Finnish Pupils' Views on the Place of Religion in School

Kuusisto, Arniika; Poulter, Saila; Kallioniemi, Arto

doi:10.1080/00344087.2016.1085237

Cited by 16 publications

(13 citation statements)

References 17 publications

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“…However, the true possibilities for societal belongingness and cultural identity construction may be limited because of the powerful presence of the national secular Lutheran hegemony. For example, studies have shown that both educators and pupils show various attitudes regarding the ways in which the religious symbols or customs should be allowed to be represented in schools (Kuusisto et al 2017) Also, the ways in which the curricular missions and objectives are understood by individual teachers and turned into pedagogical practices are not necessarily straightforward, as we will discuss further.…”

Section: Educational Statusmentioning

confidence: 99%

How and Why Education Counters Ideological Extremism in Finland

et al. 2018

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The intensification of radical and extremist thinking has become an international cause of concern and the fear related to terrorism has increased worldwide. Early 21st century public discourses have been correspondingly marked by hate speech and ideological propaganda spread from a variety of perspectives through the intensified presence of global social media networks. In many countries, governments have reacted to these perceived and actual threats by drafting policies and preventive programs and legal-security interventions to tackle radicalization, terrorism itself, as well as ideological extremism. Many of the current strategies point to the critical role of societal education. As a result, educational institutions have gained growing importance as platforms for different kinds of prevention protocols or counter-terrorism strategies. However, notably less attention has been paid on the consistencies of values between the aims of the educational strategies for preventing or countering ideological extremism and the core functions of education in fostering individual and societal well-being and growth. Using Finnish education as a case, this paper discusses the challenges and possibilities related to educational institutions as spaces for preventing violent extremism, with special regard to the religious and nationalistic ideologies that divert from those inherent in the national hegemony. This study highlights the need to plan counter-terrorism strategies in line with national educational policies through what we conceptualize as ‘institutional habitus’.

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Section: Educational Statusmentioning

confidence: 99%

How and Why Education Counters Ideological Extremism in Finland

et al. 2018

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“…As previous studies on segregative WE have shown, pupils value the knowledge they gain during WE lessons and prefer the acquisition of 'neutral' knowledge on religions to examining the possible ambiguous nature of worldviews and values. 42 In the case of integrative WE however, the pupils also emphasized the importance of learning about the everyday and individual level of worldviews. This might be an effect of the pupils actually inhabiting a space where the pluralism of worldviews was apparent both between and inside different worldviews.…”

Section: Discussionmentioning

confidence: 99%

Encountering Worldviews: Pupil Perspectives on Integrative Worldview Education in a Finnish Secondary School Context

Åhs

Poulter

Kallioniemi

2015

Religion & Education

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The aim of this paper is to explore pupils' views on integrative worldview education that encompasses pupils from both religious and non-religious backgrounds. 1 The research material consists of surveys (N=174) and pupil interviews (N=40) which are analysed with a mixed methods approach. The theoretical basis of this study are the concepts of worldview, safe place, dialogue and lived religion. The results of this study indicate that pupils find the integrative religious education class a safe place to learn about worldviews and encounter others. This study suggests that the removal of pupils' physical separation on the basis of worldview has a significant positive impact on the experiences of adolescents.

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“…In societal settings where religion is not discussed outside of worldview education classes, and secular hegemony forms the prevailing cultural understanding, other ways of thinking and being are judged on these foundations, and those labelled as 'Others' are excluded on multiple levels 45 . The secular majority's value position often stays invisible and unquestioned, which from the perspective of young people with a personal religious worldview is in many ways problematic 46 . Consequently, education concerning religions and worldviews has to be better contextualized within complex historical and societal processes 47 including that of the vast number of youth whose worldview does not fit the secular norm.…”

Section: The Place Of Religion In Schoolmentioning

confidence: 99%

“…The secular majority's value position often stays invisible and unquestioned, which from the perspective of young people with a personal religious worldview is in many ways problematic 46 . Consequently, education concerning religions and worldviews has to be better contextualized within complex historical and societal processes 47 including that of the vast number of youth whose worldview does not fit the secular norm.…”

Section: The Place Of Religion In Schoolmentioning

confidence: 99%

Estonian and Finnish Pupils’ Experiences of Religious Issues and Views on the Place of Religion in School

Kallioniemi

Schihalejev

Kuusisto

et al. 2017

Religion & Education

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The study is part of the REDCo II study. The results are based on questionnaires. Altogether there were 988 participants from Finland (N = 406) and Estonia (N= 582). The main research questions were: What experiences do Estonian and Finnish pupils have regarding religious issues at school? What conceptions do Estonian and Finnish pupils have regarding the role of religion at school? And to what extent do different backgrounds factors (country, gender and age) explain different experiences and conceptions? The quantitative data were analysed by basic statistical analysis (including means, standard devolutions and t-tests).

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Finnish Pupils' Views on the Place of Religion in School

Cited by 16 publications

References 17 publications

How and Why Education Counters Ideological Extremism in Finland

How and Why Education Counters Ideological Extremism in Finland

Encountering Worldviews: Pupil Perspectives on Integrative Worldview Education in a Finnish Secondary School Context

Estonian and Finnish Pupils’ Experiences of Religious Issues and Views on the Place of Religion in School

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