Appearance-based discrimination at workplace: a case study in Estonia : International Rainbow Conference 8.-9.2.2022

Non peer reviewe

Future-oriented science education manifesto

As citizens of the world, we are dealing with all kinds of complex issues and challenges, such as climate change, global health, multiculturalism, social justice, artificial intelligence and new technologies. These challenges require us to build visions of the future that empower our actions today. This will define the future for all of us. Research shows that people expect the future to be greatly influenced by science and technology. We, however, need to ensure that the advancements in science are in line with the futures we envision. It is, therefore, essential to think critically about the possibilities and pitfalls of science-driven innovations and to connect them in an interdisciplinary way. This will increase scientific literacy, agency, and responsible research and innovation. Significant overlap exists between futures thinking skills and scientific competencies, such as problem-solving and critical and creative thinking. However, extending the scientific competencies with additional skills related to futures thinking, like time perspective, agency beliefs, openness to alternatives, systems perception, and concern for others, will further enrich science education and prepare students for tomorrow. We, therefore, share: 10 RECOMMENDATIONS TO STIMULATE FUTURES THINKING IN YOUR CLASSROOM.Non peer reviewe

Guidelines for RPOs, RFOs, HEIs and high schools on "Promoting futurized science education as key dimension of RRI" - Deliverable 5.6

<p>The deliverable outlines the guidelines for RPOs, RFOs, HEIs and high schools on "Promoting futurized science education as a key dimension of RRI". It builds on the recommendations produced by WP1-5, interviews and discussions with RRI experts.</p><p>The guidelines connect the AIRR principles of RRI and reflect on the MoRRI indicator SLSE1 and SDG4 targets 4.7, 4.3 and 4.4. The guidelines suggest that promoting science education as the key pillar of RRI, some changes must be initiated by RFOs as institutional changes usually follow funding decisions. Therefore, based on research evidence from the FEDORA outputs in WP1-5, RFOs are expected to promote interdisciplinarity by revising HEIs/RPOs funding principles, engaging in stakeholder dialogue to increasing the relevance of funded research to real-life problems and promoting futures studies in some national contexts. Consequently, RPOs could develop human resource management practices which favour interdisciplinary research and create "third spaces" which enable sense-making and strange-making practices. Finally, HEIs, as science education providers, should integrate futures thinking as a 21st-century skill into curricula, balance creative thinking and systems, critical thinking skills as learning outcomes, and rely on class activities and methods which speak the language of contemporary youth.</p&gt

Appearance-based discrimination at workplace: a case study in Estonia : International Rainbow Conference 8.-9.2.2022

Non peer reviewe

Striving for Inclusion through Participatory Practices in Social Enterprises

The aim of this research case is to shed some empirical light on the effects of participatory practices from the perspective of Sen’s capability approach in a Finnish social enterprise. Using a mixed method approach we explore how participatory practices build social inclusion by enabling both company’s employees and customers to engage in social agency. The case study findings articulate the importance of participatory practices to employees’ perceptions of meaningfulness of life and being able to meet customers (who are mentally disabled) needs on the one hand and customers’ experience of information sharing and feedback giving to the employees and helping other customers.peerReviewe

Appearance-based discrimination against young women in the workplace

Purpose – Appearance-based discrimination in workplaces based on an employee’s physical appearance is a legal and ethical problem. This study provide important research findings concerning such discrimination in Estonia. Design/methodology/approach – A qualitative case study strategy and narrative inquiry were used. The information which was gathered for the research consists of three cases which concern appearance-based discrimination against young women. Information for two of the cases was gathered together by means of open interviews. Information for the third case is based on articles which were found in Estonian daily newspapers. Findings – Covert and overt discrimination based on an employee’s physical appearance can occur in Estonian workplaces, even though discrimination and inequality are not tolerated in public and all forms of discrimination are illegal in Estonia. The appearance norms, which frame perceptions of attractiveness and unattractiveness, may at times be rather narrow and stereotypical in Estonian workplaces. The attempts by employees to resist such discrimination in an early phase of the employees’ careers are generally not successful. Originality/value – Through real-life cases, this study makes empirically visible a problem at the workplace related to employees’ physical appearance in Estonia. This study makes suggestions for preventing this kind of discrimination in organisations. Narrative inquiry offers a fruitful approach for how researchers can address a sensitive problem, such as the appearance-based discrimination against the employees discussed in this study.Peer reviewe