Anna-Maija Niemi
Dados Biográficos
| ID | 935092 |
|---|---|
| NOME | Anna-Maija Niemi |
| PRENOMES | Anna-Maija |
| SOBRENOME | Niemi |
| ASSINATURA | NIEMI A |
| AFILIAÇÕES | University of Helsinki |
| ORCID | 0000-0002-5133-2086 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 11 |
| TOTAL DE CITAÇÕES | 27 |
| TOTAL COMO AUTOR | 11 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2014 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2025 |
| ÍNDICE H | 3 |
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…
Assemblages of well-being and belonging in young adults’ life-historical narrations
This article provides an empirical study of assemblages of well-being and belonging in the everyday lives of young adults. Using a discursive-narrative reading, I analyse how a sense of well-being and belonging emerge in the life assemblages of the research participants. The article is based on an ethnographically grounded longitudinal life-history study (2019 – ongoing) with six Finnish young adults. The analysis is based on the notion that all …
‘It hasn’t Been the Best Year, but here I am’
The aim of this article is to explore with a longitudinal research approach how young adults narrate their life course and build their agency in relation to societal expectations with the support of their social relations and societal awareness. The article leans on the ethnography-based life historical interview data produced in 2017–2020 with a small group of Finnish young adults who are regarded as having a migrant or special education backgro…
Class, migrant background and misrecognition of capital in the university admission
In this article, we discuss how class and migrant background intersect when students discuss their studies in general upper secondary education and their aspirations in university admission. We focus on the discussed social inequalities in student admission to one of the elite fields, medicine, in eight ethnographic interviews with students and fieldnotes concerning observations in two general upper secondary schools during an academic year. Admi…
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 …
Educating self-governing learners and employees
The present article considers pedagogical practices and learning, students’ assumed self-governing, and the need for educational support in relation to students’ wish to receive proper teaching and guidance and to become well educated. The analysis is based on an ethnographic study in one vocational school in the Helsinki Metropolitan area. The research interest is in how the narratives of the students and the episodes documented in the field rec…
Discourses on educational support in the context of general upper secondary education
After basic education, the Finnish educational system divides into separate types of upper secondary schools – general and vocational. Vocational schools have long traditions of educating young people with support needs and arranging special education. General upper secondary schools are instead considered to serve ‘academically orientated’ students, and these schools do not necessarily have established support practices. In this article, we exam…
The academic–vocational divide in three Nordic countries
In this study we examine how the academic–vocational divide is manifested today in Finland, Iceland and Sweden in the division between vocationally (VET) and academicallyoriented programmes at the upper-secondary school level. The paper is based on a critical re-analysis of results from previous studies; in it we investigate the implications of this divide for class and gender inequalities. The theoretical lens used for the synthesis is based on …
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…
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 …
Getting on the right track? Educational choice-making of students with special educational needs in pre-vocational education and training
This paper explores the educational choice-making of students with special educational needs in the context of Finnish pre-vocational training and one of its programmes, ‘Preparatory and Rehabilitative Instruction and Guidance for Disabled Students’. The authors enquire into the kinds of educational choices available for students in the preparatory programme, and how student counselling meets their educational hopes and future plans. The analysis…
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…
Discourses on educational support in the context of general upper secondary education
After basic education, the Finnish educational system divides into separate types of upper secondary schools – general and vocational. Vocational schools have long traditions of educating young people with support needs and arranging special education. General upper secondary schools are instead considered to serve ‘academically orientated’ students, and these schools do not necessarily have established support practices. In this article, we exam…
Getting on the right track? Educational choice-making of students with special educational needs in pre-vocational education and training
This paper explores the educational choice-making of students with special educational needs in the context of Finnish pre-vocational training and one of its programmes, ‘Preparatory and Rehabilitative Instruction and Guidance for Disabled Students’. The authors enquire into the kinds of educational choices available for students in the preparatory programme, and how student counselling meets their educational hopes and future plans. The 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 …
Educating self-governing learners and employees
The present article considers pedagogical practices and learning, students’ assumed self-governing, and the need for educational support in relation to students’ wish to receive proper teaching and guidance and to become well educated. The analysis is based on an ethnographic study in one vocational school in the Helsinki Metropolitan area. The research interest is in how the narratives of the students and the episodes documented in the field rec…
The academic–vocational divide in three Nordic countries
In this study we examine how the academic–vocational divide is manifested today in Finland, Iceland and Sweden in the division between vocationally (VET) and academicallyoriented programmes at the upper-secondary school level. The paper is based on a critical re-analysis of results from previous studies; in it we investigate the implications of this divide for class and gender inequalities. The theoretical lens used for the synthesis is based on …
Class, migrant background and misrecognition of capital in the university admission
In this article, we discuss how class and migrant background intersect when students discuss their studies in general upper secondary education and their aspirations in university admission. We focus on the discussed social inequalities in student admission to one of the elite fields, medicine, in eight ethnographic interviews with students and fieldnotes concerning observations in two general upper secondary schools during an academic year. Admi…
Getting on the right track? Educational choice-making of students with special educational needs in pre-vocational education and training
This paper explores the educational choice-making of students with special educational needs in the context of Finnish pre-vocational training and one of its programmes, ‘Preparatory and Rehabilitative Instruction and Guidance for Disabled Students’. The authors enquire into the kinds of educational choices available for students in the preparatory programme, and how student counselling meets their educational hopes and future plans. The analysis…
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 …
The academic–vocational divide in three Nordic countries
In this study we examine how the academic–vocational divide is manifested today in Finland, Iceland and Sweden in the division between vocationally (VET) and academicallyoriented programmes at the upper-secondary school level. The paper is based on a critical re-analysis of results from previous studies; in it we investigate the implications of this divide for class and gender inequalities. The theoretical lens used for the synthesis is based on …
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…
Educating self-governing learners and employees
The present article considers pedagogical practices and learning, students’ assumed self-governing, and the need for educational support in relation to students’ wish to receive proper teaching and guidance and to become well educated. The analysis is based on an ethnographic study in one vocational school in the Helsinki Metropolitan area. The research interest is in how the narratives of the students and the episodes documented in the field rec…
Discourses on educational support in the context of general upper secondary education
After basic education, the Finnish educational system divides into separate types of upper secondary schools – general and vocational. Vocational schools have long traditions of educating young people with support needs and arranging special education. General upper secondary schools are instead considered to serve ‘academically orientated’ students, and these schools do not necessarily have established support practices. In this article, we exam…
‘It hasn’t Been the Best Year, but here I am’
The aim of this article is to explore with a longitudinal research approach how young adults narrate their life course and build their agency in relation to societal expectations with the support of their social relations and societal awareness. The article leans on the ethnography-based life historical interview data produced in 2017–2020 with a small group of Finnish young adults who are regarded as having a migrant or special education backgro…
Class, migrant background and misrecognition of capital in the university admission
In this article, we discuss how class and migrant background intersect when students discuss their studies in general upper secondary education and their aspirations in university admission. We focus on the discussed social inequalities in student admission to one of the elite fields, medicine, in eight ethnographic interviews with students and fieldnotes concerning observations in two general upper secondary schools during an academic year. Admi…
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 …
Assemblages of well-being and belonging in young adults’ life-historical narrations
This article provides an empirical study of assemblages of well-being and belonging in the everyday lives of young adults. Using a discursive-narrative reading, I analyse how a sense of well-being and belonging emerge in the life assemblages of the research participants. The article is based on an ethnographically grounded longitudinal life-history study (2019 – ongoing) with six Finnish young adults. The analysis is based on the notion that all …
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…
Sociology (10 obras) · Psychology (7 obras) · Ethnography (6 obras) · Global Educational Policies and Reforms (6 obras) · Gender Studies (5 obras) · Pedagogy (5 obras) · Social science (5 obras) · Youth Education and Societal Dynamics (5 obras) · Context (archaeology (4 obras) · Mathematics education (4 obras)