Cultural Capital, Equality and Diversifying Education

Berisha, Anna-Kaisa; Rinne, Risto; Järvinen, Tero; Kinnari, Heikki

doi:10.1007/978-981-10-1515-1_8

Cited by 9 publications

(7 citation statements)

References 38 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Policy reforms of recent decades, such as the introduction of free school choice for basic education in the mid-1990s, have promoted marketisation of education (Kosunen et al, 2016; Seppänen, 2006). However, many features of neo-liberal education policy, such as national testing systems, public league tables and a large private and independent schools sector, are still absent from the Finnish system (Berisha et al, 2017).…”

Section: Finland: Attractive But Weakly Integrated School-based Vetmentioning

confidence: 99%

A Nordic transition regime? Policies for school-to-work transitions in Sweden, Denmark and Finland

Jørgensen¹,

Järvinen

Lundahl

2019

European Educational Research Journal

Self Cite

View full text Add to dashboard Cite

In recent decades, a range of policy measures to support young people’s school-to-work transitions has been initiated across Europe. However, these transition policies have rarely been studied systematically, particularly from a comparative perspective. Thus, the aim of this article is to compare Swedish, Danish and Finnish policies for supporting young people’s educational and school-to-work transitions. Synthesising and analysing recent research, the article critically draws on Walther’s (2006) classification of transition regimes that recognises a Nordic universalistic regime of youth transitions characterised by emphasis on collective social responsibility, individual motivation and personal development. We conclude that significant policy changes have occurred during the last two decades. Coercive measures have been adopted and social support reduced, making young people more individually responsible for the success of their transitions. Hence, current transition policies diverge in many respects from qualities traditionally ascribed to the Nordic transition regime. We also find significant differences between the three countries’ transition policies, which in some cases indicate policy trade-offs. In addition, we conclude that transition policies are generally weakly coordinated across policy domains, which increases the risk of unintended consequences of these policies.

show abstract

Section: Finland: Attractive But Weakly Integrated School-based Vetmentioning

confidence: 99%

A Nordic transition regime? Policies for school-to-work transitions in Sweden, Denmark and Finland

Jørgensen¹,

Järvinen

Lundahl

2019

European Educational Research Journal

Self Cite

View full text Add to dashboard Cite

show abstract

“…Free school choice was enabled both at the compulsory level and in GUS studies, which meant that students could choose a school outside their catchment area. The number of schools offering specialised study programmes increased especially in the larger cities in the 1990s (Berisha et al, 2017). The weight in the Finnish education policy shifted from egalitarian equality to equity, or individual equity (Lappalainen et al, 2019; Simola et al, 2017).…”

Section: Resultsmentioning

confidence: 99%

The positioning of dual qualification studies in Finnish upper secondary education and government policy since the 1980s

Lietzén

2022

European Educational Research Journal

View full text Add to dashboard Cite

This article explores the positioning of dual qualifications (DQs) in the Finnish education policy and the education system since the late 1980s. The analysis is carried out in the context of academic-vocational divide. At the end of the 1980s, Finland questioned the functionality of the strict academic-vocational divide in post-compulsory education, and a unified upper secondary education was initiated. DQ was the result of two contradictory political discourses: the aim to make education system more equal and the 1990s’ market oriented education policy. In the 2000s, although segregation at the upper secondary level was strengthened, the DQ simultaneously became an established study route. However, in 2007 due to changes in political power, the DQ was repositioned on the periphery of education policy and academic-vocational divide became stronger. The main focus as regards the functions of DQs until the end of the 2010s was on efforts to enhance the use of educational resources and improve the possibilities for individual and flexible education choices. The aim of the current government, elected in 2019, is to strengthen cooperation at upper secondary level, which is also expected to include DQs. However, the actualisation might be mitigated by the educational reforms of the previous government.

show abstract

“…Students with cultural capital -such as a stable home life, and well-educated parents who can guide their children towards 'correct and useful' choices -have an advantage compared with young people with less cultural capital. Social (im)mobility is created through politics and policy interventions, including in Finland (see e.g., Berisha et al 2017;Tolonen 2008).…”

Section: The National Contextmentioning

confidence: 99%

Having a top-class mindset? Post-feminism and the co-construction of class and mindset among young Finnish women

Ikonen

2019

Gender and Education

View full text Add to dashboard Cite

Young white women are presented as winners in neoliberal governmental discourses, but despite the assumption that they are in a privileged position, not all young women reach the top. This paradox, elaborated here from different angles in research inspired by post-feminism and neoliberalism, calls for a focus on class-based differences among young women and their mindsets. Drawing on semistructured interviews with Finnish women aged 18-28, this article contributes empirically to theoretical debates on the psychic lives of young women who are making educational choices and entering the labour market. The article shows how, even in egalitarian Finland, class still adds to the gender harms done to young women, contributing to their feelings of mistrust and hopelessness. The article also suggests that a privileged background makes it possible to consider atypical choices, such as individual, well-managed time out that prepares young women to make achievements in the future.

show abstract

Cultural Capital, Equality and Diversifying Education

Cited by 9 publications

References 38 publications

A Nordic transition regime? Policies for school-to-work transitions in Sweden, Denmark and Finland

A Nordic transition regime? Policies for school-to-work transitions in Sweden, Denmark and Finland

The positioning of dual qualification studies in Finnish upper secondary education and government policy since the 1980s

Having a top-class mindset? Post-feminism and the co-construction of class and mindset among young Finnish women

Contact Info

Product

Resources

About