Browsing by Subject "Taloudellinen eriarvoisuus"

Economic inequality has increased in Finland over the past three decades, and it affects the population in several ways, for instance through unequal distribution of health and education. Economic inequality refers to the differences in economic and material resources between individuals and groups. The aim of this study was to examine children’s experiences of economic inequality in their daily life. The objective was to gain an understanding of how children understand inequality and how does it effect their consumption and relations with peers. A further aim was to study the different strategies children have developed in order to cope with economic inequality. This study is a literature review written in the framework of childhood studies. Childhood studies examine children as active and social agents and observe different phenomena from their viewpoint. There are only a few Finnish studies which examine economic inequality from children’s viewpoint, which is why research from Great Britain and the United States is widely used in this study. Children understood economic inequality mainly through outward appearances. For instance, the lack of designer clothes or particular items was considered a sign of poverty. The challenges in consumption caused by deprivation affected children’s peer relations in a negative way, resulting in discrimination, bullying and distress. Children’s coping mechanisms included loaning money and going to work. Furthermore, children tried to adapt to their economic circumstances by avoiding situations where money mattered and by emphasizing the importance of social relations over economy. Through understanding the relevance of economic inequality in children’s life awareness of the issue can be raised. Economic inequality can have a profound effect on children’s well-being, which is why it is important for teachers and other adults working with children to be aware of the issue and the complex processes behind it. Economic issues are acknowledged in the new national core curriculum, which will come into effect in fall 2016. It states that teachers are to guide students in becoming responsible economic actors, consumers and responsible citizens.