Suchergebnisse

In recent decades, disability policy programmes and conventions have been underlining how improving educational opportunities, especially for post-compulsory education, improve the employability and independence of disabled people, and thus their position in society and as citizens. However, little attention has been paid to actual educational practices and how they relate to these policy objectives. This article focuses on post-compulsory education for students with learning disabilities in Finland, more precisely on a vocational training programme called Preparatory Education for Work and Independent Living (PEWIL). In our ethnographic study of the programme, we scrutinise how daily educational practices govern citizenship for its students. We argue that even though these students are perceived as 'trainable' mainly in sheltered work and as only able to live in an institutionalised setting-thus reproducing their marginalisation-they have internalised the idea of a neoliberal labour market citizen with an emphasis on independence and employability. Points of interest The subject of this article is a vocational education and training programme for young people with learning disabilities. The aim of the programme is to give students skills for working and independent living in mainstream society. We are interested in how citizenship is understood on the programme. The first author participated in the everyday life of the programme and interviewed students. We found that the programme prepares students to work in sheltered workshops and to live in group homes. In interviews, the students said they want to have regular paid jobs and live independently in their own flats. ; Peer reviewed

The article examines policies intended to promote the basic education of Roma and Traveller minorities in Finland, Sweden, and Norway by analysing key national Roma and Traveller policy (n = 5) and education policy documents (n = 3). Analysis shows how the Finnish, Swedish, and Norwegian Roma policies translate the general policy aims of improving the social positioning of people identifying as Roma consistently into policy measures responding to the special needs of Roma pupils. These policy measures are validated by problem representations regarding Roma parents and families. All the policies also problematise the relationship between Roma and Traveller cultures and schools. It is argued that the focuses of the current policy measures constrain opportunities for a change in terms of equality. ; Peer reviewed

Although Finnish politics relating to the Roma tend to be perceived internationally as fairly successful, several obstacles exist for the Roma in education and the labour market. Training of Roma mediators has been actively promoted in Finland to improve the school performance and equality of Roma pupils. This article, based on ethnographic research, focuses on exploring how the current discursive terrain around the topics of tolerance and prejudice functions in the everyday work of mediators. It is argued that the present discourses in school expose the mediators to unequal power relations of tolerance. The terms for being tolerated are set by the potential tolerating actors, the school community. The mediators aim to supply knowledge about the Roma and try to address prejudices as representatives of the Roma. The study identified three different strategies that the mediators used when encountering prejudice: making sure one does not seem too different, parody and feigning naivety. The analysis suggests that the present discursive terrain creates obstacles to addressing inequalities, discrimination and racism in educational contexts. The responsibility for tackling discrimination is placed on the shoulders of individual Roma - not the whole school community. ; Peer reviewed

Part I: Gendered continuities and challenges in education/higher education – policy/politics -- Chapter 1. Reflections on the emergence, history and contemporary trends in Nordic research on gender and education (Lahelma) -- Chapter 2. How gender and economic, cultural and social capital influence educational decisions of students in the Croatian context (Baranović) -- Chapter 3. Equality, Diversity and Inclusion: How can we challenge racism, sexism and white privilege in the globalized academy? (Mählck) -- Chapter 4. Intersectional Gender Analysis in Curriculum for Primary Teacher Education in Sweden (Risenfors) -- Part II: Challenging inequalities in formal and informal educational contexts -- Chapter 5. Women's Right to Lifelong Learning and Empowerment – Informal training program in a Turkish NGO (Öztan) -- Chapter 6. Learning to resist "othering" – On the Swedish Urban Justice Movement's learning processes in racialized urban landscapes (León-Rosales) -- Chapter 7. Citizenship in the Making in Turkey: From gendered passive citizens to the enacting citizens (Kancı) -- Chapter 8. The making of neo-liberal boys: Unpacking the construction of 'real boyness' in Indonesian and Swedish Early Childhood Education settings (Adriany) -- Chapter 9. Gendered discourses on performances, work and talent in Swedish secondary school (Holm) -- Chapter 10. The gender gap in education: teachers' and study counsellors' stereotyped perceptions (Perander) -- Chapter 11. Gender in language education and civic orientation for adult migrants in Sweden – A study of policy documents and teaching materials (Carlson).

This review investigates how the scholarly fields, themes and concepts of 'inclusive education' are applied in the research and educational contexts of Finland, Iceland and the Netherlands. It identifies and outlines which thematic areas of research and sub-fields of study are referenced in each country by applying a systematic, multilingual approach. We reviewed literature in the local languages of each of these countries over the past decade, from 2007 to 2018, paying particular attention to (a) micro-level, in-depth, classroom interactions; (b) social and political contexts; and (c) social categories. Results of this review emphasise that across all three countries (a) there are similar conceptualisations of inclusive education dominated by categories of disability and special needs, and (b) there is a similar lack of attention to modes of exclusion based on social class, gender, ethnicity and geography as well as to how these can be addressed by more advanced research on inclusive education in these local spheres. ; final draft ; peerReviewed

This review investigates how the scholarly fields, themes and concepts of 'inclusive education' are applied in the research and educational contexts of Finland, Iceland and the Netherlands. It identifies and outlines which thematic areas of research and sub-fields of study are referenced in each country by applying a systematic, multilingual approach. We reviewed literature in the local languages of each of these countries over the past decade, from 2007 to 2018, paying particular attention to (a) micro-level, in-depth, classroom interactions; (b) social and political contexts; and (c) social categories. Results of this review emphasise that across all three countries (a) there are similar conceptualisations of inclusive education dominated by categories of disability and special needs, and (b) there is a similar lack of attention to modes of exclusion based on social class, gender, ethnicity and geography as well as to how these can be addressed by more advanced research on inclusive education in these local spheres. ; Peer reviewed