Iida Kauhanen
Datos Biográficos
| ID | 3029670 |
|---|---|
| NOMBRE | Iida Kauhanen |
| NOMBRES | Iida |
| APELLIDO | Kauhanen |
| FIRMA | KAUHANEN I |
| AFILIACIONES | University of Oulu |
| ORCID | 0000-0002-9197-9132 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 7 |
| TOTAL DE CITAS | 3 |
| TOTAL COMO AUTOR | 7 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2020 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 1 |
What makes bullying complicated - teachers’ perceptions of bullying-related issues in school
This paper examines what makes bullying challenging for teachers. We draw on scholarship that conceptualises bullying as a socially, culturally, and institutionally produced phenomenon, shaped by group dynamics, structural inequalities, and the material-discursive conditions of school life. The study investigates what teachers recognise as peer related challenges that fall outside the dominant psychology-driven definition of bullying. Using itera…
Traversing Terrains of Proximities and Place Attachment in Forced Migrants' Lives in Finland
This study focuses on place attachment in the experiences of forced migrants in Finland. We are interested in how places feel distant or close and analyze the relations of everyday materialities and place attachment. Forming place attachments and a sense of home during forced migration is crucial for wellbeing and requires negotiation between a place and the people settling in. We draw from 25 interviews with ten participants, combining walking i…
In the best interest of the child
This article examines misopedy – hatred of children – in educational settings. Drawing on nine qualitative datasets, including interviews, ethnographic observations, questionnaire responses and literature, it argues that misopedy is a socially, collectively, and structurally produced system. The paper analyses discursive practices embedded in educational frameworks, showing how children are positioned as fundamentally flawed, lacking agency, and …
The production of a child in conflict in teacher education – research on available storylines
Teacher education takes part in producing childhood. This is rarely discussed in teacher education. In this study, we are interested in what kinds of positions become normalised for children and youth in the discourses in teacher education. We utilise the concepts of narrative resources and storylines, looking into the storylines in which student teachers take themselves to be in, and in the positions that are opened for pupils in these storyline…
(Im)possibilities of parity of participation in school settings in the lives of unaccompanied youth
Despite the rhetoric of inclusion and equal participation, educational practices end up producing social exclusion. In this research, we are interested in practices where outcomes fail to match efforts with respect to students’ opportunities to participate equally. The research was carried out as a focused ethnography with young people who arrived in Finland as unaccompanied asylum-seeking youths. The results show that separated learning environm…
Pockets of love. Unaccompanied children in institutional care in Finland
This article discusses how needs for loving relationships are met for unaccompanied asylum-seeking children in Finland. The data was collected through a focused ethnography with 13 unaccompanied children. The findings show that institutional protocols and practices fail to consider the need for love of these children, hindering their possibilities to create or maintain loving relationships. The findings also suggest that new loving ties could be …
Recognition in the lives of unaccompanied children and youth
This integrative literature review studies well‐being of unaccompanied asylum‐seeking children through the three modes of recognition—love, rights and solidarity—as conceptualized by Axel Honneth. The analysis shows that the children's basic needs, such as safety, shelter and nutrition, are mostly recognized; however, the systems responsible for the care of unaccompanied children seem to misidentify other essential needs, such as the need for sta…
In the best interest of the child
This article examines misopedy – hatred of children – in educational settings. Drawing on nine qualitative datasets, including interviews, ethnographic observations, questionnaire responses and literature, it argues that misopedy is a socially, collectively, and structurally produced system. The paper analyses discursive practices embedded in educational frameworks, showing how children are positioned as fundamentally flawed, lacking agency, and …
(Im)possibilities of parity of participation in school settings in the lives of unaccompanied youth
Despite the rhetoric of inclusion and equal participation, educational practices end up producing social exclusion. In this research, we are interested in practices where outcomes fail to match efforts with respect to students’ opportunities to participate equally. The research was carried out as a focused ethnography with young people who arrived in Finland as unaccompanied asylum-seeking youths. The results show that separated learning environm…
Pockets of love. Unaccompanied children in institutional care in Finland
This article discusses how needs for loving relationships are met for unaccompanied asylum-seeking children in Finland. The data was collected through a focused ethnography with 13 unaccompanied children. The findings show that institutional protocols and practices fail to consider the need for love of these children, hindering their possibilities to create or maintain loving relationships. The findings also suggest that new loving ties could be …
Recognition in the lives of unaccompanied children and youth
This integrative literature review studies well‐being of unaccompanied asylum‐seeking children through the three modes of recognition—love, rights and solidarity—as conceptualized by Axel Honneth. The analysis shows that the children's basic needs, such as safety, shelter and nutrition, are mostly recognized; however, the systems responsible for the care of unaccompanied children seem to misidentify other essential needs, such as the need for sta…
Pockets of love. Unaccompanied children in institutional care in Finland
This article discusses how needs for loving relationships are met for unaccompanied asylum-seeking children in Finland. The data was collected through a focused ethnography with 13 unaccompanied children. The findings show that institutional protocols and practices fail to consider the need for love of these children, hindering their possibilities to create or maintain loving relationships. The findings also suggest that new loving ties could be …
(Im)possibilities of parity of participation in school settings in the lives of unaccompanied youth
Despite the rhetoric of inclusion and equal participation, educational practices end up producing social exclusion. In this research, we are interested in practices where outcomes fail to match efforts with respect to students’ opportunities to participate equally. The research was carried out as a focused ethnography with young people who arrived in Finland as unaccompanied asylum-seeking youths. The results show that separated learning environm…
The production of a child in conflict in teacher education – research on available storylines
Teacher education takes part in producing childhood. This is rarely discussed in teacher education. In this study, we are interested in what kinds of positions become normalised for children and youth in the discourses in teacher education. We utilise the concepts of narrative resources and storylines, looking into the storylines in which student teachers take themselves to be in, and in the positions that are opened for pupils in these storyline…
In the best interest of the child
This article examines misopedy – hatred of children – in educational settings. Drawing on nine qualitative datasets, including interviews, ethnographic observations, questionnaire responses and literature, it argues that misopedy is a socially, collectively, and structurally produced system. The paper analyses discursive practices embedded in educational frameworks, showing how children are positioned as fundamentally flawed, lacking agency, and …
What makes bullying complicated - teachers’ perceptions of bullying-related issues in school
This paper examines what makes bullying challenging for teachers. We draw on scholarship that conceptualises bullying as a socially, culturally, and institutionally produced phenomenon, shaped by group dynamics, structural inequalities, and the material-discursive conditions of school life. The study investigates what teachers recognise as peer related challenges that fall outside the dominant psychology-driven definition of bullying. Using itera…
Traversing Terrains of Proximities and Place Attachment in Forced Migrants' Lives in Finland
This study focuses on place attachment in the experiences of forced migrants in Finland. We are interested in how places feel distant or close and analyze the relations of everyday materialities and place attachment. Forming place attachments and a sense of home during forced migration is crucial for wellbeing and requires negotiation between a place and the people settling in. We draw from 25 interviews with ten participants, combining walking i…
Psychology (4 obras) · Sociology (4 obras) · Ethnography (3 obras) · Political science (3 obras) · Social Psychology (3 obras) · Children's Rights and Participation (2 obras) · Education and experiences of immigrants and refugees (2 obras) · Educational research (2 obras) · Gender Studies (2 obras) · Gender Studies (2 obras)