Getting on the right track? Educational choice-making of students with special educational needs in pre-vocational education and training

Niemi, Anna-Maija; Kurki, Tuuli

doi:10.1080/09687599.2014.966188

Cited by 19 publications

(30 citation statements)

References 35 publications

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“…These examined school choice in special education settings; one analysed the transition phase from early childhood education to compulsory school (Lempinen, 2016) and the other transition within compulsory education when students choose an upper-secondary school . Labour market citizenship as the goal of education has been studied by analysing transitions from compulsory school to the post-compulsory level and later on in employment (Hakala, 2013;Hakala et al, 2013;Niemi & Kurki, 2014;Niemi & Mietola, 2017). These studies have dealt with processes by which segregated special education arrangements lead students to the marginalities in the school system, which continues in the employment processes and places constraints on access to labour market citizenship.…”

Section: Discussion Of Finnish and Icelandic Contributions To Dsementioning

confidence: 99%

“…Many studies questioned segregating practices as paradoxical with the inclusive ideology in educational policy: students' post-compulsory choice-making and experiences in student transitions were examined and demonstrated how segregating structures form "tracks" for students to follow Niemi & Kurki, 2014;Niemi & Mietola, 2017). A similar perspective was taken in a study of experienced transfer from early childhood education to compulsory school (Lempinen, 2016).…”

Section: Finlandmentioning

confidence: 99%

“…Two researchers focused on the meaning-making by educational professionals of students' specialness and categorisations as well as making an analysis of special education practices in compulsory school (Mietola, 2014) and vocational special needs education (Niemi, 2014). Drawing on post-structural feminist theorisations, ethnographic fieldwork and life historical approach, researchers have highlighted the power of institutional barriers and diagnostic restrictions in educational choice-making (Niemi & Kurki, 2014) as well as the persistence of stereotypical cultural narratives of disability (Niemi & Mietola, 2017).…”

Section: Finlandmentioning

confidence: 99%

“…The agency of students having the status of special educational needs, especially in the processes of choosing their educational paths, was examined in several studies (e.g. Niemi & Kurki, 2014;Niemi & Mietola, 2017). Two researchers focused on the meaning-making by educational professionals of students' specialness and categorisations as well as making an analysis of special education practices in compulsory school (Mietola, 2014) and vocational special needs education (Niemi, 2014).…”

Section: Finlandmentioning

confidence: 99%

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Nordic perspectives on disability studies in education: a review of research in Finland and Iceland

et al. 2018

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Disability studies in education (DSE) is an interdisciplinary field derived from the need to re-conceptualise special education dominated by a medical perspective on disability. In this article we identify what characterises DSE research and consider whether there is a case for arguing for a specific field of DSE in Finland and Iceland. Our analysis is based on a review of 59 studies published by Finnish and Icelandic scholars during the time period of ratification process of the UN Convention on the Rights of People with Disabilities from 2007 to 2016 in Finland and Iceland. We suggest that DSE has emerged as a dynamic area of research in both countries. It has provoked researchers to analyse disability in social contexts and turn the gaze from individual person with disabilities to the social structures and educational policies and practices. The fields of DSE in Finland and Iceland have not developed in identical ways and both have fluid crossovers to related fields such as disability studies and inclusive education. We argue for the potential of DSE to contribute to the discussion on educational equality and social justice. However, this requires opportunities to bring together scholars across disciplinary borders.

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Section: Discussion Of Finnish and Icelandic Contributions To Dsementioning

confidence: 99%

Section: Finlandmentioning

confidence: 99%

Section: Finlandmentioning

confidence: 99%

Section: Finlandmentioning

confidence: 99%

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Nordic perspectives on disability studies in education: a review of research in Finland and Iceland

et al. 2018

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“…These are mostly aimed at students who need support and guidance in making an educational choice or who need to improve their basic academic proficiency, such as in their country's mother tongue or mathematics. According to Finnish and Swedish studies, students in introductory programmes more often come from homes with more restricted academic backgrounds (Dovemark, 2011;Dovemark & Beach, 2016;Dovemark & Johansson, 2015;Loeb & Wass, 2015;Niemi & Kurki, 2014). In Finland, the major proportion of students regarded as having special educational needs enter vocational programmes rather than academic programmes (Kirjavainen, Pulkkinen, & Jahnukainen, 2016;Niemi & Mietola, 2017).…”

Section: Theory and Methodologymentioning

confidence: 99%

The academic–vocational divide in three Nordic countries: implications for social class and gender

et al. 2018

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In this study we examine how the academic-vocational divide is manifested today in Finland, Iceland and Sweden in the division between vocationally (VET) and academicallyoriented programmes at the upper-secondary school level. The paper is based on a critical re-analysis of results from previous studies; in it we investigate the implications of this divide for class and gender inequalities. The theoretical lens used for the synthesis is based on Bernstein´s theory of pedagogic codes. In the re-analysis we draw on previous studies of policy, curriculum and educational praxis as well as official statistics. The main conclusions are that contemporary policy and curriculum trends in all three countries are dominated by a neo-liberal discourse stressing principles such as "market relevance" and employability. This trend strengthens the academic-vocational divide, mainly through an organisation of knowledge in VET that separates it from more general and theoretical elements. This trend also seems to affect VET students' transitions in terms of reduced access to higher education, particularly in male-dominated programmes. We also identify low expectations for VET students, manifested through choice of textbooks and tasks, organisation of teacher teams and the advice of career counsellors.

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4.8 Problematizing Evaluative Categorizations: Collaborative and Multisited Interpretations of Constructions of Normality in Estonia and Finland

Lappalainen

Lahelma

Mietola

2014

International Handbook of Interpretation in Educational Research

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Getting on the right track? Educational choice-making of students with special educational needs in pre-vocational education and training

Cited by 19 publications

References 35 publications

Nordic perspectives on disability studies in education: a review of research in Finland and Iceland

Nordic perspectives on disability studies in education: a review of research in Finland and Iceland

The academic–vocational divide in three Nordic countries: implications for social class and gender

4.8 Problematizing Evaluative Categorizations: Collaborative and Multisited Interpretations of Constructions of Normality in Estonia and Finland

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