Heidi Huilla
Biographic Data
| ID | 6458091 |
|---|---|
| NAME | Heidi Huilla |
| GIVEN NAMES | Heidi |
| FAMILY NAME | Huilla |
| SIGNATURE | HUILLA H |
| AFFILIATIONS | University of Eastern Finland |
| ORCID | 0000-0002-2845-3496 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 12 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Social class in schools
Ethnographic analysis of school guidance practices that dismiss youth-initiated topics
In Finland, a recent reform extended compulsory education to the age of 18, renewing attention to the role of school guidance. This ethnographic research investigates school guidance practices in which certain youth-initiated topics are dismissed. Drawing on fieldnotes from 78 observation days, the study focuses on individual guidance sessions with 8th- and 9th-graders. An analysis of guidance interaction and dismissive practices was performed us…
Ecological perspective on teacher agency in segregated urban early childhood education and care
In this study, we examined how early childhood education and care (ECEC) teachers working in segregated urban areas discuss the sociospatial aspects of their work and agency. Our research questions are as follows: (a) How do ECEC teachers in urban areas talk about sociospatial features in their work with children and their families? and (b) how do these sociospatial features relate to the contextual conditions framing the professional agency achi…
Finnish teachers as (de)constructors of the binary-gendered ideals of the teaching profession
Conceptualizing Socialization, Qualification, and Subjectification as Purposes of Education
The authors of this paper explore Gert Biesta's theorization of three domains of purpose of education: socialization, qualification, and subjectification. The aim is to study the interrelations of the domains and to develop further the theoretical discussion concerning schools' purpose for both individuals and society. Outlining the relationships of the domains of purpose allows one to see how the societal purpose of education is realized in the …
If I tell them that I live near the neighborhood, they’re like, oh are you poor?’ Differences in young people’s reactions to territorial stigma in the Helsinki metropolitan area, Finland
Geographers have long been interested in how place is a crucial element of exclusion in society. In this study, we examine the reactions to neighborhood stigma of two groups of young people whose lives are intertwined with a stigmatized neighborhood at different levels. The first group lives, goes to school and spends leisure time in the neighborhoods and the second group goes to school there. Theoretically, we draw on Wacquant's concept of terri…
Tensions between diverse schools and inclusive educational practices
Despite a global commitment to guarantee access to and participation in high-quality education for all, the acceptance of marginalised pupils into mainstream education and changing policies and practices to support the aim are still contested challenges. This article discusses how inclusive education policy is understood and applied by pedagogues at the micro level in three different countries, Iceland, Finland and the Netherlands, focusing on te…
Notorious Schools’ in ‘Notorious Places’? Exploring the Connectedness of Urban and Educational Segregation
While the statistical link between residential and school segregation is well-demonstrated, in-depth knowledge of the processes or mediating mechanisms which affect the interconnectedness of the two phenomena is still limited. By focusing on well-functioning schools in disadvantaged neighbourhoods, our article seeks to scrutinise whether reputation can be one of the key mediators of the connection between residential and school segregation. Our s…
Notorious Schools’ in ‘Notorious Places’? Exploring the Connectedness of Urban and Educational Segregation
While the statistical link between residential and school segregation is well-demonstrated, in-depth knowledge of the processes or mediating mechanisms which affect the interconnectedness of the two phenomena is still limited. By focusing on well-functioning schools in disadvantaged neighbourhoods, our article seeks to scrutinise whether reputation can be one of the key mediators of the connection between residential and school segregation. Our s…
Tensions between diverse schools and inclusive educational practices
Despite a global commitment to guarantee access to and participation in high-quality education for all, the acceptance of marginalised pupils into mainstream education and changing policies and practices to support the aim are still contested challenges. This article discusses how inclusive education policy is understood and applied by pedagogues at the micro level in three different countries, Iceland, Finland and the Netherlands, focusing on te…
Notorious Schools’ in ‘Notorious Places’? Exploring the Connectedness of Urban and Educational Segregation
While the statistical link between residential and school segregation is well-demonstrated, in-depth knowledge of the processes or mediating mechanisms which affect the interconnectedness of the two phenomena is still limited. By focusing on well-functioning schools in disadvantaged neighbourhoods, our article seeks to scrutinise whether reputation can be one of the key mediators of the connection between residential and school segregation. Our s…
Tensions between diverse schools and inclusive educational practices
Despite a global commitment to guarantee access to and participation in high-quality education for all, the acceptance of marginalised pupils into mainstream education and changing policies and practices to support the aim are still contested challenges. This article discusses how inclusive education policy is understood and applied by pedagogues at the micro level in three different countries, Iceland, Finland and the Netherlands, focusing on te…
Conceptualizing Socialization, Qualification, and Subjectification as Purposes of Education
The authors of this paper explore Gert Biesta's theorization of three domains of purpose of education: socialization, qualification, and subjectification. The aim is to study the interrelations of the domains and to develop further the theoretical discussion concerning schools' purpose for both individuals and society. Outlining the relationships of the domains of purpose allows one to see how the societal purpose of education is realized in the …
If I tell them that I live near the neighborhood, they’re like, oh are you poor?’ Differences in young people’s reactions to territorial stigma in the Helsinki metropolitan area, Finland
Geographers have long been interested in how place is a crucial element of exclusion in society. In this study, we examine the reactions to neighborhood stigma of two groups of young people whose lives are intertwined with a stigmatized neighborhood at different levels. The first group lives, goes to school and spends leisure time in the neighborhoods and the second group goes to school there. Theoretically, we draw on Wacquant's concept of terri…
Finnish teachers as (de)constructors of the binary-gendered ideals of the teaching profession
Social class in schools
Ethnographic analysis of school guidance practices that dismiss youth-initiated topics
In Finland, a recent reform extended compulsory education to the age of 18, renewing attention to the role of school guidance. This ethnographic research investigates school guidance practices in which certain youth-initiated topics are dismissed. Drawing on fieldnotes from 78 observation days, the study focuses on individual guidance sessions with 8th- and 9th-graders. An analysis of guidance interaction and dismissive practices was performed us…
Ecological perspective on teacher agency in segregated urban early childhood education and care
In this study, we examined how early childhood education and care (ECEC) teachers working in segregated urban areas discuss the sociospatial aspects of their work and agency. Our research questions are as follows: (a) How do ECEC teachers in urban areas talk about sociospatial features in their work with children and their families? and (b) how do these sociospatial features relate to the contextual conditions framing the professional agency achi…
Psychology (5 works) · Sociology (5 works) · Political science (4 works) · Pedagogy (3 works) · Social science (3 works) · Children's Rights and Participation (2 works) · Disadvantaged (2 works) · Global Education and Multiculturalism (2 works) · Qualitative research (2 works) · School Choice and Performance (2 works)