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Suhteissa rakentuva lapsen suru:lapsen suruun liittyvän tiedon muotoutuminen sosiaalialan ammattilaisten työssä
Get PDFArtikkelissa analysoidaan, miten lapsen suruun liittyvä tieto välittyy ja miten sitä jäsennetään sosiaalisena ja suhteisiin kiinnittyvänä ilmiönä sosiaalialan ammattilaisten työssä. Analyysi pohjautuu tammi-kesäkuussa 2022 kerättyyn ryhmähaastatteluaineistoon (N=5; 17) ja nostaa esiin kolme tulkintakehystä: kontekstuaalis-situationaalisen, läheissuhteiden sekä professionaalisen suhteen tulkintakehykset. Kontekstuaalis-situationaalisessa tulkintakehyksessä lapsen suruun vaikuttavat kaikki hänen ympärillään olevat suhteet sekä yhteiskunnalliset ja kulttuuriset tekijät. Läheis-suhteiden tulkintakehyksessä lapsen surua tarkastellaan lapsen lähipiiriin kuuluvien aikuisten toiminnan kautta, kun taas professionaalisen suhteen tulkintakehyksessä painottuvat ammattilaisen toiminta ja suhde lapseen. Näiden suhteiden tunnistaminen edellyttää ammattilaiselta lapsen tilan-teen ymmärtämistä ja luottamuksellisen suhteen rakentamista, jotta lapsi voi jakaa surustaan tuottamaansa tietoa. Tulkintakehykset avaavat uuden-laisen tavan merkityksellistää lapsen surustaan tuottamaa tietoa sosiaalialan ammatillisten kohtaamisten kontekstissa.<br/
Binarytech in Motion:Intersex Persons in the Binary Lawscape
No full textIn this text, we are mapping how law and its adjudication have an active role in how both matter (bodies) and meaning (binary sexgender) enable and constrain the emergence of legal subjectivity as a material-discursive phenomenon. Through analysing the decision of M v. France of the European Court of Human Rights, we address how legal subjectivity can be understood as an entanglement that emerges from intra-actions: of enactments of differences between law, court reasoning, body matter, binary discourses, and space. Our analysis demonstrates how the law prescribes material consequences on the level of bodies that are deemed “abnormal”. We argue that understanding these practices as material-discursive, without giving precedence either to matter or meaning, aids in elaborating the ways in which not only law but also power, matter and space affect intersex persons, or anyone, who does not conform to the binary lawscape of male/female. BinaryTech methodology mobilised in the article illustrates how law and binaries become expressed in and through bodies and how the sexgender hierarchy becomes an ontological part of legal subjectivity through matter and discourse.In this text, we are mapping how law and its adjudication have an active role in how both matter (bodies) and meaning (binary sexgender) enable and constrain the emergence of legal subjectivity as a material-discursive phenomenon. Through analysing the decision of M v. France of the European Court of Human Rights, we address how legal subjectivity can be understood as an entanglement that emerges from intra-actions: of enactments of differences between law, court reasoning, body matter, binary discourses, and space. Our analysis demonstrates how the law prescribes material consequences on the level of bodies that are deemed “abnormal”. We argue that understanding these practices as material-discursive, without giving precedence either to matter or meaning, aids in elaborating the ways in which not only law but also power, matter and space affect intersex persons, or anyone, who does not conform to the binary lawscape of male/female. BinaryTech methodology mobilised in the article illustrates how law and binaries become expressed in and through bodies and how the sexgender hierarchy becomes an ontological part of legal subjectivity through matter and discourse
Blueberries meet art:An interdisciplinary exploration at the crossroads of culture and education
No full textThe integration of Finnish and Chinese cultures strongly influences my research. Particularly, my interests are the Finnish education model of ecological sustainability and practicality and the use of natural materials in Chinese art. I aim to integrate art and science in teaching to foster creativity and ecological awareness. This article adopts Räsänen’s (2008) theory of contemporary art as a platform for integrating ecological themes. Utilizing an art-based action research method (Jokela et al., 2019) I explore the integration of ecology and arts in different cultural contexts, focusing on art education at the crossroads of cultures
Social work in an information-intensive era:Digitalization in social work practices, expertise, training, and research
No full textThis article discusses the demands placed on social work by the digitalization of society. Examining social work as a modern professional system in the framework of the structural–functional theory of professions, the challenge of digitalization is mirrored against the background of international professional standards of social work. As a conclusion, it is suggested that the purposeful development of social work as a professional system in the information-intensive era requires the integration of the field into national innovation systems as well as significant contribution from the international research community of social work to the study of the effects and challenges of digitalization
Teamwork in the Classroom
No full textIn inclusive classrooms, it should be possible for all students to learn in their own local neighbourhood (Slee, 2014), with education that enables them to reach their full learning potential (Booth & Ainscow, 2011), and feeling a sense of belonging to their school community (Qvortrup and Qvortrup, 2018). However, this is not without its challenges, and a teacher can face many difficulties, such as lack of time, material, learning spaces and personnel (Lingard & Mills, 2007). A teacher may also find it challenging to consider students’ individual needs (Joseph et al., 2013) and students may be left without appropriate support (Lumby & Coleman, 2016).In this chapter, we focus on teamwork in the classroom. It is one solution to the challenges that a teacher may confront in everyday school life when working with diverse students. The core of our chapter is to describe what kinds of professional competencies teachers need when they are working in teams.Teamwork and collaboration are at the heart of inclusive education; collaboration among adults, professionals and parents/carers and, above all, collaboration with and appreciation of the pupils. Inclusive education is values-led. The European Agency for Special Needs and Inclusive Education (2012:11) identifies the values which form the foundation for all teachers in inclusive education.“These four core values are:Valuing learner diversity – learner difference is considered as a resource and an asset to education.Supporting all learners – teachers have high expectations for all learners’ achievements.Working with others – collaboration and teamwork are essential approaches for all teachers.Continuing personal professional development – teaching is a learning activity and teachers take responsibility for their own lifelong learning.”In this chapter we focus on value 3 Working with others and how collaboration and teamwork are vital for teachers. However, teamwork also overlaps with the other core values, especially valuing learner diversity and developing personal skills in continuing personal professional development.In order to value learner diversity and support all learners, multiple methods and perspectives are needed (Diana Jr., 2014). In this way, the benefits of teamwork become apparent. It is also important to recognise that teachers are lifelong learners and continuing personal professional development is important to improve our attitude and ability to work in teams and to learn skills for effective teamwork (Lindsay, Proulx, Scott, and Thomson, 2014).In inclusive classrooms, it should be possible for all students to learn in their own local neighbourhood (Slee, 2014), with education that enables them to reach their full learning potential (Booth & Ainscow, 2011), and feeling a sense of belonging to their school community (Qvortrup and Qvortrup, 2018). However, this is not without its challenges, and a teacher can face many difficulties, such as lack of time, material, learning spaces and personnel (Lingard & Mills, 2007). A teacher may also find it challenging to consider students’ individual needs (Joseph et al., 2013) and students may be left without appropriate support (Lumby & Coleman, 2016).In this chapter, we focus on teamwork in the classroom. It is one solution to the challenges that a teacher may confront in everyday school life when working with diverse students. The core of our chapter is to describe what kinds of professional competencies teachers need when they are working in teams.Teamwork and collaboration are at the heart of inclusive education; collaboration among adults, professionals and parents/carers and, above all, collaboration with and appreciation of the pupils. Inclusive education is values-led. The European Agency for Special Needs and Inclusive Education (2012:11) identifies the values which form the foundation for all teachers in inclusive education.“These four core values are:Valuing learner diversity – learner difference is considered as a resource and an asset to education.Supporting all learners – teachers have high expectations for all learners’ achievements.Working with others – collaboration and teamwork are essential approaches for all teachers.Continuing personal professional development – teaching is a learning activity and teachers take responsibility for their own lifelong learning.”In this chapter we focus on value 3 Working with others and how collaboration and teamwork are vital for teachers. However, teamwork also overlaps with the other core values, especially valuing learner diversity and developing personal skills in continuing personal professional development.In order to value learner diversity and support all learners, multiple methods and perspectives are needed (Diana Jr., 2014). In this way, the benefits of teamwork become apparent. It is also important to recognise that teachers are lifelong learners and continuing personal professional development is important to improve our attitude and ability to work in teams and to learn skills for effective teamwork (Lindsay, Proulx, Scott, and Thomson, 2014)
