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- W2538175537 abstract "The purpose of this doctoral thesis is to explore how education in minority religions and secular ethics supports students’ identities and inclusion in the Finnish comprehensive school. The focus is on students in grades 1–6 (age 7–13) in the Helsinki metropolitan area. The identities of the students are viewed from a constructivist perspective as their conceptions of themselves in the context of the instruction group and the school. The student’s different identities, including his or her religious and non-religious identities, are examined as part of an intercultural educational context. In this context student inclusion is viewed as the student’s experiences of himor herself as equal and integrated. This articlebased thesis takes a qualitative approach and is based on four articles, each targeting one sub-question which aims at answering the research problem. Article I focused on how students experience instruction in their own minority religious education or in secular ethics, and how they perceive themselves as part of the overall school culture. This study was based on a participant observation study in 2009–10 undertaken in five different minority religion and secular ethics classes in one comprehensive school. The findings indicated that minority students generally found having their own group to be a positive experience. However, the study also showed that students expressed a negative sense of difference in relation to majority students and that there were several practical concerns in the organization of the classes. The subsequent articles, Articles II–IV, were based on interviews with 31 teachers and 3 teacher coordinators in 2011. Article II focused on how minority religion and secular ethics teachers view the task of supporting and including plurality within the classroom. Article III focused on how teachers and teacher coordinators view the inclusion of minority religious education in the school culture. The final article, Article IV, focused on how teachers of minority religions view the significance of education in supporting students’ identities. The findings within these articles illuminated how students’ identities were embedded in the educational context, which included both supportive and challenging aspects. The supportive aspects that the teachers and teacher coordinators emphasized included a sense of belonging and community in the group, the inclusion of students with immigrant backgrounds, as well as the support given to students’ diverse cultural and religious backgrounds. The support given to students’ backgrounds was strongly dependent on the size and structure of the mixed age class and the teachers’ capacities to take all students into account. A central challenging aspect included structural discrimination in the education. In teachers’ views, some minority students also felt separated and isolated in relation to majority students and were subject to instances of discrimination. Furthermore, the overall lack of dialogue within the schools and between the classes emerged as a challenge for including the minority students in the school cultures. The findings moreover indicated that the way minority religious education supports students’ identities includes challenges. The current system of education appears strong with regard to supporting students’ identities within a given tradition. However, it does not always take into account modern plurality and the individual identities of students. In teachers’ views students’ identities were frequently seen as bound to a particular tradition, and socialization into the religious tradition was clearly present. This puts into question the adequacy of the current model and educational practice. For the future development of religious education it is vital that the challenges in the educational context are met and that students’ identities are viewed as open to change and individual development." @default.
- W2538175537 created "2016-10-28" @default.
- W2538175537 creator A5049366929 @default.
- W2538175537 date "2014-01-01" @default.
- W2538175537 modified "2023-09-27" @default.
- W2538175537 title "SUPPORTING STUDENTS' IDENTITIES AND INCLUSION IN MINORITY RELIGIOUS AND SECULAR ETHICS EDUCATION" @default.
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