Reetta Mietola
Biographic Data
| ID | 6521955 |
|---|---|
| NAME | Reetta Mietola |
| GIVEN NAMES | Reetta |
| FAMILY NAME | Mietola |
| SIGNATURE | MIETOLA R |
| AFFILIATIONS | University of Helsinki |
| ORCID | 0000-0002-3004-5731 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 63 |
| WORKS AS AUTHOR | 12 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2006 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 4 |
Ableist realism and inclusive education
Invoking realism is one of the overlooked forms of ableism in the discussions of disability studies and inclusive education. By introducing the concept of ableist realism, the aim of the article is to show how such forms of ableism could be theorised. Authors understand ableist realism to be a mentality and an atmosphere, where understanding disability as a deficiency and considering disabled people’s needs inappropriate to general societal setti…
Complexities of Care in the Political Aspirations of Finnish Girls
This article explores aspirations concerning future and political participation of Finnish adolescent girls. We analyse data produced in 2018 by 856 girls aged 13–20 in response to a questionnaire. We ask (1) what futures do the girls see as possible and desirable for themselves and (2) what kind of political agency is constructed in the girls’ accounts? While our interest in political participation has steered our analysis, the thematic analysis…
Feminist ethnography as ‘Troublemaker’ in educational research
The focus of this article is on the history and current trends of feminist ethnography in Finland. It highlights the impact of feminist ethnography in Finnish educational research and illustrates how feminist ethnography has succeeded in asking novel questions and developing methodologies by drawing on multiple feminist theories. The article is based on a review of studies, selected to represent the multiplicity of themes, theoretical approaches …
Narrowed Lives
Dear colleagues, I ask you to act like adults’
This article focuses on conceptions and representations of political participation. It is based on ethnographic research of a civics course that a multicultural NGO designed for young people from different racialized and ethnic minorities in Finland. We ask how political participation is conceptualized in such efforts to ‘engage’ or ‘empower’ ‘marginalized’ young people, what opportunities for political participation these practices present and h…
Lockdown Fits and Misfits
This article analyses COVID-19 stories of disabled young people describing their everyday experiences during spring 2020. Data consist of 14 entries submitted to the Corona Competition organized by the Supporting Foundation for Children and Youth with Disabilities. We ask how disabled young people narrate their lockdown experience. Our analysis focuses on the one hand on the hegemonic lockdown narratives and subject positions constructed with the…
Governing citizenship for students with learning disabilities in everyday vocational education and training
In recent decades, disability policy programmes and conventions have been underlining how improving educational opportunities, especially for post-compulsory education, improve the employability and independence of disabled people, and thus their position in society and as citizens. However, little attention has been paid to actual educational practices and how they relate to these policy objectives. This article focuses on post-compulsory educat…
Voiceless subjects? Research ethics and persons with profound intellectual disabilities
This paper discusses possibilities of designing ethical research practice in relation to people with profound intellectual and multiple disabilities (PIMD). We will argue that in the case of this group of people, research ethics is about ethically justifiable research aims, design, methods, and practices that are based on the recognition of their equal worth as humans. We argue that the turn to emancipatory methods in disability studies has effec…
Between hopes and possibilities. (Special) educational paths, agency and subjectivities
The article explores educational paths of disabled young people in Finland. Our approach is life-historical: we are interested in how individual paths are formed by historically and culturally specific discourses and practices, and in the cultural understandings concerning disability and educability these carry. We also focus on questions of subjectivity and agency by asking how individuals positioned in these practices build an understanding of …
Discussions that ‘tickle our brains’
In this article, we discuss the usefulness of collaborative, multi-sited and cross-cultural ethnography. Giving three examples from our work, we suggest that it is possible to find new kinds of interpretations by joint reflections that draw from several studies with their own research questions. The cases presented discuss teachers' embodiment and sexualisation, construction of normality in educational settings and gendered patterns in post-compu…
Gendered divisions on classed routes to vocational education
In this article our focus is on the persistent gendered divisions in educational routes of young people who choose a vocational path after compulsory education in Finland. We analyse how gendered subjectivities are constructed within the practices of educational and vocational guidance and within student cultures in the comprehensive school, as well as the way in which young people process understandings of themselves and their expectations durin…
Language of inclusion and diversity
The terrain of inclusion studies in discussed in this paper from the perspective of policy discourses and teachers’ constructions on student diversity. We start by discussing the concept of inclusion from normative and analystic perspectives. We then look at the kinds of discourses that can be found in the Finnish and Norwegian curricula, as well as teachers’ interviews when they talk about their students. On this basis we analyse how the pattern…
Gendered divisions on classed routes to vocational education
In this article our focus is on the persistent gendered divisions in educational routes of young people who choose a vocational path after compulsory education in Finland. We analyse how gendered subjectivities are constructed within the practices of educational and vocational guidance and within student cultures in the comprehensive school, as well as the way in which young people process understandings of themselves and their expectations durin…
Language of inclusion and diversity
The terrain of inclusion studies in discussed in this paper from the perspective of policy discourses and teachers’ constructions on student diversity. We start by discussing the concept of inclusion from normative and analystic perspectives. We then look at the kinds of discourses that can be found in the Finnish and Norwegian curricula, as well as teachers’ interviews when they talk about their students. On this basis we analyse how the pattern…
Discussions that ‘tickle our brains’
In this article, we discuss the usefulness of collaborative, multi-sited and cross-cultural ethnography. Giving three examples from our work, we suggest that it is possible to find new kinds of interpretations by joint reflections that draw from several studies with their own research questions. The cases presented discuss teachers' embodiment and sexualisation, construction of normality in educational settings and gendered patterns in post-compu…
Voiceless subjects? Research ethics and persons with profound intellectual disabilities
This paper discusses possibilities of designing ethical research practice in relation to people with profound intellectual and multiple disabilities (PIMD). We will argue that in the case of this group of people, research ethics is about ethically justifiable research aims, design, methods, and practices that are based on the recognition of their equal worth as humans. We argue that the turn to emancipatory methods in disability studies has effec…
Lockdown Fits and Misfits
This article analyses COVID-19 stories of disabled young people describing their everyday experiences during spring 2020. Data consist of 14 entries submitted to the Corona Competition organized by the Supporting Foundation for Children and Youth with Disabilities. We ask how disabled young people narrate their lockdown experience. Our analysis focuses on the one hand on the hegemonic lockdown narratives and subject positions constructed with the…
Feminist ethnography as ‘Troublemaker’ in educational research
The focus of this article is on the history and current trends of feminist ethnography in Finland. It highlights the impact of feminist ethnography in Finnish educational research and illustrates how feminist ethnography has succeeded in asking novel questions and developing methodologies by drawing on multiple feminist theories. The article is based on a review of studies, selected to represent the multiplicity of themes, theoretical approaches …
Governing citizenship for students with learning disabilities in everyday vocational education and training
In recent decades, disability policy programmes and conventions have been underlining how improving educational opportunities, especially for post-compulsory education, improve the employability and independence of disabled people, and thus their position in society and as citizens. However, little attention has been paid to actual educational practices and how they relate to these policy objectives. This article focuses on post-compulsory educat…
Dear colleagues, I ask you to act like adults’
This article focuses on conceptions and representations of political participation. It is based on ethnographic research of a civics course that a multicultural NGO designed for young people from different racialized and ethnic minorities in Finland. We ask how political participation is conceptualized in such efforts to ‘engage’ or ‘empower’ ‘marginalized’ young people, what opportunities for political participation these practices present and h…
Language of inclusion and diversity
The terrain of inclusion studies in discussed in this paper from the perspective of policy discourses and teachers’ constructions on student diversity. We start by discussing the concept of inclusion from normative and analystic perspectives. We then look at the kinds of discourses that can be found in the Finnish and Norwegian curricula, as well as teachers’ interviews when they talk about their students. On this basis we analyse how the pattern…
Gendered divisions on classed routes to vocational education
In this article our focus is on the persistent gendered divisions in educational routes of young people who choose a vocational path after compulsory education in Finland. We analyse how gendered subjectivities are constructed within the practices of educational and vocational guidance and within student cultures in the comprehensive school, as well as the way in which young people process understandings of themselves and their expectations durin…
Discussions that ‘tickle our brains’
In this article, we discuss the usefulness of collaborative, multi-sited and cross-cultural ethnography. Giving three examples from our work, we suggest that it is possible to find new kinds of interpretations by joint reflections that draw from several studies with their own research questions. The cases presented discuss teachers' embodiment and sexualisation, construction of normality in educational settings and gendered patterns in post-compu…
Between hopes and possibilities. (Special) educational paths, agency and subjectivities
The article explores educational paths of disabled young people in Finland. Our approach is life-historical: we are interested in how individual paths are formed by historically and culturally specific discourses and practices, and in the cultural understandings concerning disability and educability these carry. We also focus on questions of subjectivity and agency by asking how individuals positioned in these practices build an understanding of …
Voiceless subjects? Research ethics and persons with profound intellectual disabilities
This paper discusses possibilities of designing ethical research practice in relation to people with profound intellectual and multiple disabilities (PIMD). We will argue that in the case of this group of people, research ethics is about ethically justifiable research aims, design, methods, and practices that are based on the recognition of their equal worth as humans. We argue that the turn to emancipatory methods in disability studies has effec…
Governing citizenship for students with learning disabilities in everyday vocational education and training
In recent decades, disability policy programmes and conventions have been underlining how improving educational opportunities, especially for post-compulsory education, improve the employability and independence of disabled people, and thus their position in society and as citizens. However, little attention has been paid to actual educational practices and how they relate to these policy objectives. This article focuses on post-compulsory educat…
Narrowed Lives
Dear colleagues, I ask you to act like adults’
This article focuses on conceptions and representations of political participation. It is based on ethnographic research of a civics course that a multicultural NGO designed for young people from different racialized and ethnic minorities in Finland. We ask how political participation is conceptualized in such efforts to ‘engage’ or ‘empower’ ‘marginalized’ young people, what opportunities for political participation these practices present and h…
Lockdown Fits and Misfits
This article analyses COVID-19 stories of disabled young people describing their everyday experiences during spring 2020. Data consist of 14 entries submitted to the Corona Competition organized by the Supporting Foundation for Children and Youth with Disabilities. We ask how disabled young people narrate their lockdown experience. Our analysis focuses on the one hand on the hegemonic lockdown narratives and subject positions constructed with the…
Feminist ethnography as ‘Troublemaker’ in educational research
The focus of this article is on the history and current trends of feminist ethnography in Finland. It highlights the impact of feminist ethnography in Finnish educational research and illustrates how feminist ethnography has succeeded in asking novel questions and developing methodologies by drawing on multiple feminist theories. The article is based on a review of studies, selected to represent the multiplicity of themes, theoretical approaches …
Ableist realism and inclusive education
Invoking realism is one of the overlooked forms of ableism in the discussions of disability studies and inclusive education. By introducing the concept of ableist realism, the aim of the article is to show how such forms of ableism could be theorised. Authors understand ableist realism to be a mentality and an atmosphere, where understanding disability as a deficiency and considering disabled people’s needs inappropriate to general societal setti…
Complexities of Care in the Political Aspirations of Finnish Girls
This article explores aspirations concerning future and political participation of Finnish adolescent girls. We analyse data produced in 2018 by 856 girls aged 13–20 in response to a questionnaire. We ask (1) what futures do the girls see as possible and desirable for themselves and (2) what kind of political agency is constructed in the girls’ accounts? While our interest in political participation has steered our analysis, the thematic analysis…
Sociology (11 works) · Gender Studies (8 works) · Psychology (7 works) · Gender Studies (6 works) · Political science (6 works) · Social science (6 works) · Ethnography (5 works) · Politics (5 works) · Pedagogy (4 works) · Social Psychology (4 works)