Social, Cultural and Philosophical Foundations of Education

EDUK401 Introduktion till pedagogik rekommenderas.

After completing the course, students will be able to

• Analyse the historical composition, complex societal ties and power structures of educational institutions
• Assess the conflicting expectations and requirements facing educational institutions, address societal demands for change, and work actively to develop the system
• Understand the value-related aspects of education
• Identify social categories and norms that produce privilege or discrimination, understand their intersectional connections, and strive to dismantle them
• Reflect critically on their values and position as teachers and discuss injustice, discrimination and racism using appropriate concepts
• Understand the impact of the educational and school environment and those involved in it on the construction of a learner’s identity, and support the development of each learner’s identity and active agency

Paths associated with the course:

• Path of sustainable development
• Path of equality and non-discrimination
• Path of digital skills

• Simola, H. (2015) The Finnish education mystery. Historical and sociological essays on schooling in Finland. London. Routledge.
• Dervin, F. (2017). “I find it odd that people have to highlight other people’s differences – even when there are none”: Experiential learning and interculturality in teacher education. International Review of Education, 63, 87–102. https://doi.org/10.1007/s11159-017-9620-y(Opens in a new tab)
• Hahl, K. & Koirikivi, P-M. (2021). International student teachers as intercultural experts? Teoksessa F. Dervin, R. Moloney, & A. Simpson (toim.), Intercultural Competence in the Work of Teachers: Confronting Ideologies and Practices (s. 175–196). Abingdon, Oxon: Routledge. https://doi.org/10.4324/9780429401022-14(Opens in a new tab)
• Berg, P. & Kokkonen, M. (2022). Heteronormativity meets queering in physical education: the views of PE teachers and LGBTIQ+ students. Physical Education and Sport Pedagogy, 27(4), 368–381. https://doi.org/10.1080/17408989.2021.1891213(Opens in a new tab)
• Other articles as specified by the lecturer.

Completion methods

Class attendance. Lectures and required reading as well as a related examination or essay (completion methods based on written work decided separately for each academic year). Groupwork sessions require attendance.

Assessment practices and criteria

The overall course grade is based on written work. The groupwork component is graded on a pass/fail basis.

Activities and methods in support of learning

Target groups

The course is compulsory for students completing pedagogical studies for teachers (60 cr). To complete the course, students must hold a valid right to complete pedagogical studies for teachers.

Teaching period when the course will be offered

In accordance with the study path.

Recommended time or stage of studies for completion

In accordance with the study path.

Study module

Pedagogical studies for teachers (60 cr)

Expiry of studies

In accordance with University and Faculty guidelines.

Language of instruction

English