BUILDING GUIDELINES FOR PROFESSIONALS WORKING WITH CHILDREN OF COLOUR
Ismail, Maryam (2021)
Ismail, Maryam
2021
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Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:amk-202104286191
https://urn.fi/URN:NBN:fi:amk-202104286191
Tiivistelmä
Objective, purpose and the beneficiaries: The study purposed to demonstrate pedagogical knowledge and understand how complex racism can cause childhood and adulthood trauma in people of colour; spread awareness among teachers about children of colour in Finland. The primary goal is to improve and empower the sense of selfhood and the identity among children of colour; decrease social marginality and increase integration, sense of belonging and mattering in Finnish society. A literature-based method was employed in the development of 10-stepped guidelines for teachers working with children of colour in Finnish schools. The study was inspired by experiences drawn from We House Meltsi - a community house that provides tailored programs for 0-12-year-old children from various regions, including Mellunmäki and Vesala.
Development Task and Theoretical Framework: The literature review affirmed that the three-phased model of developing teachers and the Finnish education policy were inadequate. Other concerns relate to the marginal policy changes implemented to promote teachers' specialised training working with children of colour. The critical appraisal of literature addressed the following fundamental questions: Is there a need to develop unique pedagogical methods for children of colour in the Finnish educational sector? Are race-specific pedagogical programs effective relative to standardised curricula and teaching methods? Is the Finnish educational system race-neutral?
Methods: Exploratory research design. Key Results and Findings: Following a critical appraisal of the Finnish educational sector, it was deduced that the right to be in school is a fundamental human right for children regardless of their origins, financial status, social status, gender, age, cultural or religious beliefs; this is a common practice across Europe. However, the emphasis on equity and equality in education does not address -pedagogical competence among white teachers interacting with children of colour. In most cases, the gaps in teaching practice were reported, but there was no matched action to address the issue. Results, Conclusions and Recommendations: The proposed 10-stepped guidelines offered practical, context-specific and customised solutions to the challenges facing children of colour in Finland. The proposed 10-stepped guidelines encompassed the recognition of the interface between racial experiences of people of colour and pedagogical research, and how the intersection of these factors could contribute to the appreciation of racial and ethnic heritage and augment the quality of education. The second guideline suggests there should be a deliberate attempt to address the gaps in knowledge about the cultural background of children of colour. Third, appreciate the impact of dimensions of identity (such as demographics and spirituality) on the intersection of racial and ethnic groups.
Development Task and Theoretical Framework: The literature review affirmed that the three-phased model of developing teachers and the Finnish education policy were inadequate. Other concerns relate to the marginal policy changes implemented to promote teachers' specialised training working with children of colour. The critical appraisal of literature addressed the following fundamental questions: Is there a need to develop unique pedagogical methods for children of colour in the Finnish educational sector? Are race-specific pedagogical programs effective relative to standardised curricula and teaching methods? Is the Finnish educational system race-neutral?
Methods: Exploratory research design. Key Results and Findings: Following a critical appraisal of the Finnish educational sector, it was deduced that the right to be in school is a fundamental human right for children regardless of their origins, financial status, social status, gender, age, cultural or religious beliefs; this is a common practice across Europe. However, the emphasis on equity and equality in education does not address -pedagogical competence among white teachers interacting with children of colour. In most cases, the gaps in teaching practice were reported, but there was no matched action to address the issue. Results, Conclusions and Recommendations: The proposed 10-stepped guidelines offered practical, context-specific and customised solutions to the challenges facing children of colour in Finland. The proposed 10-stepped guidelines encompassed the recognition of the interface between racial experiences of people of colour and pedagogical research, and how the intersection of these factors could contribute to the appreciation of racial and ethnic heritage and augment the quality of education. The second guideline suggests there should be a deliberate attempt to address the gaps in knowledge about the cultural background of children of colour. Third, appreciate the impact of dimensions of identity (such as demographics and spirituality) on the intersection of racial and ethnic groups.