Team 5 Perceptions & Constructions of Marginalisation and Belonging in Education

In team 5 we have a core research project Perceptions and Constructions of Marginalisation and Belonging in Education which examines marginalization in Finnish and Norwegian comprehensive schools especially in relation to the role of schools and teachers in the construction of marginalization of pupils.

A fair amount of research has been done on the marginalization of children and youth but in most cases the school’s role has been assumed to be positive in preventing marginalization and providing opportunities to disminish marginalization.

The significance of our study is that it takes the students’ own views (how do they perceive and construct marginalization?) as the departing point. The students will act as co-researchers and the focus of the study is on the data that they will collect.

We also study the attitudes, expectations and actions of principals, teachers and other school personnel (e.g. school psychologists, nurses, administration staff) that can make students’ marginalization less or more likely. We anticipate that this will allow us to show that marginalization is a multifaceted phenomenon in education, and not just reduced to certain categories of students (e.g. migrants).

Based on ethnographic studies in two schools in one large city in Finland and one urban school in Norway we will propose some macro- and micro-strategies for reducing marginalization caused by teachers and schools. The data will be collected through a mix of methods such as participant observations and interviews as well as more innovative methods like focus groups, mapping of marginalization, photography, photo-elicitation interviews and logs.

The analysis of the triangulated data is based on discourse analysis and thematic analysis, which all allow examining data in a complex and multidimensional way.

Other forms of marginalization and belonging are also studied in this team. Examples include the education of Roma children in Italy, othering in textbooks, school belonging through religious classes, and different marginalization and belonging issues related to cultural diversity.

Team members

Gunilla Holm, Professor (Team leader)
Faculty of Educational Sciences, University of Helsinki
gunilla.holm(a)helsinki.fi
Perceptions and Constructions of Marginalisation and Belonging in Education

Marie Carlson,  Associate professor, docent
Department of Sociology and Work Science, University of Gothenburg
marie.carlson(a)socav.gu.se
Future citizens in pedagogical texts and education policies. Examples from Lebanon, Norway, Sweden and Turkey

Sandra Fylkesnes, PhD student
Department of International Studies and Interpreting, OsloMet – Oslo Metropolitan University
Sandra.Fylkesnes(a)hioa.no
Cultural diversity in Norwegian teacher education – tensions between policy, research and practice

Francesca  Gobbo, Professor
Professore di Processi educativi nelle società multiculturali e di Antropologia dell’Educazione, University of Turin
francesca.gobbo(a)unito.it
Education of Roma in Italy

Heidi Harju-Luukkainen,  Associate professor
Department of Teacher Education, University of Helsinki
Heidi.Harju(a)helsinki.fi
PISA 2012 – Immigrant students’ educational outcomes in Finland

Ina Juva, PhD student
Faculty of Educational Sciences, University of Helsinki
ina.juva(a)helsinki.fi
Perceptions and Constructions of Marginalisation and Belonging in Education

Monica Londen, Associate professor
Swedish School of Social Sciences, University of Helsinki
monica.londen(a)helsinki.fi
Study skills and student integration as keys to learning for all students in higher education 

Eva Louro, PhD student
Faculty of Educational Sciences, University of Helsinki
eva.louro(a)helsinki.fi
Professional learning of Mozambican teacher educators: navigating policy landscapes and socio-political structures

Jan-Erik  Mansikka, Associate professor
Institute of Beavioural Sciences, University of Helsinki
jan-erik.mansikka(a)helsinki.fi
Study skills and student integration as keys to learning for all students in higher education

Pia Mikander, PhD student
Institute of Beavioural Sciences, University of Helsinki
pia.mikander(a)helsinki.fi
From equality to “us and them” – the construction of “West” and the “other” in explaining the world in Finnish school textbooks

Pia-Maria Niemi, PhD student
Department of Teacher Education, University of Helsinki
pia-maria-niemi(a)helsinki.fi
Sense of Belonging in Multicultural Schools – The Value of School Community Events

Katarina Perander-Norrgård, PhD student
Faculty of Educational Sciences, University of Helsinki
katarina.perander(a)helsinki.fi
Study skills and university preparation for upper-secondary students

Joron Pihl, Professor
Department of Educational Sciences for Teacher education, Oslo and Akershus University College Joron.Pihl(a)hioa.no
Perceptions and Constructions of Marginalisation and Belonging in Education in Norway

Ann-Kristin  Pihlgren-Eveli, PhD student
Institute of Beavioural Sciences, University of Helsinki
ann-kristin.pihgren-eveli(a)helsinki.fi
Storyline as an intercultural pedagogy

Roberta Ricucci, Assistant Professor
Department of Cultures, Politics and Society, University of Turin
roberta.ricucci(a)unito.it
Education of Roma in Italy

Anna-Leena Riitaoja, Postdoctoral researcher
Institute of Beavioural Sciences, University of Helsinki
anna-leena.riitaoja(a)helsinki.fi
Perceptions and Constructions of Marginalisation and Belonging in Education

Kristin Skinstad van der Kooij, Associate Professor
Department of Educational Sciences for Teacher Education, OsloMet – Oslo Metropolitan University
Kristin.Van-Der-Kooij(a)hioa.no
Perceptions and Constructions of Marginalisation and Belonging in Education in Norway

Tuija Veintie, PhD student
Institute of Beavioural Sciences, University of Helsinki
tuija.veintie(a)helsinki.fi
Incorporating Indigenous Knowledge in the Intercultural Bilingual Teacher Education Programme in the Ecuadorian Amazon

Kerstin von Brömssen, Professor in Educational Sciences
University West
kerstin.vonbromssen(a)hv.se
Critical Events, Values and National Identity in the memory – material from the 22nd of July, 2011.

Lili-Ann Wolff, Docent, Associate professor
Faculty of Educational Sciences, University of Helsinki
lili-ann.wolff(a)helsinki.fi
Leadership, inclusive school cultures and the value of trust and recognition

Harriet  Zilliacus,  PhD student
Faculty of Educational Sciences, University of Helsinki
harriet.zilliacus(a)helsinki.fi
Taking plurality into account in religious education – A qualitative study of minority religion and secular ethics education in the Finnish comprehensive school

 

 

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