Heikki Kinnari
Biographic Data
| ID | 4084809 |
|---|---|
| NAME | Heikki Kinnari |
| GIVEN NAMES | Heikki |
| FAMILY NAME | Kinnari |
| SIGNATURE | KINNARI H |
| AFFILIATIONS | University of Turku |
| ORCID | 0000-0002-2323-4702 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 17 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
The lifelong learner in cognitive capitalism
In contemporary lifelong learning policies by the OECD and the European Union, citizens are expected to acquire knowledge, skills and attitudes that are believed to enhance individual, social and economic well-being. This article examines the current ideal of lifelong learner constructed in these policies from a governmentality perspective. The central object of theorisation is the concept of the ability-capital machine, which is introduced as a …
Students’ Cultural and Economic Family Background and Duration of University Studies in Finland
Applying a Bourdieusian perspective, we investigate whether families' institutionalized cultural capital (parental education) and economic capital (family income) are associated with the duration of university studies in Finland.We use register data comprising 10,516 students enrolled in universities between 1999 and 2002 and Tobit modeling.The results do not entirely support our hypothesis Institutionalized cultural capital is not associated wit…
Subjectivities of the lifelong learner in ‘humanistic generation’ - Critical policy analysis of lifelong learning policies among discourses of Unesco, the Council of Europe and the OECD
Lifelong learning has for decades been considered a ‘holy grail’ that can help resolve societal problems and boost the economy. The current hegemonic discourse surrounding lifelong learning has included economic objectives since at least the 1980s; however, this has not always been the case. At least three different conceptual generations have been distinguished throughout the history of the politics of lifelong learning: humanistic, economic and…
Setting New Standards for Homo Academicus
In this article, we examine how the ideal university graduate is constructed in the European Commission’s documents on entrepreneurship education (EE). Our analysis illustrates how persuasive policy language determines the standards for educating entrepreneurial graduates to optimally meet the needs of the liberal market economy. We argue that the policy discourse on EE reformulates the idea of being academically educated. In the context of build…
Governmentality of disability in the context of lifelong learning in European Union policy
The possibility to participate in education and lifelong learning has been introduced in EU disability policy in recent decades as one of the key means to improve the socioeconomic position of disabled persons. Simultaneously, lifelong learning has been developed as the defining concept of EU education policy to increase social cohesion and economic competitiveness. However, the education, employment rate and socioeconomic status of disabled pers…
Governmentality of disability in the context of lifelong learning in European Union policy
The possibility to participate in education and lifelong learning has been introduced in EU disability policy in recent decades as one of the key means to improve the socioeconomic position of disabled persons. Simultaneously, lifelong learning has been developed as the defining concept of EU education policy to increase social cohesion and economic competitiveness. However, the education, employment rate and socioeconomic status of disabled pers…
Subjectivities of the lifelong learner in ‘humanistic generation’ - Critical policy analysis of lifelong learning policies among discourses of Unesco, the Council of Europe and the OECD
Lifelong learning has for decades been considered a ‘holy grail’ that can help resolve societal problems and boost the economy. The current hegemonic discourse surrounding lifelong learning has included economic objectives since at least the 1980s; however, this has not always been the case. At least three different conceptual generations have been distinguished throughout the history of the politics of lifelong learning: humanistic, economic and…
Setting New Standards for Homo Academicus
In this article, we examine how the ideal university graduate is constructed in the European Commission’s documents on entrepreneurship education (EE). Our analysis illustrates how persuasive policy language determines the standards for educating entrepreneurial graduates to optimally meet the needs of the liberal market economy. We argue that the policy discourse on EE reformulates the idea of being academically educated. In the context of build…
Students’ Cultural and Economic Family Background and Duration of University Studies in Finland
Applying a Bourdieusian perspective, we investigate whether families' institutionalized cultural capital (parental education) and economic capital (family income) are associated with the duration of university studies in Finland.We use register data comprising 10,516 students enrolled in universities between 1999 and 2002 and Tobit modeling.The results do not entirely support our hypothesis Institutionalized cultural capital is not associated wit…
Governmentality of disability in the context of lifelong learning in European Union policy
The possibility to participate in education and lifelong learning has been introduced in EU disability policy in recent decades as one of the key means to improve the socioeconomic position of disabled persons. Simultaneously, lifelong learning has been developed as the defining concept of EU education policy to increase social cohesion and economic competitiveness. However, the education, employment rate and socioeconomic status of disabled pers…
Setting New Standards for Homo Academicus
In this article, we examine how the ideal university graduate is constructed in the European Commission’s documents on entrepreneurship education (EE). Our analysis illustrates how persuasive policy language determines the standards for educating entrepreneurial graduates to optimally meet the needs of the liberal market economy. We argue that the policy discourse on EE reformulates the idea of being academically educated. In the context of build…
Subjectivities of the lifelong learner in ‘humanistic generation’ - Critical policy analysis of lifelong learning policies among discourses of Unesco, the Council of Europe and the OECD
Lifelong learning has for decades been considered a ‘holy grail’ that can help resolve societal problems and boost the economy. The current hegemonic discourse surrounding lifelong learning has included economic objectives since at least the 1980s; however, this has not always been the case. At least three different conceptual generations have been distinguished throughout the history of the politics of lifelong learning: humanistic, economic and…
Students’ Cultural and Economic Family Background and Duration of University Studies in Finland
Applying a Bourdieusian perspective, we investigate whether families' institutionalized cultural capital (parental education) and economic capital (family income) are associated with the duration of university studies in Finland.We use register data comprising 10,516 students enrolled in universities between 1999 and 2002 and Tobit modeling.The results do not entirely support our hypothesis Institutionalized cultural capital is not associated wit…
The lifelong learner in cognitive capitalism
In contemporary lifelong learning policies by the OECD and the European Union, citizens are expected to acquire knowledge, skills and attitudes that are believed to enhance individual, social and economic well-being. This article examines the current ideal of lifelong learner constructed in these policies from a governmentality perspective. The central object of theorisation is the concept of the ability-capital machine, which is introduced as a …
Sociology (5 works) · Law (4 works) · Political science (4 works) · Economics (3 works) · Law (3 works) · Lifelong learning (3 works) · Pedagogy (3 works) · Social science (3 works) · European union (2 works) · Global Educational Policies and Reforms (2 works)