40 research outputs found
Wigs, disguises and child's play : solidarity in teacher education
It is generally acknowledged that much contemporary education takes place within a dominant audit culture, in which accountability becomes a powerful driver of educational practices. In this culture both pupils and teachers risk being configured as a means to an assessment and target-driven end: pupils are schooled within a particular paradigm of education. The article discusses some ethical issues raised by such schooling, particularly the tensions arising for teachers, and by implication, teacher educators who prepare and support teachers for work in situations where vocational aims and beliefs may be in in conflict with instrumentalist aims. The article offers De Certeauâs concept of âla perruqueâ to suggest an opening to playful engagement for human ends in education, as a way of contending with and managing the tensions generated. I use the concept to recover a concept of solidarity for teacher educators and teachers to enable ethical teaching in difficult times
Does the gender of a practitioner matter in early childhood education and care? Perspectives from Scottish and Chinese young children
This paper responds to concerns over the assumed âfeminisationâ of early childhood education and care (ECEC) and adds children's perspectives to debates on whether more men should work in ECEC. Pictorial conversations were conducted with 280 children aged 2â6 years old from the cities of Edinburgh, Hong Kong and Tianjin. Findings show that although children sometimes related practitioners to their gendered experiences in and outside ECEC, children's gender subjectivities are dynamic and are linked to their short-term and long-term, fluid and stable, and interactive relationships with practitioners. This paper argues that practitioners need to openly discuss gender with children in ECEC practices and pedagogies
Education for global responsibility:in between development policy and global education
The Finnish Ministry for Foreign Affairs (MFA) has funded non-governmental organizationsâ projects for development communication and development education for over 30 years. The research topic of this thesis is founded on the idiosyncrasies of promoting and funding global education through the MFA. The Ministry for Foreign Affairs supports global education projects as a part of its development policy, with funds from development appropriations. The argument is, that for citizens to contribute to and monitor the discussion on development and development cooperation, skills and opportunities to learn about development cooperation are required. This rationale is aligned with international policies, for example, on the global partnership goal of United Nationsâ Millennium Development Goals. The theoretical investigation of this thesis is founded on development policy and global education policy.
The aim of this thesis is to investigate the possible issues of promoting and funding global education projects as a part of development policy. Finnish global education projects funded by the MFA are under pressure of both development policy and global education policy. This thesis investigates the two policies and constructs a framework in which to analyse the development communication and global education instrument. The non-governmental organizations applying for funding need to articulate the aims of their global education project in alignment with Finnish development policy. The intention of the thesis is to find how global education and development policy are compatible, and what kind of issues this might involve. By researching project applications through a relevant framework, these questions can be made explicit.
To answer these questions, this thesis consists of a qualitative, abductive content analysis of 17 global education projects from 15 different Finnish non-governmental organizations. Content analysis of this thesis is based on an interpretative, abductive process between the data and theory, from which new meaning can be extrapolated. The applications were approved for two-year funding by the Ministry for Foreign Affairs, for the years 2012â2013 and 2013â2014. In relation to document research, this thesis utilizes Priorâs (2008) framework on understanding documents both as a resource and as a topic. In this research, the applications are positioned within the theoretical framework of global education and development policy, which is established in the beginning of the thesis in a scholarly manner. A qualitative content analysis is then conducted, with approaching the documents through relevant categories for analysis.
Converging themes, and justification for funding global education within the MFA, are present in the conceptualization of education for global responsibility. The idea of an imperative for global justice conjoins development policy together with global education, as presented in the project applications. Similarly, the idea of a shared partnership in development provides linkages to global education. However, the practice of development communication is more close to development policy. It is debatable whether development policy of the MFA is more suitable for projects of development awareness and campaigning. In this sense, promoting global education as a part of development policy fosters a certain kind of global education, which might lack a critical perspective.
The findings of this thesis indicate that the Ministry for Foreign Affairs is a justifiable administrator of the development communication and education instrument. However, coining global education with development policy can influence approaches to global education. The funding instrument is based on MFAâs development policy which focuses but also limits approaches to global education. Global education has been topical for the past decade in Finnish educational policy. It has also increased its foothold according to the 2016 national core curriculum draft and UNESCO suggestions for post-2015 education agenda on development. This thesis adds to the debate whether global education projects should be administrated through the Ministry for Foreign Affairs and what kind of issues this involves.Suomen ulkoasiainministeriö (UM) on rahoittanut kansalaisjĂ€rjestöjen viestintĂ€- ja globaalikasvatusprojekteja jo yli 30 vuoden ajan. TĂ€mĂ€n tutkielman aihe perustuu viestintĂ€- ja globaalikasvatuksen tukemiseen ulkoministeriöstĂ€ kĂ€sin ja siihen liittyviin erikoispiirteisiin. Suomen ulkoasiainministeriö tukee globaalikasvatusprojekteja kehitysyhteistyövaroin osana UM:n kehityspolitiikkaa. Perusteluna tĂ€lle pidetÀÀn sitĂ€, ettĂ€ kansalaisten tulee tietÀÀ kehitysyhteistyöstĂ€ voidakseen osallistua kehityspoliittiseen keskusteluun. TĂ€mĂ€ vaatii taitoja ja mahdollisuuksia oppia kehitysyhteistyöstĂ€, jotta kansalaiset voivat seurata ja valvoa kehitysyhteistyökeskustelua. Kyseinen pÀÀttely on myös linjassa kansainvĂ€lisesti hyvĂ€ksyttyjen Yhdistyneiden kansakuntien vuosituhattavoitteiden kanssa.
TÀmÀn tutkielman tavoitteena on tarkastella mahdollisia kysymyksiÀ joita liittyy globaalikasvatusprojektien tukemiseen kehityspolitiikan osana. Suomalaiset globaalikasvatusprojektit joutuvat vastaamaan sekÀ kehityspolitiikan ettÀ globaalikasvatuksen haasteisiin. TÀmÀ tutkielma hyödyntÀÀ kehityspolitiikan ja globaalikasvatuksen politiikkalinjauksia sekÀ kÀsitteitÀ, joista rakennetaan viitekehys viestintÀ- ja globaalikasvatustuen tarkasteluun. KansalaisjÀrjestöt jotka hakevat rahoitusta globaalikasvatusprojekteihinsa, joutuvat seuraamaan Suomen kehityspolitiikan linjauksia. TÀmÀ tutkielma ottaa selvÀÀ siitÀ miten globaalikasvatus ja kehityspolitiikka voivat olla yhteensopivia ja millaisia kysymyksiÀ niiden kohtaamiseen liittyy. Tutkimalla projektihakemuksia merkityksellisessÀ viitekehyksessÀ nÀmÀ kysymyksen voidaan tuoda nÀkyville.
Vastatakseen nĂ€ihin kysymyksiin, tĂ€mĂ€ Pro gradu -tutkielma sisĂ€ltÀÀ kvalitatiivisen, abduktiivisen sisĂ€llönanalyysiin 17:stĂ€ globaalikasvatusprojektista 15:ltĂ€ eri kansalaisjĂ€rjestöltĂ€. TĂ€mĂ€n tutkielman sisĂ€llönanalyysi perustuu tulkinnalliseen, abduktiiviseen prosessiin tutkimusaineiston ja teorian vĂ€lillĂ€. SisĂ€ltöanalyysin avulla nostetaan esille uusia nĂ€kökulmia ja merkityksiĂ€. Kaikki tutkielmassa kĂ€ytetyt hankehakemukset hyvĂ€ksyttiin kaksivuotiseen rahoitukseen vuosille 2012â2013 ja 2013â2014. Dokumenttien tutkimukseen (document research) liittyen tĂ€mĂ€ tutkielma hyödyntÀÀ Priorin (2008) viitekehystĂ€, jossa dokumentit ymmĂ€rretÀÀn yhtÀÀltĂ€ aineistoksi (resource) sekĂ€ toisaalta itse aiheeksi (topic). Tutkielmassa hankehakemukset on sijoitettu globaalikasvatuksesta ja kehityspolitiikasta muotoutuvaan teoreettiseen viitekehykseen. TĂ€mĂ€ viitekehys on esitelty tutkielman alkupÀÀssĂ€. Aineisto on analysoitu kvalitatiivisella sisĂ€llönanalyysillĂ€ luokittelukategorioita apuna kĂ€yttĂ€en.
âKasvatus globaaliin vastuuseenâ on yksi merkittĂ€vĂ€ kĂ€sitteellistĂ€minen, jossa yhteisiĂ€ teemoja ja oikeutuksia globaalikasvatuksen tukemiseen UM:n kehitysyhteistyövaroista esiintyy. Globaalin oikeudenmukaisuuden imperatiivi liittÀÀ kehityspolitiikan yhteen globaalikasvatuksen kanssa, tavalla joka esiintyy myös globaalikasvatusprojektien hankehakemuksissa. Samoin idea jaetusta kumppanuudesta kehitysyhteistyössĂ€ luo yhteyksiĂ€ globaalikasvatukseen. Toisin kuin globaalikasvatuksen kohdalla, kehitysviestintĂ€ on osa-alue joka liittyy lĂ€hemmin suoraan kehityspolitiikkaan. On aiheellista kysyĂ€ josko UM:n kehityspolitiikka soveltuu paremmin kehitystietouteen ja kampanjointiin liittyvien projektien tukemiseen, kuin globaalikasvatuksen tukemiseen. Globaalikasvatuksen tukeminen kehityspolitiikan osana mahdollistaa tietynlaisen globaalikasvatuksen tukemisen, josta saattaa puuttua kriittinen nĂ€kökulma.
Tutkielman tulokset osoittavat ettÀ ulkoasiainministeriö on aiheellinen taho hallinnoimaa viestintÀ- ja globaalikasvatustukea. Kuitenkin, globaalikasvatuksen ja kehityspolitiikan liittÀminen saattaa vaikuttaa tuettavien globaalikasvatusprojektien lÀhestymistapoihin. Tuki-instrumentti perustuu UM:n kehityspolitiikkaan, joka ohjaa sekÀ myös rajoittaa lÀhestymistÀ globaalikasvatukseen. Globaalikasvatus on ollut ajankohtainen aihe viime vuosikymmenellÀ suomalaisessa koulutuspolitiikassa. Globaalikasvatus on myös tullut nÀkyvÀsti esille uudessa 2016 opetussuunnitelman luonnoksessa ja UNESCO:n suosituksissa post-2015 agendalle. TÀmÀ tutkielma osallistuu keskusteluun siitÀ, pitÀisikö globaalikasvatusprojektien hallinnointi olla osana UM:n toimintaa ja siihen millaisia kysymyksiÀ tÀhÀn liittyy
Youâre damned if you do and damned if you donât:the tension-filled relationships between Japanese beginning and senior teachers
Abstract
This article contributes to theoretical discussions about beginning teachersâ work being both relational and emotional. Specifically, we have examined the tensions that frequently characterise the relationships between beginning and senior teachers. Our research material consisted of narrative interviews with seven beginning teachers and seven senior teachers working at the same junior high school in Japan. Through thematic analysis, we have identified three categories of tensions: (1) tension between dependence and independence, (2) tension between obedience and assertiveness and (3) tension between loyalty to oneâs students and loyalty to oneâs colleagues. These tensions are meaningful for both beginning and senior teachers, but they view them in different ways and connect them to different expectations regarding appropriate actions and attitudes. These tensions are also related to wider cultural expectations and general principles that are often concretely realised through different practices within the micropolitical environment of a school
Coping with emotionally challenging expectations:Japanese beginning teachers and their relationships with studentsâ parentsâ
Abstract
This article examines emotionally challenging expectations in the relationships beginning teachers have with studentsâ parents. The data consist of narrative interviews with 17 Japanese beginning teachers. Due to strong cultural and social norms prescribing appropriate social interactions, Japanese teachers have little leeway in negotiating parentsâ expectations. We found that beginning teachers described facing three emotionally challenging expectations in their relationships with studentsâ parents: 1) they do not fully understand what is expected of them; 2) they are expected to turn to colleagues for help with difficult issues involving parents; and 3) they are expected to endure and learn from criticism. To cope with these emotionally challenging expectations, beginning teachers perform emotional labour. The article presents a wider understanding of teachersâ work as a relational practice and offers insights that can be used to move beyond the discourse that frames beginning teachers from a âdeficitâ perspective
Ihmisen nÀköinen opettaja:juhlakirja professori Leena SyrjÀlÀn 60-vuotispÀivÀnÀ
Abstract
This book was compiled in honour of professor Leena SyrjÀlÀ from the University of Oulu on her 60th birthday. The articles were written by Leena SyrjÀlÀ's colleagues, fellow researchers, former students and friends from different phases of her career. For years, one of professor SyrjÀlÀ's main research interests has been research on teachers and teachership. That is why this book concentrates on the teaching profession, including the different aspects of the profession, its ethical challenges and the various demands posed on teachers. Similarly, the publication discusses professor SyrjÀlÀ's other research interests, such as change and narrative research. International voices were introduced into the discussion by including two articles by Leena SyrjÀlÀ's fellow researchers from abroad. In the epilogue, the authors narrate their personal memories and stories about their cooperation with professor SyrjÀlÀ.TiivistelmÀ
TÀmÀ teos ilmestyy Oulun yliopiston kasvatustieteen professorin Leena SyrjÀlÀn 60-vuotispÀivÀn kunniaksi. Artikkeleiden kirjoittajat ovat Leena SyrjÀlÀn työtovereita, tutkijakollegoja, entisiÀ opiskelijoita ja ystÀviÀ vuosien varrelta. Vuosien ajan professori SyrjÀlÀn yksi keskeinen tutkimusalue on ollut opettajatutkimus. Siksi tÀmÀ teos keskittyy opettajan ammatin ja työn tematiikkaan, sen eettisiin haasteisiin ja siihen kohdistuviin vaatimuksiin. Samalla artikkeleissa sivutaan myös erÀitÀ professori SyrjÀlÀn muita tutkimusintressejÀ kuten muutosta ja kerronnallista tutkimusta. KansainvÀlistÀ tutkimustietoa tuovat teokseen suomennetut kaksi artikkelia Leena SyrjÀlÀn ulkomaisilta tutkijakollegoilta. Kirjan lopussa kirjoittajat kertovat omakohtaisia muistojaan yhteistyöstÀÀn professori SyrjÀlÀn kanssa
Radioimmunoassay of the Group-specific Antigen in Detection of Avian Leukosis Virus Infection
The challenges to discussing emotionally loaded stories in Finnish teacher education
Abstract
It has been increasingly acknowledged that emotions are a significant dimension in teachersâ work and professional development, and an inseparable part of reflection promoted in the research-based teacher education. However, at the same time the difficulty of prompting student-teachers to reflect on their emotions in teacher education has been recognised. This article focuses on this difficulty by examining how emotionally loaded stories about teachersâ work were dealt with by soon-to-graduate Finnish student-teachers attending peer group mentoring sessions. We illustrate this group-level phenomenon (the challenge of discussing emotionally loaded stories) through the examples provided by one of the participants, Hannele (pseudonym). Our results revealed that emotionally loaded stories in this peer group were often responded to with laughter and humour or via masking or silencing. Participants seemed to avoid deeper emotional reflection on uncertainty related to oneself and to the teaching profession, therefore maintaining an image of a proper (student) teacher. Our results have implications for both peer group mentoring and pre-service teacher education
Storied emotional distances in the relationships between beginning teachers and school principals
Abstract
Recent research has acknowledged the importance of the relationships of school principals with beginning teachers. However, little is known about how emotions inform these relationships from the beginning teacherâs side. Applying the concept of emotional geographies, this paper explores the kinds of storied emotional distances that appear in the relationships between beginning teachers and their principals. Based on interviews with beginning Japanese teachers, the results indicate that such relationships may be: (1) very direct and personal; (2) acted out indirectly by the principal as personal facilitator âbehind the scenesâ or as public gatekeeper; or (3) mediated by the teacher community. The analysis reveals beginning teachersâ personal experiences of these relationships, as well as how such relationships are influenced by organisational and cultural context. Although principals are described as distant figures within the school organisation, they are seen to play an important role in facilitating beginning teachersâ work by connecting with them at a personal level and providing good working conditions by influencing the emotional atmosphere of the teacher community or by sheltering them from parental pressure