Language Education for Everyone? Busting Access Myths
| Autor: | Heidi Vaarala, Taina Saarinen, Johanna Ennser-Kananen, Erja Kilpeläinen |
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| Přispěvatelé: | Thrupp, Martin, Seppänen, Piia, Kauko, Jaakko, Kosunen, Sonja |
| Jazyk: | angličtina |
| Rok vydání: | 2023 |
| Předmět: |
ethnic diversity and education
policy developments and education policy sociology and education koulutusjärjestelmät kaupunkitutkimus koulutustavoitteet koulutuspalvelut Finnish education urban studies and education Foucault and education sosiaalinen oikeudenmukaisuus koulutuspolitiikka koulutussosiologia tasa-arvo gender inequalities and education koulutus political structures and education koulutussuunnittelu social class and education Finnish education system tasa-arvokasvatus Finnish policies and education social justice and education Finnish schooling Bourdieu and education |
| Zdroj: | Finland’s Famous Education System ISBN: 9789811982408 |
| Popis: | Finland has, rather successfully, promoted an image of itself as a model of educational excellence and linguistic equity. This chapter problematises this image by analysing Finnish language education policies at the comprehensive school level. For our analysis we use a three-fold understanding of access as; (a) having the opportunity to participate in language education (getting in); (b) participating in education that is meaningful and effective for the pupil (getting it); and (c) receiving credentials that are societally legitimate and valuable assets (getting out). We elaborate on each aspect of access by debunking three myths for the Finnish context that: (a) Multilingualism is politically valued; (b) the curriculum promotes multilingual education; and (c) the education system offers equal opportunities to all, regardless of language. We conclude with a mixed picture. While initiatives have been put in place to expand participation in language learning and develop multilingual pedagogies, the societal status of national languages and constitutional bilingualism have also, somewhat paradoxically, strengthened monolingual ideologies. Such ideologies have contributed to the erasure of Indigenous and autochthonous languages from education and minimise the position of allochthonous (migrant) languages in curriculum and education. We propose several reforms in teacher education and a more systematic, long term, national supervision of (language) education policy in the service of equitable multilingual education. |
| Databáze: | OpenAIRE |
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