A3 Book section, Chapters in research books
Language Education for Everyone? Busting Access Myths (2023)

Ennser-Kananen, J., Kilpeläinen, E., Saarinen, T., & Vaarala, H. (2023). Language Education for Everyone? Busting Access Myths. In M. Thrupp, P. Seppänen, J. Kauko, & S. Kosunen (Eds.), Finland’s Famous Education System : Unvarnished Insights into Finnish Schooling (pp. 351-367). Springer Singapore. https://doi.org/10.1007/978-981-19-8241-5_22

JYU authors or editors

Publication details

All authors or editors: Ennser-Kananen, Johanna; Kilpeläinen, Erja; Saarinen, Taina; Vaarala, Heidi

Parent publication: Finland’s Famous Education System : Unvarnished Insights into Finnish Schooling

Parent publication editors: Thrupp, Martin; Seppänen, Piia; Kauko, Jaakko; Kosunen, Sonja

ISBN: 978-981-19-8240-8

eISBN: 978-981-19-8241-5

Publication year: 2023

Pages range: 351-367

Publisher: Springer Singapore

Publication country: Singapore

Publication language: English

DOI: https://doi.org/10.1007/978-981-19-8241-5_22

Publication open access: Openly available

Publication channel open access: Open Access channel

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/85926

Abstract

Finland has, rather successfully, promoted an image of itself as a model of educational excellence and linguistic equity. This chapter problematises this image by analysing Finnish language education policies at the comprehensive school level. For our analysis we use a three-fold understanding of access as; (a) having the opportunity to participate in language education (getting in); (b) participating in education that is meaningful and effective for the pupil (getting it); and (c) receiving credentials that are societally legitimate and valuable assets (getting out). We elaborate on each aspect of access by debunking three myths for the Finnish context that: (a) Multilingualism is politically valued; (b) the curriculum promotes multilingual education; and (c) the education system offers equal opportunities to all, regardless of language. We conclude with a mixed picture. While initiatives have been put in place to expand participation in language learning and develop multilingual pedagogies, the societal status of national languages and constitutional bilingualism have also, somewhat paradoxically, strengthened monolingual ideologies. Such ideologies have contributed to the erasure of Indigenous and autochthonous languages from education and minimise the position of allochthonous (migrant) languages in curriculum and education. We propose several reforms in teacher education and a more systematic, long term, national supervision of (language) education policy in the service of equitable multilingual education.

Keywords: education and training; educational systems; training services; education policy; sociology of education; training objectives; educational planning; social justice; urban studies; equality (values); equality education

Free keywords: Finnish education system; Finnish policies and education; Finnish education; social justice and education; political structures and education; policy developments and education; social class and education; gender inequalities and education; ethnic diversity and education; urban studies and education; policy sociology and education; Finnish schooling; Bourdieu and education; Foucault and education

Contributing organizations

Ministry reporting: Yes

VIRTA submission year: 2023

JUFO rating: 2