Anuleena Kimanen
Biographic Data
| ID | 6176676 |
|---|---|
| NAME | Anuleena Kimanen |
| GIVEN NAMES | Anuleena |
| FAMILY NAME | Kimanen |
| SIGNATURE | KIMANEN A |
| AFFILIATIONS | University of Helsinki |
| ORCID | 0000-0003-0049-826X |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 5 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Complex belonging, local concern, voice, and agency
This article develops the concept of civic identity and discusses the implications of a fourfold notion of civic identity and the position of ethnically minoritised youths in civic education. We interviewed 28 ethnically minoritised youths aged 15–19 in Finland and conducted a discursive analysis to determine the kinds of civic identities they had constructed in terms of belonging, concern, voice and agency, and how their minoritised positions pl…
Integrative teaching and learning
Background Acting in a changing world demands a holistic understanding of complex phenomena. Teacher education must therefore equip candidates with both knowledge and skills in integrative teaching and learning.Purpose This study investigates how integrative teaching and learning are reflected in the curricula of Finnish primary teacher education programs during the academic year 2024–2025.Methods The curricula of ten Finnish primary teacher educ…
Culture’ in Finnish migrant-background youth’s discourses constructing togetherness and distance
Culture' as a construct has a complex role in the position of youth with migration background in Europe. It has been used to stereotyping and othering them, but recognising diverse cultural heritages positively affirms their identities. However, migrant-background youth's discourses concerning culture have not sufficiently been investigated. Based on two interview datasets, we analyse how youth with migration background construct their identities…
The role of religion in ethnic minority youth’s civic agency
This article discusses the multifaceted relationship between religion and civic agency. We present a conceptual framework representing the individual foundation and social aspects of civic agency. Based on qualitative semi-structured interviews, we investigated how young people and religious communities contribute to civic agency. The findings indicate that participating in religious groups provides pleasant emotional experiences, cognitive oppor…
Privileged and non-privileged agencies – education about, into and with social justice in religious education classrooms
When social justice education is conducted in religious education (RE) classes, it can take the forms of education about (concepts and facts), into (enhancing commitment), with (negotiating practices) and through (pupil-led action) social justice. The first three approaches were used in seven RE lessons observed in urban Finnish lower secondary schools. The aim was to find out how different approaches to social justice education fit into RE class…
Worldview literacy as a part of teacher professionalism
This article, based on a mixed-method study, examines which dimensions of worldview are addressed by a group (N = 134) of Finnish students and in-service educators when interpreting a written imaginary case from everyday school life. The findings are interpreted in the framework of worldview literacy, derived from the concept of religious literacy and defined as an ability to decipher situations with aspects of worldview diversity. Data from open…
Including or excluding religion and worldviews in schools? Finnish teachers’ and teacher students’ perceptions
How schools navigate between the demands presented by secularisation, and the increasing plurality of religious traditions has become a very topical issue in many European countries, including Finland, in recent decades. The question is both practical and philosophical by nature because the ways in which various beliefs and values are represented in school practices and teaching content profoundly concern the educational mission of the schools. H…
Teacher discourse constructing different social positions of pupils in Finnish separative and integrative religious education
This article examines social practices within classroom discourse in two different Finnish religious educational contexts. The article critically observes the construction of certain positions and identities as part of the school discourse and the inclusive vs exclusive practices of language. The research material consists of classroom observations and staff interviews from two separate studies. The first study investigates two cases in separativ…
Approaching culture, negotiating practice
This article explores the ways in which 10 interviewed educators in Finnish multicultural comprehensive schools talk about cultural diversity. Recent theories and research try to avoid problematic views of culture, and some of their approaches can be found in the Finnish curriculum. Instead of defining discourses as sound or unsound this article seeks to understand the variety of discourses through discourse analysis. Two main discursive approach…
How young people perceive factors that support or prevent understanding between worldviews
This paper investigated Finnish youth’s perceptions on what supports or prevents understanding between people holding different worldviews, especially religious and non-religious ones. A survey using projective, open-ended questions was conducted examining factors that enhance or damage inter-worldview dialogue among Finnish lower secondary school students (N = 563). The data was analysed using qualitative content analysis. Abu-Nimer’s developmen…
Approaching culture, negotiating practice
This article explores the ways in which 10 interviewed educators in Finnish multicultural comprehensive schools talk about cultural diversity. Recent theories and research try to avoid problematic views of culture, and some of their approaches can be found in the Finnish curriculum. Instead of defining discourses as sound or unsound this article seeks to understand the variety of discourses through discourse analysis. Two main discursive approach…
How young people perceive factors that support or prevent understanding between worldviews
This paper investigated Finnish youth’s perceptions on what supports or prevents understanding between people holding different worldviews, especially religious and non-religious ones. A survey using projective, open-ended questions was conducted examining factors that enhance or damage inter-worldview dialogue among Finnish lower secondary school students (N = 563). The data was analysed using qualitative content analysis. Abu-Nimer’s developmen…
Worldview literacy as a part of teacher professionalism
This article, based on a mixed-method study, examines which dimensions of worldview are addressed by a group (N = 134) of Finnish students and in-service educators when interpreting a written imaginary case from everyday school life. The findings are interpreted in the framework of worldview literacy, derived from the concept of religious literacy and defined as an ability to decipher situations with aspects of worldview diversity. Data from open…
How young people perceive factors that support or prevent understanding between worldviews
This paper investigated Finnish youth’s perceptions on what supports or prevents understanding between people holding different worldviews, especially religious and non-religious ones. A survey using projective, open-ended questions was conducted examining factors that enhance or damage inter-worldview dialogue among Finnish lower secondary school students (N = 563). The data was analysed using qualitative content analysis. Abu-Nimer’s developmen…
Teacher discourse constructing different social positions of pupils in Finnish separative and integrative religious education
This article examines social practices within classroom discourse in two different Finnish religious educational contexts. The article critically observes the construction of certain positions and identities as part of the school discourse and the inclusive vs exclusive practices of language. The research material consists of classroom observations and staff interviews from two separate studies. The first study investigates two cases in separativ…
Approaching culture, negotiating practice
This article explores the ways in which 10 interviewed educators in Finnish multicultural comprehensive schools talk about cultural diversity. Recent theories and research try to avoid problematic views of culture, and some of their approaches can be found in the Finnish curriculum. Instead of defining discourses as sound or unsound this article seeks to understand the variety of discourses through discourse analysis. Two main discursive approach…
Including or excluding religion and worldviews in schools? Finnish teachers’ and teacher students’ perceptions
How schools navigate between the demands presented by secularisation, and the increasing plurality of religious traditions has become a very topical issue in many European countries, including Finland, in recent decades. The question is both practical and philosophical by nature because the ways in which various beliefs and values are represented in school practices and teaching content profoundly concern the educational mission of the schools. H…
Privileged and non-privileged agencies – education about, into and with social justice in religious education classrooms
When social justice education is conducted in religious education (RE) classes, it can take the forms of education about (concepts and facts), into (enhancing commitment), with (negotiating practices) and through (pupil-led action) social justice. The first three approaches were used in seven RE lessons observed in urban Finnish lower secondary schools. The aim was to find out how different approaches to social justice education fit into RE class…
Worldview literacy as a part of teacher professionalism
This article, based on a mixed-method study, examines which dimensions of worldview are addressed by a group (N = 134) of Finnish students and in-service educators when interpreting a written imaginary case from everyday school life. The findings are interpreted in the framework of worldview literacy, derived from the concept of religious literacy and defined as an ability to decipher situations with aspects of worldview diversity. Data from open…
The role of religion in ethnic minority youth’s civic agency
This article discusses the multifaceted relationship between religion and civic agency. We present a conceptual framework representing the individual foundation and social aspects of civic agency. Based on qualitative semi-structured interviews, we investigated how young people and religious communities contribute to civic agency. The findings indicate that participating in religious groups provides pleasant emotional experiences, cognitive oppor…
Culture’ in Finnish migrant-background youth’s discourses constructing togetherness and distance
Culture' as a construct has a complex role in the position of youth with migration background in Europe. It has been used to stereotyping and othering them, but recognising diverse cultural heritages positively affirms their identities. However, migrant-background youth's discourses concerning culture have not sufficiently been investigated. Based on two interview datasets, we analyse how youth with migration background construct their identities…
Complex belonging, local concern, voice, and agency
This article develops the concept of civic identity and discusses the implications of a fourfold notion of civic identity and the position of ethnically minoritised youths in civic education. We interviewed 28 ethnically minoritised youths aged 15–19 in Finland and conducted a discursive analysis to determine the kinds of civic identities they had constructed in terms of belonging, concern, voice and agency, and how their minoritised positions pl…
Integrative teaching and learning
Background Acting in a changing world demands a holistic understanding of complex phenomena. Teacher education must therefore equip candidates with both knowledge and skills in integrative teaching and learning.Purpose This study investigates how integrative teaching and learning are reflected in the curricula of Finnish primary teacher education programs during the academic year 2024–2025.Methods The curricula of ten Finnish primary teacher educ…
Sociology (8 works) · Religious Education and Schools (7 works) · Educator Training and Historical Pedagogy (5 works) · Pedagogy (5 works) · Political science (5 works) · Social science (5 works) · Gender Studies (4 works) · Psychology (4 works) · Epistemology (3 works) · Gender Studies (3 works)