Promoting interculturalism in primary school children through the development of encountering skills: a case study in two Finnish schools

Jaatinen, Riitta

doi:10.1080/03004279.2013.877951

Cited by 3 publications

(6 citation statements)

References 3 publications

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“…The findings of this paper are meaningful because they can help educators bring pedagogies of encountering (Jaatinen, 2015;Kaikkonen, 2004) into their classrooms. A Storycrafting exchange develops encountering through interactions that encourage I-Thou relationships (Buber, 2002(Buber, /1947 and We relationships (Karlsson, 2000), as well as gives space for children to reflect on their own identities through the medium of a story.…”

Section: Discussionmentioning

confidence: 79%

“…Reflecting on one's identity is crucial to intercultural encountering (Abdallah-Pretceille, 2006;Jaatinen, 2015). Stories capture the density of experience and allow children to tap into their narrative mode of knowing (Bruner, 1991).…”

Section: Discussionmentioning

confidence: 99%

“…In these kinds of cultural exchange projects, the exchange partner typically remains a distant Other and it is difficult to gain a dynamic cultural understanding from the exchanged materials. Jaatinen (2015) studied the pedagogy of encountering in two English as a foreign language classrooms in Finland. There were no exchange partners involved, but collaborative situations created a space for intercultural encountering between students.…”

Section: Intercultural Exchange In the Related Literaturementioning

confidence: 99%

“…There were no exchange partners involved, but collaborative situations created a space for intercultural encountering between students. Culture was understood in an experiential sense as everyday life patterns, and students started to learn about different perspectives when they were given opportunities to reflect on their own identity (Jaatinen, 2015). Intercultural understanding requires learners to become self-aware of their cultural identities and practices (Abdallah-Pretceille, 2006).…”

Section: Intercultural Exchange In the Related Literaturementioning

confidence: 99%

“…There is evidence of sensitive responding in both cycles of research, but it is more pronounced in the data from the second cycle due to adjustments to the method (see Method section). A pedagogy of encountering (Jaatinen, 2015;Kaikkonen, 2004) promoted more sensitive responses from the children.…”

Section: Responding Sensitivelymentioning

confidence: 99%

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Children encountering each other through storytelling: Promoting intercultural learning in schools

Piipponen

Karlsson

2019

The Journal of Educational Research

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Schools need concrete pedagogical tools to promote intercultural learning. The Storycrafting method is used to promote interactions between children that lead to a dynamic, rather than static, experience of culture. Children (aged 9-11) exchanged stories told using the Storycrafting method with another class in Finland, Scotland or an international school in Europe. To understand how children experience the intercultural encounters, the children's stories and other ethnographic materials are analyzed and frames are developed. These frames are telling to entertain, telling to challenge, telling from real-life experiences, telling from shared experience, responding sensitively and responding defensively. Approaching intercultural learning through Storycrafting creates a shared narrative culture and avoids stereotyping the Other, which is a common limitation in intercultural exchange projects.

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Section: Discussionmentioning

confidence: 79%

Section: Discussionmentioning

confidence: 99%

Section: Intercultural Exchange In the Related Literaturementioning

confidence: 99%

Section: Intercultural Exchange In the Related Literaturementioning

confidence: 99%

Section: Responding Sensitivelymentioning

confidence: 99%

See 3 more Smart Citations

Children encountering each other through storytelling: Promoting intercultural learning in schools

Piipponen

Karlsson

2019

The Journal of Educational Research

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Students’ perceptions of meaningful intercultural encounters and long-term learning from a school story exchange

Piipponen¹

2023

International Journal of Educational Research

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From ambivalent spaces to spaces of reciprocal encountering: developing classroom culture in an intercultural story exchange

Piipponen

Karlsson

Кантелинен

2021

Journal of Multilingual and Multicultural Development

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This paper describes the process of developing classroom culture that promotes reciprocal intercultural encountering in the primary school. Storycrafting, an oral storytelling method used for democratic encounters between participants, was used to connect classes in Scotland, Finland and Belgium over three cycles of design-based research. Abductive analysis produced a theoretical framework of seven key dimensions that influence the learning space for reciprocal encounters: power, knowledge, relatedness, purpose, structure, continuity and meaningfulness. These dimensions were used to identify four kinds of learning spaces that occurred during the implementation of the story exchange: the ambivalent space, the space of information, the transitional space and the space of reciprocal encountering. The intervention created a platform for children's encounters that reinforced mutuality and reciprocal interactions rather than Othering the exchange partners.

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Promoting interculturalism in primary school children through the development of encountering skills: a case study in two Finnish schools

Cited by 3 publications

References 3 publications

Children encountering each other through storytelling: Promoting intercultural learning in schools

Children encountering each other through storytelling: Promoting intercultural learning in schools

Students’ perceptions of meaningful intercultural encounters and long-term learning from a school story exchange

From ambivalent spaces to spaces of reciprocal encountering: developing classroom culture in an intercultural story exchange

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