School Choice to Lower Secondary Schools and Mechanisms of Segregation in Urban Finland

Kosunen, Sonja; Bernelius, Venla; Seppänen, Piia; Porkka, Miina

doi:10.1177/0042085916666933

Cited by 61 publications

(55 citation statements)

References 41 publications

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“…The distinctive practices of school choice to arrange classes with selective enrolment appear in urban Finland and differentiate the study paths of pupils (Seppänen, Rinne, & Sairanen, 2012). However, the latest findings around school segregation (Kosunen, Bernelius, Seppänen, & Porkka, 2016) indicate that, in addition to the school choices for selective classes, the choices for exceptional languages (other than English) come primarily from more affluent urban blocks. This is now happening in Iceland as well (Magnúsdóttir & Auðardóttir, forthcoming).…”

Section: School Segregation and Social Differentiation Of Education: mentioning

confidence: 99%

Deregulation, privatisation and marketisation of Nordic comprehensive education: social changes reflected in schooling

et al. 2018

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The Nordic countries are often perceived as a coherent group representing the Nordic model of welfare states, with a strong emphasis on the public provision of universal welfare and a strong concern with social equality. But today we see a change in the Nordic model as part of a global knowledge economy. The aim of this article is to examine education in the five Nordic countries utilising three dimensions of political change: deregulation, marketisation and privatisation. We also analyse the parallel changes in relation to segregation and differentiation in education. The analysis shows that the themes related to deregulation seem to show fairly similar patterns and structures in all contexts. The emerging differences were discovered mainly in the themes of marketisation and privatisation. Institutional segregation emerges in all Nordic countries to different extents along the lines of these three processes, and we observe a simultaneous social segregation and differentiation with an ambiguous connection to them. Based on these findings, the question of what is left of the "Nordic model" could be raised.

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Section: School Segregation and Social Differentiation Of Education: mentioning

confidence: 99%

Deregulation, privatisation and marketisation of Nordic comprehensive education: social changes reflected in schooling

et al. 2018

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“…In the data from Espoo, the proportion of parents choosing something else (i.e. always a public school which is not the physically closest one to home) is still high (46%) in comparison with parents generally conducting a selective choice (24% of the whole age-cohort in 2011; Kosunen et al 2016). This implies the social bias in the interview material of this study with many middle-class families.…”

Section: Aim Of the Study Data And Methodsmentioning

confidence: 74%

Alone or together in the neighbourhood? School choice and families’ access to local social networks

Kosunen

Rivière²

2017

Children's Geographies

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This study explores how the everyday geographies of city life and families' access to social networks in the neighbourhood influence families' school choices. The data consists of thematic interviews with parents of 8-14-year-old children (n=170) in three urban areas located in the cities of Paris (France), Milan (Italy) and Espoo (Finland) and are analysed via qualitative content analysis. The findings indicate that the families' access to local social networks influence the reasoning behind school choice to the local school. The children's relationships with other children and adults in the neighbourhood are considered important, but additionally the parents' networks with other parents in the area, mediated by the school, play their role. School choices as practices should therefore be analysed not merely as choices of an institution, as they comprise of various aspects concerning the surrounding neighbourhood as a physical and social space.

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“…However, in the last 20 years Nordic transition policies have imported neo-liberal features, including so-called activation policies that entail reduced social support and increased individual responsibility for successful transitions (Kvist & Greve, 2011;Newman, 2007). In addition, decentralization, and choice and market reforms in education have resulted in a changed school landscape that increasingly segregates students along social class and ethnic lines (Bunar & Ambrose, 2016;Bjordal, 2016;Kosunen et al, 2016). The 'transition machinery' tends to ignore problems that young people experience as related to societal, economic and political turns and differences, and instead positions the difficulties within the individual.…”

Section: The Contributions By Michael Lindblad and Lisbeth Lundahl (Cmentioning

confidence: 99%

Epilogue: Silences and Challenges

Lundahl¹,

Brunila²

2020

Youth on the Move: Tendencies and Tensions in Youth Policies and Practices

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In this final section, we want to briefly discuss some aspects from the seven chapters of this book, in particular what they tell us about important points, missing or underdeveloped perspectives and challenges regarding transition policies and research on young people's transitions and agency at a time of rapid social and economic transformation. We believe that the contributions are well placed to make contributions to new, critical research, as they depart from different theoretical, methodological and actor perspectives and thus look at the transition landscape from various viewpoints. The contributions by Tero Järvinen (Chapter 2) and Johanna Rosa Arnardottir (Chapter 3) build on large datasets that enable longitudinal comparisons, including over the years of the deep economic recession from 2008 to 2010. They both address the trajectories of NEETs-young people and young adults who are not in employment, education or training, and, importantly, their analyses nuance the picture of the vulnerability of this group. Comparisons, across time and across countries, of school-to-work transitions help to increase knowledge about what shapes youth conditions and may complement critical qualitative analyses in this field. While international comparisons of NEET rates have become common over the last decade, other aspects of young people's transitions are more difficult to compare, because of the different constructions of post-compulsory education and training, different definitions of unemployment and weak connections to the labour market etc.

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School Choice to Lower Secondary Schools and Mechanisms of Segregation in Urban Finland

Cited by 61 publications

References 41 publications

Deregulation, privatisation and marketisation of Nordic comprehensive education: social changes reflected in schooling

Deregulation, privatisation and marketisation of Nordic comprehensive education: social changes reflected in schooling

Alone or together in the neighbourhood? School choice and families’ access to local social networks

Epilogue: Silences and Challenges

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