Next Article in Journal
Caught between COVID-19, Coup and Conflict—What Future for Myanmar Higher Education Reforms?
Previous Article in Journal
Transversal Competences and Employability: The Impacts of Distance Learning University According to Graduates’ Follow-Up
 
 
Article

Learning about Students’ Receiving Special Educational Support Experiences of Qualification, Socialization and Subjectification in Finnish Vocational Education and Training: A Narrative Approach

1
Faculty of Educational Sciences, University of Helsinki, 00100 Helsinki, Finland
2
Research Unit for the Sociology of Education, University of Turku, 20500 Turku, Finland
3
Department of Education, Faculty of Education and Psychology, University of Jyväskylä, 40014 Jyväskylä, Finland
4
Faculty of Social Sciences and Psychology, Tampere University, 33100 Tampere, Finland
*
Author to whom correspondence should be addressed.
Academic Editor: James Albright
Educ. Sci. 2022, 12(2), 66; https://doi.org/10.3390/educsci12020066
Received: 2 December 2021 / Revised: 13 January 2022 / Accepted: 15 January 2022 / Published: 19 January 2022
(This article belongs to the Section Special and Inclusive Education)
This paper airs the experiences of eighteen students with special educational needs completing their studies at a Finnish vocational institution, which has a mandate to provide intensive special support for the students. It contributes to the national and international discussion of education’s purposes and elaborates on students’ descriptions. The study frames a research question: To what extent are Biesta’s domains of good education—qualification, socialization, and subjectification—audible in the narratives of Finland’s VET special educational needs students? The paper adopts a narrative approach and uses narrative positioning analysis as a methodical tool to drill down into the themes produced in deductive content analysis. According to our analysis, subjectification and socialization were the most important domains of VET. The qualification domain of education did not appear as professional self-confidence in students’ narratives, but it served as subjectification and socialization. VET must be an inclusive process that provides all students with the opportunity to become balanced and civilized citizens and assist them in entering the world. To this end, instead of emphasizing measurable outcomes such as qualifications and employment rates, more attention should be paid on the social and subjective domains of VET. View Full-Text
Keywords: vocational education and training; intensive special support; qualification; socialization; subjectification vocational education and training; intensive special support; qualification; socialization; subjectification
Show Figures

Figure 1

MDPI and ACS Style

Ryökkynen, S.; Maunu, A.; Pirttimaa, R.; Kontu, E.K. Learning about Students’ Receiving Special Educational Support Experiences of Qualification, Socialization and Subjectification in Finnish Vocational Education and Training: A Narrative Approach. Educ. Sci. 2022, 12, 66. https://doi.org/10.3390/educsci12020066

AMA Style

Ryökkynen S, Maunu A, Pirttimaa R, Kontu EK. Learning about Students’ Receiving Special Educational Support Experiences of Qualification, Socialization and Subjectification in Finnish Vocational Education and Training: A Narrative Approach. Education Sciences. 2022; 12(2):66. https://doi.org/10.3390/educsci12020066

Chicago/Turabian Style

Ryökkynen, Sanna, Antti Maunu, Raija Pirttimaa, and Elina K. Kontu. 2022. "Learning about Students’ Receiving Special Educational Support Experiences of Qualification, Socialization and Subjectification in Finnish Vocational Education and Training: A Narrative Approach" Education Sciences 12, no. 2: 66. https://doi.org/10.3390/educsci12020066

Find Other Styles
Note that from the first issue of 2016, MDPI journals use article numbers instead of page numbers. See further details here.

Article Access Map by Country/Region

1
Back to TopTop