Browsing by Subject "luokkaerot"

The aim of this study was to examine and describe how principles, student counsellors and other school administrators in comprehensive school represent the school paths of immi-grant children in Finland. The aim is to analyse the challenges described by authorities that immigrant students face in the transition between comprehensive school and upper second-ary level, and to contemplate how immigrant backgrounds and class positions are connect-ed to each other. In addition, the aim is to consider how social mobility of immigrants should be improved through different ways of support and guidance. Previous studies show that people with immigration backgrounds are still often excluded from secondary education and especially from high school in Finland. The expansion of compulsory school age obliges every child to move on to the secondary level, but especially with poor Finnish knowledge and weak social and cultural capital it is challenging coping with secondary level studies. In the centre of the theoretical framework of this study are Pierre Bourdieau’s forms of capital. The study was conducted as a qualitative content analysis and the data for the study con-sisted of interviews with eight authorities working in Finnish primary schools with pupils with immigration backgrounds. The data was analyzed and classified by means of thematic con-tent analysis. According to the findings, the challenges of school paths and transitions among students with immigration backgrounds include the extensive lack of cultural and social capital in fami-lies in relation to the context of the Finnish middle-class school system. Furthermore, the views of the families and of the school on realistic school options often differ. The joint appli-cation system does not encourage the student to change school after the first choice and experiment, and therefore people with immigration backgrounds are particularly challenged by choice and unknown educational opportunities. According to the results, Finland does not yet have a clear tailored system for immigrant children who move to Finland and who have passed the primary school age. They are ex-pected a quicker takeover of language and syllabus than other children. In addition, high school education appears to be inaccessible to many people with immigration backgrounds, according to authorities. In vocational training, resources for specific language and integra-tion support are insufficient, leading to the fact that after finishing vocational studies, they are moving to employment with low capacity.

Tarkastelen tutkielmassani viktoriaanisella ajalla Britanniassa käytyä keskustelua lasten seksuaalisesta pahoinpitelystä ja tutkin lapsen asemaa seksuaalisen väkivallan uhrina. 1800-luvulla suhtautuminen lapsiin sekä ikäryhmänä että laajemmin erityisenä yhteisön osana koki moninaisia muutoksia. Sosiaalisiin uudistuksiin keskittyneet liikkeet alkoivat kiinnittää huomiota lasten asemaan 1800-luvun yhteiskunnassa. Lasten seksuaalinen pahoinpitely nousi esiin huolena, joka koetteli sekä lapsen kehoa että aivan erityisesti moraalia. Aiheessa yhdistyivät kysymykset moraalittomasta seksuaalisuudesta, lasten turmel-tumisesta ja kärsimyksestä sekä yhteiskuntaluokkien välisistä jännitteistä. Tutkimuskysymyksiäni ovat: Miten keskustelut lapsiin kohdistuvasta seksuaalisesta pahoinpitelystä nousivat esille juuri viktoriaanisella ajalla? Mitä tämä kertoo ajan lapsuuskuvan muutoksesta? Seksuaalisen pahoinpitelyn uhreina olevien lasten asema yhteiskunnassa oli monella tapaa ongelmallinen. Tutkin myös, kuka nähtiin ”oikeana” seksuaalisen pahoinpitelyn uhrina 1800-luvulla ja ketkä määritelmän ulko-puolelle jäivät. Mitkä yhteiskunnan rakenteet ja arvot vaikuttivat seksuaalisen pahoinpitelyn uhrin ”paikkaan” keskustelussa ja siihen, miten yhteisö suhtautui pahoinpitelyn uhreihin? Käsittelen tutkimuksessani sekä tyttöjä että poikia ja pyrin nostamaan tutkimuksessa esille myös sukupuoleen liittyviä erityispiirteitä. Tutkimukseni painottuu ajallisesti noin 1860–1890 lukujen välille, jolloin lasten seksuaalista pahoinpitelyä ja lastensuojelulainsäädännön kehitystä koskevat keskustelut olivat aktiivisimmillaan. Tutkimuksessani käytän monipuolisesti aikalaislähteitä. Aikalaislähteitäni ovat esimerkiksi lasten seksuaaliseen pahoinpitelyyn liittyvä lainsäädäntö, lakeihin liittyvä julkinen keskustelu parlamentin ylä- ja alahuoneissa sekä Old Bailey’n julkaistut tiedonannot. Lisäksi aineistonani on lehdistössä käytyä aikalaiskeskusteltua. Käytän lähteenäni myös The Waifs and Strays' Society -järjestön julkaisemia esimerkkitapauksia. Järjestön huostaan tuli lapsia erityisesti eri raastuvanoikeuksien lähettäminä. Lisäksi käytän lähteinäni erilaisten lastensuojelujärjestöjen ja valtiollisten komiteoiden raportteja (esim. The Exposure and suppression of the traffic in English girls for purposes of continental prostitution, 1881 ja Report for Inquiring Into the Housing of the Working Classes 1885), lääketieteellisiä julkaisuja (Medical jurisprudence) sekä aikalaistoimijoiden, kuten Josephine Butlerin, Ellice Hopkinsin, W.T. Steadin ja Charles Boothin kirjoituksia. 1800-luvulla tapahtunut lapsuuskuvan muutos muokkasi keskustelua lasten seksuaalisesta pahoinpitelystä. 1800-luvun aktivismin seurauksena lastensuojelulainsäädäntö tiukentui, seksin suojaikäraja nousi ja lastensuojelu ammattimaistui. Yhteiskunnallinen keskustelu nojasi hyvin vahvasti keskiluokkaiseen ikäsidonnaisen lapsuuden ajatukseen, joka tuki lasten laajempaa suojelua, mutta sulki suppeudessaan ulos monia lapsia. Tutkimuksen perusteella esiin nousee kolme selkeää kategoriaa, jotka vaikuttivat siihen, miten seksuaalista väkivaltaa kokeneeseen lapseen suhtauduttiin: lapsen ikä, sukupuoli ja sekä lapsen että väkivallantekijän luokka ja sosiaalinen asema yhteisössä. Huonoon asemaan joutuivat seksuaalisen pahoinpitelyn uhrit, jotka eivät käytökseltään sopineet stereotypiaan ”viattomasta” lapsesta, alimpaan työväenluokkaan kuuluvat lapset, yli 12-vuotiaat lapset ja prostituoidut. Myös pojat jäivät keskustelussa marginaaliseen asemaan.

The purpose of this study is to analyse paid club activities in early childhood education from the point of view of the parents and the kindergarten staff. The discources about paid club activities is thought to reflect the social status of the interviewee and the educational values and norms in accordance with this position. Civil status is conceptualized with the concept of Bourdieu's capital. According to the Bourdieu’s theory of the fields, societal classes are set up to the field of education, fighting for educational goods with different kinds of strategies. The material of this study is produced by interviewing and analyzed by means of discourse analysis. The studied private kindergarten and its multiple paid club activities were thought to support the children’s habitus originated from home. The activities of the kindergarten reflected the lifestyle of the residents of the area and children were expected to receive a large amount of capital from paid club activities for the future school path and work career. Parents wanted their children to get as diverse a variety of skills as possible. Skills were also placed in hierarchical order based on how much they produced benefit for the future. Charging of club activities was defended and the charges were not believed to have an inequitable effect. Based on Bourdieu's theory, the discourses about paid club activities could be combined with middle class and their cultural consumption.

Goals. The purpose of this dissertation was to explore the effects of class background on individual’s educational path, especially university studies, and entering academic workforce. Previous research show that students with non-academic background experience university as defining and alien, but also that gained university degrees alienate them from the members and values of their original class background. According to research the impact of social class has not decreased: the concept of class order covers historical and cultural climates which still influence current approaches, although diversity within classes has increased and general workforce changed. In this dissertation I explore social class as an individual lived experience with the concepts of inscription, respectability, and legitimation by Beverley Skeggs. I set two research questions: 1) How do inscription, respectability, and legitimation entangle with educational path and attending academic workforce? 2) In my data, what similar or divergent lived experiences of class transitions were described by the women with non-academic family background? Methodology. The data contain biographic interviews of four women, which were themed by periods of educational path and finding employment in academic field. The analysis of data was theory-based, that is inscription, respectability, and legitimation by Skeggs were the premise. Results and conclusions. The results showed that social class background affected on integrating academic education and work force by shutting individuals out: studies slowing down because of work or aimless wandering were part of educational paths, and upper middle-class values typical to academic world were not experienced as inclusive. However, interviewees did not experience themselves as victims, but active agents who found studying and taking degrees pleasurable and meaningful. Devotion to educate themselves, as well as succeeding in studies, stood out in the interviews. This dissertation extends previous research with the observation of the importance of guidance, especially during general secondary education and university studies. Offspring of non-academic families had no knowledge of educational or work opportunities, their own competence or how to compile their university studies, and they found institutional guidance lacking. Also, family support was highlighted, as well as families’ ignorance in the ways to support their school-thriving child or how to take advantage of schooling system in order to benefit educational path.