Equality in weighted-curriculum education : a critical discourse analysis of Yle, Helsingin Sanomat, and Iltalehti
2024:61 | 2025:11
Tasa-arvo ja oikeudenmukaisuus ovat olleet osa suomalaisen koulutuksen diskurssia ja kehitystä yli sadan vuoden
ajan. Erityisesti koulutuksellinen tasa-arvo on ollut keskeinen Suomen kansalliselle brändille. Poliittisessa diskurssissa tasa-arvo on niin arvostettu, että siihen vetoamalla voi edustaa monia poliittisia tavoitteita – jopa tasa-arvon
vastaisia tavoitteita. Painotettu opetus on ollut mahdollista suomalaisissa kouluissa 90-luvulta lähtien yhteiskunnallisten ja laillisten muutosten myötä. Painotettu ja luokkapohjainen painotettu opetus ovat olleet kiisteltyjä aiheita
julkisessa diskurssissa viime vuosina. Tämä opinnäyte tutki painotetun opetuksen tasa-arvodiskursseja Ylen, Helsingin Sanomien ja Iltalehden julkaisuissa, joista löytyi suurta yhtäläisyyttä yleisen koulutuksen tasa-arvodiskurssin
kanssa. Lisäksi uusia diskursseja havaittiin: yksilöllinen vastuu, kyvykkyys, identiteetti ja meta. Painotettuun opetukseen liittyvät diskurssit yhdistyivät kansainvälisiin trendeihin, erityisesti yksilöllisyyteen ja vapaamarkkinakilpailuun. Erityisesti huomiota kiinnitettiin englannin opetukseen painotettuna aineena, mutta englannin asema ei ollut
erityisen poikkeava muista painotetun opetuksen oppiaineista.
...
Equality and equity have been a part of the discourse and development of the Finnish educational system for over
100 years. Educational equality, especially, has been central to the Finnish national brand. In political discourse,
equality is such a well-regarded value that appealing to it can be used to promote various policy goals – even those
arguably contradicting equality. Weighted-curriculum education (WCE) has been possible for Finnish schools since
societal and legal changes in the 90s. WCE and class-based WCE have been debated topics in the public discourse
over the past few years. This paper studied equality discourses regarding WCE published in Yle, Helsingin Sanomat,
and Iltalehti and found that many discourses identified with educational equality in general were present with WCE
discourses as well. In addition, new discourses were identified: individual responsibility, capability, identity, and
meta. Discourses specific to WCE revealed elements of international trends, especially individualization and free
market competition. A special interest was directed at English WCE, but it was found that English education was not
seen significantly unique or different from other subjects.
...
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