Problematizing Finland’s pursuit of intercultural (kindergarten) teacher education

Layne, Heidi; Dervin, Fred

doi:10.1080/2005615x.2016.1161290

Cited by 15 publications

(16 citation statements)

References 15 publications

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“…knowledge on different cultures, worldviews and religions and the development of an ethno-relative position amongst student teachers (e.g. Kuusisto et al, 2016) or it might be substituted by multicultural/intercultural education especially in relation to migrant students (Layne & Dervin, 2016). Some courses might concentrate on gender diversity (Brunila & Kallioniemi, 2017).…”

Section: Recent Discussion Concerning the 2012 Finnish Results For Tmentioning

confidence: 99%

Constructions of Social Justice, Marginalization, and Belonging

Dervin

2019

Oxford Research Encyclopedia of Education

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The theme of social justice appears to be central in education research. A polysemic and sometimes empty notion, social justice can be defined, constructed, and used in different ways, which makes it a problematic notion to work with intra- and interculturally. Global education research has often relied on constructions of the notion as they have been “done” in the West, leaving very little space to constructions from peripheries. This problematic and somewhat biased approach often leads to research that ignores local contexts and local ways of “discoursing” about social justice. Although some countries are said to be better at social justice in education (e.g., top performers in the OECD PISA studies), there is a need to examine critically and reflexively how it is “done” in different contexts (“winners” and “losers” of international rankings) on macro- and micro-levels. Two different educational utopias, China and Finland, are used to illustrate the different constructions of social justice, and more specifically marginalization and belonging in relation to migrant students—an omnipresent figure in world education—in the two countries. A call for learning with each other about social justice, and questioning too easily accepted definitions and/or formulas, is made.

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Section: Recent Discussion Concerning the 2012 Finnish Results For Tmentioning

confidence: 99%

Constructions of Social Justice, Marginalization, and Belonging

Dervin

2019

Oxford Research Encyclopedia of Education

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“…In Finnish education, from teacher education (Layne & Lipponen, 2016) to kindergarden teacher education (Layne & Dervin, 2016) studies show how categorising in teacher education can reinforce and reproduce societal hierarchies and stereotypes, in addition to the discursive contradictions of how intercultural education is understood and practiced in Finland. Dervin (2015b) problematizes intercultural education in Finland and the contradictions between the omnipresence of discourses on 'intercultural education' and individual utterances.…”

Section: Educational Practice and Theorymentioning

confidence: 99%

Speaking from the Stomach? Ventriloquised Ethnocentrisms about Finnish Education

Simpson¹,

Dervin²

2017

educat prac theory

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In recent years the words 'Finnish education' are accompanied by utterances of 'an education miracle', 'the best education system', 'a success' and a number of other adjectives and superlatives to 'describe' education in Finland. While Finland's PISA ranking has declined media interest and discourses on 'Finnish education' have not relented. Seemingly, Finland's educational system is as popular as it has ever been. Finland's education system is viewed with 'international admiration' yet behind these discourses are a number of discursive contradictions. Using the discursive concept of ventriloquism (Tannen, 2010;Cooren, 2014) we show how 'Finnish education' has become ventriloquised -when 'Finnish education' is uttered a number of automatically generated responses are uttered by speakers. In this sense, discourses on 'the success of the Finnish education system' act as prevailing meta-discourses. We argue that, behind these constructs, can too easily lie ventriloquised discourses reinforcing and (re)producing Finnish ethnocentrisms, intercultural ignorance and a lack of regard for the other. Through analysing the discourses of specific educators and academics on 'Finnish education' we show that behind the 'hype' and meta-discourses on the Finnish education system lie possible sentiments of (hidden) ethnocentrisms, (hidden) xenophobia, and (hidden) racism.

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“…Não sendo nosso objetivo refletir, de forma aprofundada, sobre os limites, tensões e contradições suscitados pelo termo, interessa-nos o facto de tal debate ter propiciado o florescimento de outros termos, como interculturalidade e multiculturalismo, merecendo cuidado acrescido. Nesse sentido, no que respeita à arena educativa, importa ter em consideração a preferência pelo primeiro, interculturalidade, sendo reconhecido: i) o seu caráter dinâmico, contemplando relações em evolução geradas através da interação entre diferentes culturas (UNESCO, 2006); ii) a partilha e a cooperação que lhe estão implícitas, fundadas no respeito e na empatia pelo Outro (Santos, Araújo e Sá & Simões, 2012); iii) a ênfase colocada na relevância da(s) descoberta(s) da diversidade e (re)interpretação de outras culturas (Layne & Dervin, 2016). Como frisado por Cardona, Nogueira, Vieira, Uva e Tavares (2015, p. 41), «a prática da interculturalidade é algo que urge assumir por todas as pessoas com responsabilidades educativas e formativas das gerações mais jovens, já que a inevitabilidade da vivência com a diversidade é clara».…”

Section: Enquadramento Teóricounclassified

“…Estudos realizados contemplando práticas interculturais em contexto educativo apontam para: i) a existência de representações plurais e diversificadas, por parte dos profissionais da Educação, sobre o significado de tais práticas, bem como para a necessidade de realizar projetos educativos que as clarifiquem e as promovam (Santos, Araújo e Sá & Simões, 2012); ii) a sua importância no jardim de infância, sempre consolidadas numa formação que as possibilite apoiar, acompanhar e (re)construir (Layne & Dervin, 2016); iii) a relevância do conhecimento e da seleção, por parte do/ educador/a, de materiais didáticos de qualidade, nomeadamente no que respeita à literatura para a infância, rejeitando possíveis estereótipos pré-existentes (Marques & Borges, 2012).…”

Section: Enquadramento Teóricounclassified

Interculturalidade e inclusão: o contributo das práticas de leitura na Educação Pré-Escolar

Melão

2017

R Est Inv Psico y Educ

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Neste estudo procuramos compreender o contributo das práticas de leitura no jardim de infância para a edificação de trajetórias literácitas propiciadoras da promoção da interculturalidade e da inclusão, face aos objetivos traçados no âmbito do domínio da Linguagem Oral e Abordagem à Escrita (conciliando-o transversalmente com a área de Formação Pessoal e Social). A nossa análise incide em dois livros: Dançar nas nuvens, de Vanina Starkoff e Como Tu, de Ana Luísa Amaral, contemplando: i) os elementos paratextuais; ii) os temas; iii) o papel do/a educador/a na sua mediação. Destaca-se a importância de práticas de leitura precoce.

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Problematizing Finland’s pursuit of intercultural (kindergarten) teacher education

Cited by 15 publications

References 15 publications

Constructions of Social Justice, Marginalization, and Belonging

Constructions of Social Justice, Marginalization, and Belonging

Speaking from the Stomach? Ventriloquised Ethnocentrisms about Finnish Education

Interculturalidade e inclusão: o contributo das práticas de leitura na Educação Pré-Escolar

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