Browsing by Subject "globaalikasvatus"
Now showing items 1-4 of 4
-
(2020)The purpose of this master's thesis is to examine the perceptions of schoolteachers about the benefits and obstacles of a camp school abroad. Finland has long had a strong camp school culture, but despite the growing emphasis on international education in the national core curriculum for basic education (POPS 2014), not many camp schools have been arranged abroad. In the dissertation I open the concept of a camp school and related themes of global education, intercultural competence and experiential pedagogy. The study is a qualitative case study guided by the following research questions: What perceptions and experiences do teachers have about the benefits of a camp school abroad? What obstacles do teachers see for camp school abroad? The material was collected through e-mail interviews from ten teachers, five of whom had previously attended a camp school abroad. The interviews have been analyzed using data-driven content analysis. Based on the results, teachers’ perceptions of the benefits of a foreign camp school were divided into five main categories: academic skills, practical life skills, internationality, experientiality, and future-related skills. Teachers’ perceptions of barriers to a foreign camp school were divided into two main categories: fears and practical challenges.
-
(2016)The objective of this study was to examine what sort of differences and Otherness are constructed in global education and how those are produced. Education for global citizenship can be seen as an objective for global education. Therefore, it is also important to analyze how global citizenship education is justified in global education. My perspective on global education is based on post-colonial and post-structural feminist theories. The study data consist of three documents that deal with global education. The documents are produced in different projects governed by educational administration offices. As a research method, I applied deconstructive reading. The method was utilized in order to identify hierarchical binary oppositions through which the differences and Otherness are constructed in the study data. In addition to deconstructive reading, the metaphors I have applied are 'the return of the colonial and the return of the colonizer' and 'modern Western thinking as an abyssal thinking' invented by Boaventura de Souza Santos (2007). The study data constructs a subject named as "us", which is positioned as Finnish, European and Western. The subject "us" is constructed in relation to "other", which I named in this research as colonial Other, new abyssal colonial Other, and/or Other referred as minorities. According to my study, education for global citizenship was justified as a response to the encounter of "us" and Other and as a response to global challenges. Global education and global citizenship education were based on the offset of modern humanism, which appeared in the attempts to define universal epistemologies and ethical codes. Based on the results of this research, the offsets of global education epistemologies ought to be re-evaluated critically. Furthermore, opportunities for global education which question the categories of "us" and Other should be addressed in forthcoming research.
-
(2022)We are all affected by global events on a daily basis. Current examples include the COVID-19- pandemic and the war in Ukraine, with both having had a wide impact on the world. Coopera- tion between nations has been more crucial than ever on the global level. Global education promotes upbringing of children and young people into active and responsible global citizens working for human rights, equality, and justice. The foundation for global education is built on National core curriculum for basic education 2014 and can be implemented using various meth- ods. Implementation of global education is conditioned by many different factors. The aim of my research was to investigate how global education is implemented in basic education and what factors influence the implementation of global education for classroom teachers. The thesis was conducted as a qualitative study. The interviews were conducted with five classroom teachers, four of which had worked abroad and one teacher who had worked only in Finland. The data was collected by semi-structured thematic interviews and collected data was analyzed by using data driven content analysis. Based on the results of the interviews, almost all teachers felt that today’s world emphasizes the need for global education. All interviewees felt that the implementation of global education belongs mainly to homes and schools. Teachers who worked abroad at some point in their careers, felt that the implementation of global education had become more concrete during their careers. The differences in the implementation of global education for the interviewees were that teachers who worked abroad implemented global education as part of everyday life and used discussion as a method of teaching. Working abroad can be seen to have influenced teachers’ approach to global education, with an emphasis on continuity and deeper under- standing of it. Those currently working as teachers in Finland utilized the services of the third sector as well as various materials to support the implementation of global education. Looking at the factors influencing the implementation of global education, almost all teachers shared the idea that teachers’ backgrounds and students are influential. The teacher who worked in Finland highlighted the impact of resources on the implementation of global education.
-
(2019)Human rights education is meant to provide knowledge, skills and understanding to promote universal human rights culture. It is part of a global education aiming to encourage being an active and responsible citizen of the world. International agreements and national core curriculum mandate to take human rights into account in all teaching, but previous studies have shown that human rights education is not executed at sufficient level. The purpose of this study is to depict, analyze and interpret primary school teachers’ views on human rights education and its obligatory nature and their readiness to execute human rights education in their teaching. I will also clarify what kind of notions teachers have regarding the realization of children’s rights in Finnish primary schools and the role of human rights in the curriculum. My research questions are: 1. How do teachers interpret human rights education and its obligatory nature? 2. How do teachers feel about their own readiness to implement human rights education? The data of this study consists of seven interviews with primary school teachers, who work in the Helsinki metropolitan area. The data is analyzed using qualitative theory-guided content analysis. Analysis and conclusions are supported by previous human rights research and the agreements and conventions defining human rights. The interviewed teachers felt that human rights education must be a part of all school teaching and school culture. They aimed to teach according to human rights, but the amount of teaching consisting of information about human rights and the skills to protect them was low. The teachers’ own knowledge on human rights was partially inadequate. The teachers viewed their readiness to implement human rights education as good. They evaluated that children’s rights are mainly realized well in primary school, but were worried about inequality and bullying. The curriculum’s emphasis on human rights and its commitment to human rights education was poorly understood by teachers. The conclusion of this study is that teachers should receive training regarding human rights education and its obligatory nature and they should be supported to adopt the current curriculum.
Now showing items 1-4 of 4