|Language of instruction
Upon completion of the course, the student will be able to:
- use the central concepts of social sciences in educational research and analyze the related basic issues in various contexts of education and growth.
- identify, among other things, the significance of social status and gender in the discussion related to education and schooling (incl. intersectionality).
- apply social, multicultural, juridical and responsibility issues related to education and schooling in everyday life situations.
- describe the historical, socio-political and professional starting points of Finnish education system.
- The basics of social sciences in educational research.
- The possibilities and limitations of education and growth determined by the context, i.e., culture, society and environment (incl., e.g., the political, economic and gendered points of view).
- The social, multicultural, juridical and responsibility issues related to education (incl. e.g., from the point of view of gender, sexuality and intersectionality).
- Education systems and their gender as part of the historical development of society (incl. education politics as a part of social politics).
- Gender equality politics as a part of education politics and social politics.
|Mode of delivery
Blended teaching and learning. The course is implemented in Moodle learning environment.
|Learning activities and teaching methods
Lectures 24 h, independent working 111 h.
Learning activities are composed of studying lectures (contact/online/recorded) and their materials, course literature, and carrying out the learning task (e.g., essay), which combines the contents of lectures, course literature and the phenomena of student’s own life-world experiences. The learning task is sketched in Moodle workspace of the course, together with the support and guidance by peer students and teacher.
Students in all study programmes of Faculty of Education
|Prerequisites and co-requisites
|Recommended optional programme components
The course is part of the Basic Studies in Education (25 ECTS)
|Recommended or required reading
Antikainen, A., Rinne, R. & Koski, L. (2000 tai myöhempi painos). Kasvatussosiologia. Jyväskylä: PS-kustannus. (myös e-kirjana)
Saresma, T., Rossi, L-M. & Juvonen, T. (toim.). (2010 tai myöhempi painos). Käsikirja sukupuoleen. Tampere: Vastapaino. (myös e-kirjana)
|Assessment methods and criteria
The adoption of learning outcomes is measured by learning task (e.g., essay), which combines the contents of lectures, course literature and the phenomena of student’s own life-world experiences.
Assessment criteria of learning task are:
0 = Work is unfinished, fragmentary, and handled matters are not connected to the theme of the course. References are poorly used.
1 = Work is very superficial in relation to the theme of the course, and handled matters are disconnected from each other. References are weakly used.
2 = Work is superficial in relation to the theme of the course, and handled matters are in some places partly disconnected from each other. References are satisfactorily used.
3 = Work is structured in relation to the theme of the course, handled matters are connected to each other, and there is a visible plot in the work. Using of references is at a good level.
4 = Work is presented and structured in somewhat analytical way in relation to the theme of the course, and handled matters are well connected to each other. Using of references is mainly at a very good level.
5 = Work is presented and structured in a systematic and analytical way in relation to the theme of the course, and handled matters are connected to each other very well. Using of references is at excellent level.
Vesa Puuronen (Mervi Heikkinen and Veli-Matti Ulvinen)
|Working life cooperation
The adoption of learning outcomes of the course may contain working life cooperation, which relates to the professional contents of each student's own study programme.