Discursive Narratives of Comprehensive Education Politics in Finland

Autor/inn/en	Kosunen, Sonja; Hansen, Petteri
Titel	Discursive Narratives of Comprehensive Education Politics in Finland
Quelle	In: European Educational Research Journal, 17 (2018) 5, S.714-732 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kosunen, Sonja)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-9041
DOI	10.1177/1474904118764938
Schlagwörter	Educational History; Public Officials; Educational Policy; College Faculty; Teacher Attitudes; Interviews; Educational Change; Discourse Analysis; Politics of Education; Achievement Tests; Foreign Countries; International Assessment; Secondary School Students; Educational Legislation; Equal Education; Elementary Secondary Education; Educational Attitudes; Stakeholders; Program for International Student Assessment + Suchen Sie Ihr Suchwort? History of education; Bildungsgeschichte; Politics of education; Bildungspolitik; Fakultät; Lehrerverhalten; Interviewing; Interviewtechnik; Bildungsreform; Diskursanalyse; Educational policy; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Sekundarschüler; Bildungsrecht; Schulgesetz; Educational attitude; Bildungsverhalten; Erziehungseinstellung
Abstract	In recent years Finnish comprehensive education has often been discussed in both, academic and public forums, in terms of its relatively high learning outcomes and perceived efficiency. Yet what has often been lacking in cross-country comparisons is a critical socio-historical analysis of contingent nation-specific events and features as well as an in-depth analysis of Finnish education politics as constantly changing dynamic system. We analyze and reconstruct the discursive narrative of Finnish comprehensive education within a socio-historical framework. The material consists of interviews with the establishment of Finnish education: politicians, leading policy-makers and stakeholders, and established scholars (n=9). Three periods were recognized and reconstructed in the analysis: (1) The pre-comprehensive school period, (2) a steady development culminating in the crisis of the 1990s, and (3) the PISA results, which in the narrative led to international success and national gridlock. The crucial changes relate to changes in audiences (performing game). Two key findings emerge from this discursive narrative analyses: the role of the PISA reports as a turning point for the basic education politics in Finland and how this turn led to a discussion of comprehensive school as a kind of success story. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01