The discourse on multicultural education in Finland: education for whom?

Holm, Gunilla; Londén, Monica

doi:10.1080/14675981003696222

Cited by 62 publications

(48 citation statements)

References 2 publications

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“…That no one is to be discriminated against on the basis of 'gender, age, ethnic or national origin, nationality, language, belief, opinion, sexual orientation, health, disability or other personal characteristics' (NCC, 2014, p. 12) is also expressed as fundamental in accordance with the Constitution of Finland (1999) and the Non-Discrimination Act (2004). We can see that the curriculum hereby reinforces other official discourses, which aim to promote multiculturalism in Finnish society (Holm & Londen, 2010;Saukkonen, 2013).…”

Section: Meaning Of Diversity: From Seeing Diversity As External Inflmentioning

confidence: 99%

“…Part of the difficulty has been that teachers have not received an education in how to teach culturally diverse student populations. Also, visible trends of colonialist perspectives and Othering have been shown, for instance in textbooks (Dervin et al, 2012;Holm & Londen, 2010;Holm & Mansikka, 2013;Mikander, 2015). Key to the multicultural education advocated in Finland is the national curriculum.…”

Section: Multicultural Education As a Basis For Curriculum Developmentmentioning

confidence: 99%

“…In contrast, the majority is not required to learn about minority and immigrant students' cultures, and 'integration' therefore does not involve majority students (cf. Holm & Londen, 2010;Räsänen, 2007). Consequently, this Discourse highlights power and politics related to minority and majority positions in the school.…”

Section: Scope Of Multicultural Education: From Focusing On Immigrantmentioning

confidence: 99%

“…Despite the official endorsement of multicultural education, the focus in both policies and teaching practice has, similar to other European countries, commonly been limited to the integration of immigrant students. Multicultural education has been seen as concerning the ethnically and linguistically Other student rather than having a social justice orientation that includes all students (Dervin, Paatela-Nieminen, Kuoppala, & Riitaoja, 2012;Holm & Londen, 2010). We see multicultural education as an educational approach that aims to support cultural diversity and social justice as well as counter marginalisation and discrimination in education and society.…”

mentioning

confidence: 99%

“…As Gorski (2006) and Grant (2016) argue, for multicultural educational to be truly effective, the aims of equity and social justice need to saturate educational policies and practices, and enhance institutional transformation. In Finland, multicultural education has officially been promoted through policy-making during the past decades (Holm & Londen, 2010), and Finnish education has frequently earned international acclaim for supporting equality among students. For instance, the Finnish Basic School Act and the national curriculum of year 2004 were both recently recognised for promoting equality and equal access to education irrespective of ethnic origin, language, age, wealth or location (World Future Council, 2015).…”

mentioning

confidence: 99%

See 4 more Smart Citations

Taking steps towards institutionalising multicultural education – The national curriculum of Finland

Zilliacus

Holm

Sahlström

2017

Multicultural Education Review

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Section: Meaning Of Diversity: From Seeing Diversity As External Inflmentioning

confidence: 99%

Section: Multicultural Education As a Basis For Curriculum Developmentmentioning

confidence: 99%

Section: Scope Of Multicultural Education: From Focusing On Immigrantmentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

See 3 more Smart Citations

Taking steps towards institutionalising multicultural education – The national curriculum of Finland

Zilliacus

Holm

Sahlström

2017

Multicultural Education Review

Self Cite

View full text Add to dashboard Cite

Emotions involved in encountering classroom diversity: Beginning teachers’ stories

Hyry-Beihammer

Jokikokko

Uitto

2019

British Educational Res J

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This article addresses emotions involved in encountering classroom diversity as appearing in beginning teachers’ stories. Previous research has pointed out that teachers’ emotions related to growing classroom diversity are seldom addressed, although increasing classroom diversity has been distinguished as a significant emotional challenge for teachers. In this article, teachers’ work is viewed as relational and moral work, in which emotions are inherently present. We conceptualise emotions as simultaneously social and individual. Instead of predefining the term ‘diversity’, we are interested in what kind of classroom diversity seems to become meaningful in teachers’ stories. The data consists of narrative interviews with seven Finnish beginning teachers. The findings illustrate how, in beginning teachers’ stories, students are both categorised and approached as unique individuals. Furthermore, the findings show diverse ways that emotions are present in teachers’ stories about classroom diversity, and how the working community also affects teachers’ emotions. We argue that teachers’ stories related to emotions and classroom diversity can be interpreted as moral negotiations, in which teachers’ own values and ideas of teaching are challenged. The findings of this article may add understanding of teacher–student relationships in diverse classrooms, and are also significant for teacher educators and teacher education programmes.

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Using modelling to make culturally responsive pedagogy explicit in preservice teacher education in Finland

Acquah

Szelei

Katz

2019

British Educational Res J

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Despite multiculturalism being discussed in teacher education, teachers still often feel insecure in the classroom around developing meaningful practices. This might be due to several issues about how preservice teachers are taught. In this article, modelling culturally responsive pedagogy is demonstrated as a promising strategy in shaping preservice teachers' learning experiences and facilitating the finding of pedagogical responses in their future work. The article examines preservice teachers' awareness of modelling as a teaching strategy in a multicultural education course in Finland, and the ways in which they connected the modelled strategy to their own learning and intentions for future teaching. A total of 246 reflective learning journals were analysed qualitatively, using a constant comparison approach. The results indicate that preservice teachers recognised and reflected on modelling culturally responsive pedagogy. They highlighted several aspects of the culturally responsive activities, environment and teacher educator behaviours modelled for them. For some preservice teachers, this recognition stayed at the level of personal awareness of own learning on the course, but for others these revelations were springboards to start forming ideas about future teaching practice. Preservice teachers articulated their intentions about the kind of teachers they would like to become, their principles in teaching, as well as specific teaching/learning activities. We present how the modelling of culturally responsive pedagogy strategies allowed preservice teachers to self-reflect, critique and connect their own learning experiences to future practice. Therefore, modelling culturally responsive pedagogy is argued to be a fruitful strategy in teacher education.

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The discourse on multicultural education in Finland: education for whom?

Cited by 62 publications

References 2 publications

Taking steps towards institutionalising multicultural education – The national curriculum of Finland

Taking steps towards institutionalising multicultural education – The national curriculum of Finland

Emotions involved in encountering classroom diversity: Beginning teachers’ stories

Using modelling to make culturally responsive pedagogy explicit in preservice teacher education in Finland

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