The course is compulsory for students completing pedagogical studies for teachers (60 cr).
Students who have completed the course will
- be able to analyse the historical structures of educational institutions as well as their multifaceted and value-bound social connections
- recognise the policy factors affecting education and be able to analyse their interrelations
- familiarise themselves with the basic concepts of educational philosophy and be able to apply them to educational phenomena
- Be able to assess the conflicting demands placed on educational institutions, meet social demands for change and actively work for the development of the system
- understand different representations of cultural diversities in Finnish society
- be able to problematize discrimination, inequality and injustice present in education
- understand the effect of the growth and education environment and its actors on the formation of a learner’s identity.
This course is completed during the one year of STEP studies. The course is completed once in English and Swedish.
- Discussing the main features of the Finnish history of education and learning as well as recent key changes in educational policy
- Examining the factors affecting the activities, change and continuity of educational institutions
- Consideration of the basics of the philosophy of education
- Familiarizing students with the foundations of educational philosophy
- Consideration of the formation of values and attitudes and how each individual’s cultural background influences own thinking and actions
- Familiarizing students with the principles of critical multicultural education and considering their relations to educational practices
- Examining the social and (inter)cultural perspectives of education from reformative and postmodern starting points
- Bailey, R., McCarthy, C., Carr, D. & Barrow, R. (2010). (Eds.) The SAGE Handbook of Philosophy of Education. London, UK: Sage Publications. Available through the University library.
- Cuban, L. & Tyack, D. (1995). Tinkering toward utopia. A century of public school reform. London, UK: Harvard University Press.
- Dervin, F. (2016). Interculturality in Education: A Theoretical and Methodological Toolbox. London: Macmillan Publishers Ltd (pp. 7–55). Available as an e-book in Helka.
- Hahl, K., Niemi, P.-M., Johnson Longfor, R., & Dervin, F. (Eds.). (2015). Diversities and Interculturality in Textbooks: Finland as an Example. Post-intercultural Communication and Education.
Cambridge, UK: Cambridge Scholars Publishing. (Selected chapters.) Available as an e-book in Helka.
- Sahlberg, P. (2011). Finnish Lessons. What can the world learn from educational change in Finland. New York, NY: Teachers College Press.
Tähän uudempi painos tulossa:
- In addition, three articles from contemporary journals for the group teaching sessions chosen by the lecturer.
Site visits, commentaries written by students and feedback from them.
Each exam is assessed on the grading scale of 0–5. The final grade is an average of the two course parts on the scale of 0–5.
The group teaching part is assessed as pass/fail.
Lecture course and a book exam related to it, as well as group teaching. Lecture course is possible to be compensated with a book exam.
A course exam on multicultural education is completed separately as a written/online exam or another written assignment and group work is completed as self-directed group work.
Universitetslektor Jan-Erik Mansikka