scholarly journals Cultural minorities in Finnish educational opportunity structures

2017 ◽  
Vol 10 (2) ◽  
pp. 132-144 ◽  
Author(s):  
Tuomas Zacheus ◽  
Mira Kalalahti ◽  
Janne Varjo
Keyword(s):  
Young People ◽  
Minority Groups ◽  
Educational Opportunity ◽  
Holistic Approach ◽  
Educational Opportunities ◽  
Minority Status ◽  
Educational Inequalities ◽  
Opportunity Structures ◽  
Cultural Minorities ◽  
Equal Educational Opportunities

In many countries, there are differences in school performance between and within cultural minorities and the majority. For, instance, differences between the learning outcomes of immigrant-origin and Finnish-origin students are considerable, and the risk among young people of immigrant origin of becoming positioned outside education and work life is higher than that among young people of Finnish origin. The aim of this paper is to develop a holistic approach to educational inequalities by offering two theoretical viewpoints concerning cultural minorities in particular. First, we introduce the idea of the opportunity structure, which clarifies why the education system does not offer the same opportunities to all minority groups. Second, we highlight the need to understand the cultural variety of minorities when explaining differences in educational attainment. Here we make the distinctions of cultural differences (primary and secondary) and minority status (autonomous, voluntary and involuntary minorities). Finally, we discuss the question of equal educational opportunities by reflecting on these two theoretical viewpoints.

A Technological and Historical Consideration of Equity Issues Associated with Proposals to Change the Nation's Testing Policy

1994 ◽  
Vol 64 (1) ◽  
pp. 76-96 ◽  
Author(s):  
George Madaus
Keyword(s):  
Minority Groups ◽  
New Technologies ◽  
Educational Opportunities ◽  
Current Debate ◽  
Educational Inequalities ◽  
National Assessment ◽  
Equity Issues ◽  
Alternative Assessments ◽  
Equal Educational Opportunities ◽  
Historical Consideration

In this article, George Madaus considers the current debate on national assessment from two perspectives: technological and historical. Highlighting educators' tendency to embrace new technologies such as alternative assessments without giving thorough consideration to the foundation on which they are based, Madaus cautions that testing as a technology has the potential to perpetuate current social and educational inequalities. In a brief historical overview, the author points out that several tests originally designed with well-intended goals have over time become a means for excluding minority groups from equal educational opportunities.

A Right to Education for All: The Meaning of Equal Educational Opportunities

2012 ◽  
Vol 20 (4) ◽  
pp. 523-540 ◽  
Author(s):  
Elias Hemelsoet
Keyword(s):  
Minority Groups ◽  
Educational Opportunities ◽  
Equal Opportunities ◽  
Right To Education ◽  
Conceptual Tool ◽  
Individual Level ◽  
Irregular Migrants ◽  
The Social ◽  
The Everyday ◽  
Equal Educational Opportunities

The debate on the social function of schooling is as old as the idea of schooling itself. In those discussions, the concept of equal opportunities is often referred to as a means or a strategy to pursue social equality. This article discusses four conceptions of equality, each referring to different notions of justice. In meritocratic, distributive and social equality of opportunities, the conceptualisation of equality is deduced from a particular societal order. The subject-oriented equality position, as an alternative, focuses on the consequences of these approaches at an individual level. A closer look at the everyday social practices of minority groups (in this case irregular migrants), is very useful in order to gain insight into these consequences. Are equal opportunities as a conceptual tool for educational policy making helpful to realise the ‘universal right to education’ that we are willing to offer to all? Conclusions will be drawn on how this universal right can be turned from merely a legal provision into a vivid practice in an educationally more promising way.

Educational Quality - A Macroergonomics Approach

2000 ◽  
Vol 44 (12) ◽  
pp. 2-591-2-594
Author(s):  
Leah C. Newman
Keyword(s):  
Educational Opportunity ◽  
Systems Design ◽  
Educational Opportunities ◽  
Research Approach ◽  
Equal Educational Opportunity ◽  
Total Quality ◽  
Global Village ◽  
Midwestern University ◽  
College Of Engineering ◽  
Equal Educational Opportunities

The institution of education has been one of many institutions that has been negligent in the nurturing and development of underrepresented groups in society. This institution has all but failed this significant segment of the population and, as a result, has failed society as a whole. Providing access to equal educational opportunities is vital to the survival of our communities, and society as a whole. Statistics suggest that by the millennium, underrepresented populations will encompass a large portion of the population. If our society is to remain competitive, not only will it be necessary to better develop the concept of equal educational opportunity but it will also be imperative to put these ideas into practice. The global village in which we find ourselves makes it essential that we focus on areas such as creating a diverse pipeline for future engineers and scientists. If we are to meet the demands of the 21st century, it is necessary that we focus on the academic environment and the education of our young people. A qualitative research approach was used to help extract information regarding student success and/or failure in the College of Engineering at a large Midwestern university. This research integrates principles of Total Quality Management (TQM) and systems design in an effort to identify those factors that hinder or enhance the educational performance and success of underrepresented student populations pursuing higher education in engineering and science.

scholarly journals Inter-ethnic Relations and Bounding Agency

Intersections ◽  
2020 ◽  
Vol 5 (4) ◽  
Author(s):  
Mira Kalalahti
Keyword(s):  
Mixed Methods ◽  
Young People ◽  
Life Span ◽  
Mixed Methods Research ◽  
Ethnic Relations ◽  
Educational Opportunities ◽  
Educational Systems ◽  
Research Setting ◽  
Migrant Populations ◽  
Equal Educational Opportunities

European countries are being urged to reform their educational systems to enhance the integration of migrant populations. In many respects, migrant-origin pupils still lack equal educational opportunities in Finland despite the targeted practices and support. This article concerns the inter-ethnic interaction taking place in study guidance and counselling in the final year of Finnish comprehensive school. It poses a question ‘how do young people construct their educational identities in classroom-level interactions in a multi-ethnic class’? The mixed methods research setting offers two sets of data: selective observation (two events) and life-span interviews (n = 8). The outcomes portray how multi-ethnic school classes open opportunities and supportive bridges for the pupils to contact other ethnicities. Nevertheless, the inter-ethnic interaction was also layered with societal hierarchies which constructed and bounded pupils’ ethnic and educational identities. Finally, the article emphasises the opportunities that the locality offers to the schools.

Toward equality of educational opportunity: What’s most promising?

2019 ◽  
Vol 100 (8) ◽  
pp. 8-13 ◽  
Author(s):  
Arthur E. Wise
Keyword(s):  
School Improvement ◽  
Educational Opportunity ◽  
Educational Opportunities ◽  
Teacher Professionalism ◽  
Funding Equity ◽  
Reform Strategies ◽  
Accountability Movement ◽  
Pros And Cons ◽  
K 12 ◽  
Equal Educational Opportunities

Arthur E. Wise, a longtime advocate for K-12 school improvement, reviews 50 years of efforts to promote equal educational opportunities for all children, describing the pros and cons of three main reform strategies: lawsuits focused on funding equity, which have had some success; the standards and accountability movement, which has not; and teacher professionalism, which has immense promise but has yet to be pursued with the commitment it deserves.

A systematic review into healthcare professionals’ attitudes towards self-harm in children and young people and its impact on care provision

2021 ◽  
pp. 136749352110144
Author(s):  
Lea Raquel Ribeiro Coimbra ◽  
Amy Noakes
Keyword(s):  
Young People ◽  
Healthcare Professionals ◽  
Educational Opportunities ◽  
Emotional Impact ◽  
Valuable Insight ◽  
Care Provision ◽  
Children And Young People ◽  
Positive Attitudes ◽  
Self Harm ◽  
Impact Patient Care

Self-harming behaviours in children and young people are an alarming reality, with provision of effective treatment historically compromised. The present systematic literature review highlights attitudes displayed by healthcare professionals towards this health problem, providing valuable insight by analysing how these attitudes can impact patient care. Ten studies were included, allowing creation of a narrative synthesis of qualitative, quantitative and mixed-methods evidence. Six themes emerged: negativity, positivity, worry or fear, the emotional impact of working with these patients, professional roles and ward-dependent concerns. Overall, professional negativity towards this patient group, in the form of apprehensiveness, was accentuated by fear of worsening their symptoms. The attitude aforementioned impacts on treatment by hindering creation of meaningful therapeutic relationships. Educational opportunities that increase healthcare professionals’ knowledge of self-harm have the potential to provide invaluable power by promoting positive attitudes.

scholarly journals Light People: Professor Chennupati Jagadish

2021 ◽  
Vol 10 (1) ◽  
Author(s):  
Hui Wang
Keyword(s):  
Developing Countries ◽  
Scientific Research ◽  
Educational Opportunities ◽  
Research Career ◽  
National University ◽  
Education In India ◽  
Set Up ◽  
Equal Educational Opportunities ◽  
Australian Academy ◽  
Young Researchers

EditorialIn 2018, the Indian film “Starting Line” focused the public’s attention on the issue of education in India. It depicted the length some Indian parents were willing to go to secure educational resources for their children, as well as the difficulties faced by those disadvantaged in society in their fight for equal educational opportunities. In reality, many brilliant young Indian talents have been able to study in Australia through a fund set up by Prof. Chennupati Jagadish, a Distinguished Professor of the Australian National University. Prof. Jagadish is a Fellow of the Australian Academy of Science and the Australian Academy of Technological Sciences and Engineering. In 2018 he was awarded a UNESCO Prize for his contribution to the development of nanoscience and nanotechnology. He holds many positions, and has won numerous awards. What started Prof. Jagadish on his scientific research career? How did he become the respected scientist he is today? What was his intention in setting up the educational fund for students from developing countries? What advice does he have for young researchers? Here are the answers from Prof. Jagadish.

I. The Northern Ireland Peace Agreement, Minority Rights and Self-Determination

1998 ◽  
Vol 47 (4) ◽  
pp. 943-950 ◽  
Author(s):  
Colin Warbrick ◽  
Dominic McGoldrick ◽  
Geoff Gilbert
Keyword(s):  
Northern Ireland ◽  
Minority Groups ◽  
Religious Affiliation ◽  
Holistic Approach ◽  
Minority Rights ◽  
The Other ◽  
Self Determination ◽  
Peace Agreement ◽  
The Troubles ◽  
The Right

The Northern Ireland Peace Agreement1 was concluded following multi-party negotiations on Good Friday, 10 April 1998. It received 71 per cent approval in Northern Ireland and 95 per cent approval in the Republic of Ireland in the subsequent referenda held on Friday 22 May, the day after Ascension. To some, it must have seemed that the timing was singularly appropriate following 30 years of “The Troubles”, which were perceived as being between a “Catholic minority” and a “Protestant majority”. While there are some minority groups identified by their religious affiliation that do require rights relating only to their religion, such as the right to worship in community,2 to practise and profess their religion,3 to legal recognition as a church,4 to hold property5 and to determine its own membership,6 some minority groups identified by their religious affiliation are properly national or ethnic minorities–religion is merely one factor which distinguishes them from the other groups, including the majority, in the population. One example of the latter situation is to be seen in (Northern) Ireland where there is, in fact, untypically, a double minority: the Catholic-nationalist community is a minority in Northern Ireland, but the Protestant-unionist population is a minority in the island of Ireland as a whole.7 The territory of Northern Ireland is geographically separate from the rest of the United Kingdom. The recent peace agreement addresses a whole range of issues for Northern Ireland, but included are, on the one hand, rights for the populations based on their religious affiliation, their culture and their language and, on the other, rights with respect to their political participation up to the point of external self-determination. It is a holistic approach. Like any good minority rights agreement,8 it deals with both standards and their implementation and, like any good minority rights agreement, it is not a minority rights agreement but, rather, a peace settlement.

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