Learning practices of femininity through gendered craft education in Finland

Kokko, Sirpa

doi:10.1080/09540250903117090

Cited by 17 publications

(14 citation statements)

References 18 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This division divides the practical subjects, and is gendered. It follows the traditional division of male and female labour that is still reproduced in homes as well as during leisure activities (Kokko, 2009). In Finland, technical handicrafts are mostly taught by male teachers to boys in lower secondary schools, while textile handicrafts are taught to girls by female teachers.…”

Section: The Metaphoric Dichotomy Active In Lower Secondary Schoolmentioning

confidence: 99%

Dichotomized Metaphors and Young People's Educational Routes

Lahelma

2009

European Educational Research Journal

View full text Add to dashboard Cite

Drawing from an ethnographically grounded longitudinal study on educational transitions, the aim of this article is to analyse young people's reflections about their educational choices at different ages. Consistencies and breaks in their plans and actual choices are explored and reflected in relation to the economic, social, cultural and emotional resources they possess. In particular, the author explores taken-for-granted dichotomous metaphors that seem to open up certain educational routes and close others, such as 'the head' and 'the hand' for routes to academic and vocational education. In the first section of the article, the author demonstrates how metaphors appear in ethnographic accounts of lower secondary schools. The author then suggests how they are activated when young people reflect on their post-compulsory choices. Finally, the author presents the educational routes of two young people, drawing from their hopes, dreams and actual choices, as they relate them in interviews when they were 13, 18, 20 and 24 years old.

show abstract

Section: The Metaphoric Dichotomy Active In Lower Secondary Schoolmentioning

confidence: 99%

Dichotomized Metaphors and Young People's Educational Routes

Lahelma

2009

European Educational Research Journal

View full text Add to dashboard Cite

show abstract

“…Others said that they did not see any link between gender and crafts. This suggests a lack of gender awareness among these students (see Kokko 2009) since, in the autobiographical essays, the gender-orientation of crafts in their cultures and homes came out strongly:…”

Section: Cultural Community and Family Influencesmentioning

confidence: 96%

“…The gender-based division of crafts is persistent, regardless of the many cultural and social changes that have occurred. Kokko (2009) has researched the links between crafts and gender in the upbringing and education of girls in Finland. Her study reveals the various processes and practices that have socialised girls to learn textile crafts as part of their female roles.…”

Section: Cultural Community and Family Influencesmentioning

confidence: 99%

“…agriculture as a combination of tools, processes and lifestyle). These localised formulations are passed from generation to generation through practices in the home and the workplace, and through the curricula of school, colleges and universities (Dillon 1993;Dormer 1997a;Ihatsu 2002;Kokko 2009. ) This paper addresses the following research questions:…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Crafts and craft education as expressions of cultural heritage: individual experiences and collective values among an international group of women university students

Kokko

Dillon

2010

Int J Technol Des Educ

Self Cite

View full text Add to dashboard Cite

This paper explores relationships between crafts, craft education and cultural heritage as reflected in the individual experiences and collective values of fifteen female university students of different nationalities. The students (all trainee teachers) were following a course in crafts and craft education as part of an International Study Programme in Finland. Data were collected from a small group activity and individual autobiographical essays. The essays were analysed qualitatively using Atlas-ti. Key statements were consolidated under three headings: personal values and meanings placed on crafts; cultural, community and family influences; and crafts at school. The outcomes of the group activity and the essays are discussed under these headings. Concluding perspectives are offered on: intellectual foundations for crafts in educational systems; competition between beliefs, ideas, and forms of behaviour in respect of the practice of crafts and perceptions of cultural heritage; and tensions among the aesthetic and economic dimensions of crafts.

show abstract

“…While there is no hint that the first is a subject for boys and the second for girls, neither are there any instructions for schools to avoid gender segregation. The result is that in the majority of schools children have to already choose one of these options at primary school, and the choice is strictly gender divided (Kokko, 2009.) The gender-neutral curriculum becomes gendered when it confronts gendered structures and cultures, and the self-evident expectations of children and parents concerning what is expected, possible or to be avoided.…”

Section: Gender Equality In a Country Of "Genderless Gender"mentioning

confidence: 99%

Gender Awareness in Finnish Teacher Education: an Impossible Mission?

Lahelma¹

2011

Education Inquiry

View full text Add to dashboard Cite

Education Inquiry is an international on-line, peer-reviewed journal with free access in the field of Educational Sciences and Teacher Education. It publishes original empirical and theoretical studies from a wide variety of academic disciplines. As the name of the journal suggests, one of its aims is to challenge established conventions and taken-for-granted perceptions within these fields.Education Inquiry is looking for lucid and significant contributions to the understanding of contextual, social, organizational and individual factors affecting teaching and learning, the links between these aspects, the nature and processes of education and training as well as research in and on Teacher Education and Teacher Education policy. This includes research ranging from pre-school education to higher education, and research on formal and informal settings. Education Inquiry welcomes cross-disciplinary contributions and innovative perspectives. Of particularly interest are studies that take as their starting point, education practice and subject teaching or didactics.Education Inquiry welcomes research from a variety of methodological and theoretical approaches, and invites studies that make the nature and use of educational research the subject of inquiry. Comparative and country-specific studies are also welcome.Education Inquiry readers include educators, researchers, teachers and policy makers in various cultural contexts.Every issue of Education Inquiry publishes peer-reviewed articles in one, two or three different sections. Open section: Articles sent in by authors as part of regular journal submissions and published after a blind review process. Thematic section: Articles reflecting the theme of a conference or workshop and published after a blind review process. Invited section: Articles by researchers invited by Education Inquiry to shed light on a specific theme or for a specific purpose and published after a review process.Education Inquiry is a continuation of the Journal of Research in Teacher Education, which is available in printed copies as well as electronic versions and free access at http://www.use.umu.se/ forskning/publikationer/lof/ F E S T S C H R I F T F O R L I S B E T H L U N D A H L I N V I T E D S E C T I O N Elisabet Öhrn & Daniel Kallós (Eds.)Elisabet Öhrn is a Professor of Education at the University of Gothenburg and a parttime professor at Umeå University. Her main research interest incorporates the sociology of education with a special interest in power processes, gender, class and ethnicity. She is currently leading research projects on achievement and gender in secondary school, democratic education in upper secondary school and gender and careers in academia.Daniel Kallós was a Professor of Education (in Swedish 'pedagogik') at Umeå University after 1986. He was Dean of the Faculty of Teacher Education at Umeå University after its establishment in 2000. He was the co-founder and head of the European Network on Teacher Education (TNTEE) 1996ff. He retired in 2002. 263Education Inqui...

show abstract

Learning practices of femininity through gendered craft education in Finland

Cited by 17 publications

References 18 publications

Dichotomized Metaphors and Young People's Educational Routes

Dichotomized Metaphors and Young People's Educational Routes

Crafts and craft education as expressions of cultural heritage: individual experiences and collective values among an international group of women university students

Gender Awareness in Finnish Teacher Education: an Impossible Mission?

Contact Info

Product

Resources

About