Students’ experiences of social integration in schoolwide activities—an investigation in the Finnish context

Niemi, Pia-Maria

doi:10.1080/20004508.2016.1275184

Cited by 6 publications

(2 citation statements)

References 16 publications

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“…Research from a multiculturalist perspective has been relatively active and extensive in the 2000s in Finland (Ubani 2017). This research has tended to focus on pupils' experiences of social integration in school-wide activities (Niemi 2017), worldviews and multicultural education (Riitaoja et al 2010), religion and multiculturalism in educational policy (Ubani 2013), school celebrations from an intercultural perspective (Niemi et al 2014), and challenges of religious literacy and governance of religious diversity in multi-faith schools (Rissanen et al 2020). In addition, topics such as inclusion of Muslims in Finnish schools (Rissanen 2019), supporting pupils' identities and inclusion in minority religious and secular ethics education (Zilliacus 2014), and ethical, intercultural, and interreligious sensitivities have been examined (Holm 2012).…”

Section: Developments With Regard To Re Research and Diversity In Finland: The Multiculturalist Discoursementioning

confidence: 99%

Dialogue, Worldview Inclusivity, and Intra-Religious Diversity: Addressing Diversity through Religious Education in the Finnish Basic Education Curriculum

et al. 2020

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The purpose of this article is to discuss how religious and non-religious diversity are addressed in the current national core curriculum for religious education (RE) in basic education in Finland. We first discuss the educational developments behind the Finnish curricular reform, and then focus on issues related to RE and RE research in Finland. We then describe the key contextual contributors to the current RE curriculum in basic education before proceeding to examine how diversity is addressed in the curriculum. Based on our examination, we identify four themes in the curriculum: inter-religious diversity, religious and non-religious worldviews, cultural diversity, and dialogue skills. In RE, diversity is largely addressed within a framework of religion and multiculturality. The article ends with a call for renewal of research foci in RE.

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Section: Developments With Regard To Re Research and Diversity In Finland: The Multiculturalist Discoursementioning

confidence: 99%

Dialogue, Worldview Inclusivity, and Intra-Religious Diversity: Addressing Diversity through Religious Education in the Finnish Basic Education Curriculum

et al. 2020

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“…Previous research validates the students' idea-there is a connection between lack of belonging, weak levels of resilience, and radicalization, for example [81,82]. To enhance the feeling of community, many students called for mixing of student groups and teamwork and organization of whole-school events [83] in which everyone would feel included:…”

Section: Sense Of Belonging Segregationmentioning

confidence: 75%

Addressing Hostile Attitudes in and through Education—Transformative Ideas from Finnish Youth

Benjamin

Koirikivi

Gearon

et al. 2022

Youth

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Amid global disturbances, the calls for educational institutions to promote peace and counter hostility intensify. However, policymakers and other adults typically draft the various programs developed for schools to pursue this mission. While young people have valuable insights into the realities and issues around them, their ideas are rarely solicited in this respect. This study contributes towards filling this gap by bringing insights from Finnish youth on how to address hostile attitudes and foster the development of more peaceful futures in and through education. The data were gathered through an online survey sent to students in upper-secondary education (16- to 20-year-olds) in Finland. The survey included an open-ended question on how schools could address hostile attitudes. In total, 2744 students answered this question, and their responses composed the data of this study. Through qualitative analysis, we found that their suggestions concerned both the academic and social dimensions of school education in addressing hostile attitudes. The students highlighted that to change people’s attitudes and beliefs, they need to know more, and most importantly, they need to know differently. They proposed self-reflection and dialogue as pedagogical tools for the critical examination of one’s taken-for-granted assumptions. The students’ ideas align well with the tenets of transformative learning, which could be valuable in developing educational approaches for more peaceful societies.

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A self‐reported instrument to measure and foster students' science connection to life with the CARE‐KNOW‐DO model and open schooling for sustainability

Okada

2024

J Res Sci Teach

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National governments are concerned about the disconnection of young people from science, which hampers the development of a scientifically literate society promoting sustainable development, wellbeing, equity, and a green economy. Introduced in 2015 alongside Agenda 2030, the “open schooling” approach aims at enhancing students' science connections through real‐life problem solving with families and scientists, necessitating solid evidence for scalability and sustainability. This study conceptualizes “science connection,” a term yet underexplored, as the integration of science's meaning and purpose into personal, social, and global actions informed by socioscientific thinking. It details a novel 32‐item self‐report questionnaire developed and validated from insights of 85 teachers into “science connection”‐enhanced learning. A new consensual qualitative analysis method with visual and textual snapshots enabled developing quantitative measures from the qualitative findings with rigor. The multilanguage instrument provided just‐in‐time actionable data, enhancing the immediacy and applicability of the feedback to 2082 underserved students aged 11–18 across five countries participating in open schooling activities using the CARE‐KNOW‐DO model. This innovative feature supports open science and responsible open research, offering real‐time insights and fostering immediate educational impact. Exploratory and confirmatory factor analyses revealed five components of science connection: Confidence and aspiration in science; Fun participatory science with teachers, family, and experts; Active learning approaches; Involvement in‐and‐outside school science activities; and Valuing science's role to life‐and‐society. Many students felt connected to science— Brazil: 80%, Spain: 79%, Romania: 73%, Greece: 70%, UK: 57%— with boys: 75%, girls: 73%, nonbinary students: 56%. These differences need in‐depth research. Results suggest that science connections decline from the primary to secondary education, but the CARE‐KNOW‐DO model may reengage older students. A robust science connection enhances scientific literacy and builds science capital. This instrument aids policymakers, educators, and learners in identifying factors that facilitate or impede students' engagement with science for sustainable development efforts.

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Students’ experiences of social integration in schoolwide activities—an investigation in the Finnish context

Cited by 6 publications

References 16 publications

Dialogue, Worldview Inclusivity, and Intra-Religious Diversity: Addressing Diversity through Religious Education in the Finnish Basic Education Curriculum

Dialogue, Worldview Inclusivity, and Intra-Religious Diversity: Addressing Diversity through Religious Education in the Finnish Basic Education Curriculum

Addressing Hostile Attitudes in and through Education—Transformative Ideas from Finnish Youth

A self‐reported instrument to measure and foster students' science connection to life with the CARE‐KNOW‐DO model and open schooling for sustainability

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