Tulevaisuusverstaan mahdollisuudet kouludemokratian toteuttamisen välineenä alakoulussa

Tujula, Mikko

doi:10.23988/ad.107581

Cited by 1 publication

(1 citation statement)

References 17 publications

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“…The future workshop is designed for adults, but it has also been found to be a suitable method working with children (Alminde & Warming, 2020). In the school context, the future workshop has been used in Finland to implement school democracy in primary school (Tujula, 2022), to study school development from the perspective of principals (Liusvaara, 2014), and to develop cooperation between home and school from the perspective of guardians (Hietanen, Ylitalo, Keloneva & Kangas, 2014). Future workshops were also used in Hesan Nuorten ääni (Hesa's Youth Voice) activities in the early 2000s (see Nousiainen & Piekkari, 2005).…”

Section: Backcasting As Development Paths To a Predefined Futurementioning

confidence: 99%

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2023

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Previous studies in Psychology have been traditionally based on data collected in WEIRD countries; that is nations that are Western, Educated, Industrialized, Rich, and Democratic (Henrich, Heine & Norenzayan (2010a, 2010b). Hence, many of the beliefs we hold about human behaviours may in fact be describing truths that apply to a very small sample of the worlds' population namely those who live in WEIRD countries (see also Rad, Martingano & Ginges, 2018). This is due to the fact that a wide range of cultural individualities exist that create culturally and psychologically relevant differences. Hence, cultural psychology argues that cultural differences produce psychological differences, and the values, attitudes and meanings that individual cultures experience as the norm, are in fact created and enforced by the structures (e.g. legal and political) and behaviours developed by, and through, that cultural context (Pitesa & Gelfand, 2023). The study aimed to explore the extent to which the cultural ideologies that are dominant within a WEIRD nation can impact on the beliefs and practices of teachers in a music classroom. To this end, interviews were carried out with 12 music teachers; six in Japan and six in England. The two countries were selected as being appropriate representations of an 'individualist' and a 'collectivist' culture (Triandis, 1995). The interview schedule sought to better understand the views of teachers around the idea of 'creativity', and how these ideas impacted on the process of assessing children's creative products. The data suggested that teachers' basic beliefs about creativity clearly reflected their cultural contexts, with the Japanese teachers valuing a more adaptive, and EEIRD approach to creativity whilst English teachers tended to prefer a more innovative and WEIRD form of creativity. The study also found that even within EIRD populations, a Kagari SHIBAZAKI & Nigel A. MARSHALL 8 wide range of cultural contexts do exist that can create significant psychologically relevant differences.

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Section: Backcasting As Development Paths To a Predefined Futurementioning

confidence: 99%

Untitled

2023

PMP

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Tulevaisuusverstaan mahdollisuudet kouludemokratian toteuttamisen välineenä alakoulussa

Cited by 1 publication

References 17 publications

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