historical and current emphases of Finnish curriculum policy". The first article examines how the theme is reflected in the changing structures of early childhood education. This focus on early education will arguably make more explicit and visible the assumptions we attach to education and its role and goals in globalized society in general. The curriculum processes in Finnish basic education, especially the process of reforming the curriculum in 2014 and the local curriculum work, will also be addressed in the second theme of the book. The last article questions the assumption, often shared by mainstream academic and common sense alike, that curriculum design and teaching planning should always start with objectives. The third theme is "The current issue of disciplinarity in curriculum and teaching". In the first article attention is paid to horizontal integration of school subjects, and to general educational implications predicated on subject-based curriculum and teaching, more generally. The next article deals with conceptual interrelatedness between art education and culture, media, and subjectivity. In the third article, the secularist views on citizenship is scrutinized of the neglect of significant citizenship aspects related to broader worldviews by illusorily positioning them in the sphere of private life out of reach of public interest and debate. The fourth theme, "Higher Education Policy in Change", focuses on neoliberal governance in higher education and universities, first addressing the new ambivalent identities of academic teachers, and how competence, skills and workplace-based curricula have fundamentally altered the concept of knowledge toward an instance of populist de-intellectualization of higher education and neoliberal vocational school. In addition, the fourth theme presents a meta-analysis of the underlying curriculum thinking and conceptions behind research texts on university curricula. Exemplarily, the last article critically unpack the process of developing a skills and competence-based curriculum at the University of Applied Sciences.