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- Alisaari, Jenni, et al.
(författare)
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Learning of intercultural competences and languages at school and their influence on global competences and immigrant-origin peers’ sense of belonging
- 2022
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Ingår i: Apples - Journal of Applied Language Studies. - : Apples - Journal of Applied Language Studies. - 1457-9863.
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Tidskriftsartikel (refereegranskat)abstract
- In this study, we use PISA 2018 data to analyze (1) how language learning and teaching of intercultural issues are associated with global competences (GC) both in terms of knowledge and skills aspects as well as attitudes towards diversity, (2a) how the teaching of languages and intercultural issues in the school are related to sense of belonging among young people with migration backgrounds, and (2b) how peers’ global knowledge and skills as well as attitudes are related to migrant origin students’ sense of belonging at school. Aspects of global competences related to attitudes and cognitive skills are investigated separately. The teaching of intercultural competences was found to be positively associated with the four attitudinal aspects of global competences but negatively associated with the knowledge and cognitive skills associated with GC. Students studying two (or more) world languages tended to display more negative attitudes than those studying just one, in particular for respect for people from other cultures. Furthermore, learning two (or more) world languages versus one also tended to be associated with lower knowledge and cognitive skills related to GC. At the school-level the teaching of intercultural competences or languages were not associated with the sense of belonging of children of immigrants. Peers’ attitudes, in particular their awareness of intercultural communication, were more strongly associated with children of immigrants’ sense of belonging than their peers’ cognitive competences. Thus, we argue that the measurement of global knowledge and skills may be in need of critical reconsideration. Furthermore, it would be beneficial to define more explicitly, which aspects are related to effective intercultural training.
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| 2. |
- Jousilahti, Julia, et al.
(författare)
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KOTAMO : Report on the state of equality and diversity in Finnish higher education institutions
- 2022
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- The objective of the KOTAMO project (2021–22) has been to examine the state of equality, non-discrimination and diversity among teaching and research staff in Finnish higher education institutions and to propose recommendations for measures to address the problems identified. The study focused on gender equality and ethnic diversity. The report is based on a literature review, a survey addressed to higher education personnel, interviews with personnel and workshops held with personnel and financiers. The project was funded bythe Ministry of Education and Culture and implemented by Demos Helsinki, Oxford Research,Includia Leadership, Innolink, Inkeri Tanhua (Equality Research Helsinki), Liisa Husu and Kaskas.The report showed that Finnish higher education institutions still have a great deal of work to do in promoting gender equality and ethnic diversity and that they need support in this work. The main challenges are related to the inadequate implementation of equalit yand non-discrimination plans, the relatively low number of women and ethnic minorities at the highest career stages in universities, non-transparent recruitment processes, poorer career development among ethnic minorities (when compared to the majority population),discrimination experienced by these minorities, and a non-inclusive working culture.Promoting equality and diversity requires actions, support for higher education institutions and more research.
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| 3. |
- Jousilahti, Julia, et al.
(författare)
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KOTAMO : Selvitys korkeakoulujen tasa-arvon, yhdenvertaisuuden ja monimuotoisuuden tilasta Suomessa
- 2022
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- KOTAMO-hankkeen (2021–22) tavoitteena on ollut selvittää opetus- ja tutkimushenkilökunnan tasa-arvon, yhdenvertaisuuden ja monimuotoisuuden tilaa suomalaisissa korkeakouluissasekä ehdottaa toimenpidesuosituksia havaittuihin ongelmiin vastaamiseksi. Selvitys keskittyi tarkastelemaan sukupuolten tasa-arvoa ja etnistä monimuotoisuutta. Selvitys perustuu kirjallisuuskatsaukseen, korkeakoulujen henkilöstölle osoitettuun kyselyyn, henkilöstönhaastatteluihin sekä henkilöstön ja rahoittajien kanssa pidettyihin työpajoihin. Hankkeen rahoitti opetus- ja kulttuuriministeriö ja sen toteuttivat Demos Helsinki, Oxford Research,Innolink, Includia Leadership, Inkeri Tanhua (Equality Research Helsinki), Liisa Husu ja Kaskas.Selvityksestä ilmeni, että sukupuolten tasa-arvon ja etnisen monimuotoisuuden edistämisessä on vielä paljon tehtävää suomalaisissa korkeakouluissa ja ne tarvitsevat tukea tässä työssä.Keskeiset haasteet liittyvät tasa-arvo- ja yhdenvertaisuussuunnitelmien vajavaiseen toimeenpanoon, naisten ja etnisten vähemmistöjen suhteellisesti alhaiseen määrään ylimmillä uraportailla yliopistoissa, läpinäkymättömiin rekrytointiprosesseihin, etnisten vähemmistöjen valtaväestöä heikompaan urakehitykseen sekä näiden kokemaan syrjintään,ja epäinklusiiviseen työkulttuuriin. Tasa-arvon ja monimutoisuuden edistäminen edellyttäätoimia, tukea korkeakouluille ja lisää tutkimusta.
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