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Browsing by Subject "kahden kulttuurin lapsi"

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  • Ouedraogo, Elisa (2018)
    The aim of this study is to examine how child's cultural identity and the development of participation is supported in transnational families. The study scrutinizes further how the families experience the meaning of interplay situation outside the home. It also seeks to determine the importance of positive education in the construction of cultural identity among child and youth both at home and outside the home. Which are the adults from whom the child receives caring response, encouraging words and empowerment to their lives. The school plays a key role in the life of a child and a young person, and therefore it is also important to look at the school context. The families in which one of the parents of the family is from Finland and one from abroad are selected to be examined. The data was collected through theme interviews. In addition, children and young people have drawn up a mind map to support an interview. The data that was collected in the interviews consists from the experience of parents and young people about at home and outside the home encounters. The positive presence of both cultures in families was considered to be a key factor in building a cultural identity. The cultural background was seen as a richness and it was felt to bring opportunities for living through social, cultural and linguistic capital. Families felt that in the middle of the two cultures children are more open-minded and they are likewise interested in different cultures. The challenge was the language barrier and long distances between relatives of the other parent. Although in most families the children were bilingual, they lacked the ethnic language skills. Some of the research families had also faced prejudices, even racist demeanor. A caring model of positive education strengthens and supports the development of a cultural identity of children and young people in two cultures as well as the sense of inclusion. It is critical that the different languages and cultures in the kindergarten and school are also featured in a positive light. They can be used to strengthen the sense of belonging and participation of the child, meaning that every child and young person is valuable as an individual. New curricula encourage and even obligate educators and teachers to do so.