Suchergebnisse

Pupil selection to emphasised teaching in comprehensive schools in urban Finland: selection criteria and the norm of the ideal pupil
In this article we research how pupil selection inside formally non-selective comprehensive schooling in Finland is governed and analyse the admission criteria cities (n=12) and schools use to select pupils for emphasised teaching. We analyse how the pupil selection criteria texts present content that requires different forms of capital (Bourdieu) to enrol to emphasised teaching. Use of the admission criteria was vast and varied nationally. It did not just evaluate pupil's aptitudes in a certain emphasised discipline as legislation lines but applied much more versatile criteria. We argue that pupil selection texts create the norm of the ideal pupil preferred by emphasised teaching. Municipalities and schools are the key actors creating routes to social distinction inside comprehensive schooling.

Introduction -- Part 1: Politics, policy, teachers and edu-business -- Municipal governance of comprehensive education: The emergence of local universalisms -- Finland's ministry of education and culture in the light of its working groups -- A progressive force in Finnish schooling?: Finland's education union, OAJ and its influence on school-level education policy -- Finnish quality evaluation discourse: Swimming against the global tide? -- Ecological sustainability and steering of Finnish comprehensive schools -- Unmentioned challenges of Finnish teacher education: Decontextualisation, scientification and the rhetoric of the research-based agenda -- Teachers' expectations and expectations of teachers: Understanding teachers' societal role -- Businessing around comprehensive schooling -- Co-operation of edu-business and public schooling: Is the governance of education in Finland shifting from the public sector to networks?- Part 2: Equity, inequality, and the challenges of diversity, language and inclusion -- "Three bedrooms and a nice school" — Residential choices, school choices and vicious circles of segregation in the education landscape of Finnish cities -- Pupil selection and enrolment in comprehensive schools in urban Finland -- Everyday life in schools in disadvantaged areas -- Divided cities — Divided schools? School segregation and the role of needs-based resource allocation in Finland -- The significance of socioeconomic background for the educational dispositions and aspirations of Finnish school leavers -- Controversies and challenges in the history of gender discourses in education in Finland -- Rainbow paradise? Sexualities and gender diversity in Finnish schools -- Racism in Finnish school textbooks: Developments and discussions -- Saami language online education outside the Saami homeland — New pathways to social justice -- Education of pupils with migrant backgrounds: A systemic failure in the Finnish system? -- Negotiated, given and self-made paths: Immigrant origin girls and post-compulsory educational transition in Finland -- Language education for everyone? Busting access myths -- Rethinking Finland's official bilingualism in education -- Religions and worldviews as "the problem" in Finnish schools -- Inclusion in Finland: Myths and realities -- Exclusively included? Finland's inclusion success story and hidden dual system of mainstream and special needs education -- Student disengagement in Finnish comprehensive schooling -- Part 3: Epilogue -- The Foundations of Critical Studies in Education in Finland.

This open access book provides academic insights and serves as a platform for research-informed discussion about education in Finland. Bringing together the work of more than 50 authors across 28 chapters, it presents a major collection of critical views of the Finnish education system and topics that cohere around social justice concerns. It questions rhetoric, myths, and commonly held assumptions surrounding Finnish schooling. This book draws on the fields of sociology of education, education policy, urban studies, and policy sociology. It makes use of a range of research methodologies including ethnography, case study and discourse analysis, and references the work of relevant theorists, including Bourdieu and Foucault. This book aims to provide a critical, updated and astute analysis of the strengths and challenges of the Finnish education system.

Intro -- Contrasting Dynamics in Education Politics of Extremes: School Choice in Chile and Finland -- TABLE OF CONTENTS -- Introduction -- Part I. Conceptualising school choice and historical approach to local educational contexts -- 1. The determinants and dynamics of school choice: A comparative review -- 2. The historical dynamics in Chilean and Finnish basic education politics -- 3. Educational accountability in Chile and Finland: Divergent principles framing school choice policies -- Part II. Comparing Chile and Finland -- 4. Something universal? Contrasting family attitudes to market-based reforms and parental choice in two very different societies -- 5. Growing tolerance of pupil selection: Parental discourses and exclusionary practices in Chile and Finland -- 6. The role of 'hot' and 'cold' knowledge in the choice of schools in Chilean and Finnish cities -- Part III. School choice in Chile and Finland -- 7. The middle classes, municipalities, and democratic iterations on basic educational rights in Finland -- 8. Going the extra mile: Parental preferences for extra-local schools in Chile -- 9. Education for all? Urban parental attitudes towards universalism and selectivism in the Finnish comprehensive school system -- 10. Contrasting choice policies and parental choices in Finnish case cities -- 11. School choice in Chile as a sociocultural practice: An ethnographic inquiry -- Conclusions -- List of Contributors.

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