Relations between school and home in the professional journal for secondary school teachers in Finland in the 1950s

Author(s):

Marjo Nieminen

Conference:

ECER 2009

Network:

17. Histories of Education

Format:

Paper

Session Information

17 SES 07 A, Educational Time/ Teacher Professional and Training (Part 1)

Paper Session. Continued in 17 SES 11

Time:

2009-09-29

15:30-17:00

Room:

HG, HS 34

Chair:

frank simon

Contribution

The focus in this paper is to analyse public discourses of relations between school and home in Finland in the 1950s. The question is examined within a discourse analytical framework. The main goal is to examine how relations between school and home have been defined in the professional journal for secondary school teachers. The paper will also offer one point of view to the history of secondary education. The relations between school and home were related to larger issues of secondary education, for example democratization, the shaping the citizens, the place of teenagers in society and relations between school and society in general. (See Savoie, Bruter & Frijhoff 2004.) On the other hand discussions could be regarded as a part of teachers’ professionalization process.

Method

The analysis is based on a discourse analytical reading of the professional journal for secondary school teachers (called “Oppikoululehti”). “Oppikoululehti” was published by an occupational organisation for secondary school teachers. The act of choosing which discourses in the field of education to include in the study also means choosing those organisations that will be included in the research. Foucault uses the term the authorities of delimitation, by which he means the many institutions or practices that participate in defining what is said about on object and how it is said. Secondary school teachers and their occupational organisation was one institution which participated in the definition process. (Discourse analysis and periodicals and magazines as sources: see for example Nieminen 2003a; Nieminen 2003b; Nieminen 2005; Nieminen 2007a; Nieminen 2007b. Cf. Vanobbergen 2007.)

Expected Outcomes

The paper will conclude that homes and parents were both excluded from and included in questions concerning their children’s education. Based on analyses of articles in the professional journal for secondary school teachers, it can be said that homes were involved in practical tasks and issues. At the same time, homes were excluded from pedagogical issues. Thereby the discussions constructed autonomy and pedagogical freedom for schools and teachers.The paper will conclude that there were four main discourses. Within the discourse of partnership school and home were both regarded as active actors and equals. The discourse of guidance was strongly linked with schools’ and teachers’ positions as experts and authorities. Within discourse of responsibility it was emphasised schools’ and teachers’ obligations to parents and society in general. The discourse of ignoring was established in discussions relating only to schools and/or pupils. Within this discourse homes and parents were simply ignored.

References

Foucault, M. 1972/1994. The Archeology of Knowledge. Nieminen, M. 2003a. Köyhälistö ja koulutus 1800- ja 1900-lukujen taitteessa (Poor children and education at the beginning of the 20th century). In M. Vuorio-Lehti & M. Nieminen (ed.) Kasvatushistoria nyt. Makro- ja mikrotutkimuksista marginaalisuuden, sukupuolen ja tilan analyysiin. Research in Educational Sciences 14. Turku: Finnish Educational Research Association, 109-128. Nieminen, M. 2003b. Köyhälistön koulutus 1880–1930-luvun Suomessa – oikeus vai velvollisuus? (Education of poor children in Finland, 1880s-1930s – right or obligation?) In R. Rinne & J. Kivirauma (ed.) Koulutuksellista alaluokkaa etsimässä: matala koulutus yhteiskunnallisen aseman määrittäjänä Suomessa 1800- ja 1900-luvuilla. Research in Educational Sciences 18. Turku: Finnish Educational Research Association, 79-152. Nieminen, M. 2005. ”Huonon hoidon hedelmät”: Köyhäinhoitolapset ja kasvuympäristökäsitykset osana kansallisen projektin rakentumista (Poor children and discourses of good surroundings). In R. Mietola, E. Lahelma, S. Lappalainen & T. Palmu (ed.) Kohtaamisia kasvatuksen ja koulutuksen kentillä. Erontekoja ja yhdessä tekemistä. Research in Educational Sciences 22. Turku: Finnish Educational Research Association, 87-107. Nieminen, M. 2007. Lastensuojelulapset ja koulutus sosiaali- ja koulutuspoliittisessa keskustelussa 1900–1930-lukujen Suomessa (Child welfare children and education in the social and education policy discussions in Finland, 1900s-1930s). University of Turku. Ser. C 259. Nieminen, M. 2007b. Poor children and educational discources in Finland, 1900s-1930s. Paper presented to ECER, Ghent, 2007 (Unpublished). Savoie, P., Bruter, A., Frijhoff, W. 2004. Secondary Education: Institutional, Cultural and Social History. Paedagogica Historica 1&2(40), 9-14. Vanobbergen, B. 2007. “Soon He Will Boil over like a Kettle”: Visualizing the Invisible – The Representation of Hyperactivity in Women’s Magazines and Professional Journals for Teachers in Flanders (1965-2005). History of Education 2(36), 173-189.

Author Information

Marjo Nieminen

University of Turku

Department of Education

Turku

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