Projects

INTERRUPTING YOUTH SUPPORT SYSTEMS IN THE ETHOS OF VULNERABILITY, CoSupport, 2017-2021, Academy of Finland

AIMS

To explore cross-sectoral policies and practices of youth support considered vulnerable.

To create more room for young people’s own interpretations, responses and actions.

To focus on how and why the perceived vulnerability changes expectations and practices related to youth support systems.

To provide understanding of what young people and the professionals who work with them consider as problems and what kind of support systems young people need for these problems.

ACTIVITIES

Intensive fieldwork together with research team and partners, regular workshops and round table sessions, publications, mobility and international conference.

We believe that precision education governance (PEG) provides a new agenda and a challenge for democratic education in the Nordic countries. PEG will be articulated through various fields of knowledge, including educational institutions from early childhood education to higher education and experiences of children, youth, young adults and professionals such as policy makers, business actors, teachers, and trainers. This provides a multitude of intersecting moments – both scientific and political – that shape PEG.

Please visit project webpages for more information

INTERRUPTING FUTURE TRAJECTORIES OF PRECISION EDUCATION GOVERNANCE

The overriding aim of the FuturEd-project is to support novel researcher- and curiosity-driven research area to analyse the rise of precision education governance (PEG) in the Nordic countries (Finland, Sweden, Iceland and Denmark). By PEG we mean highly tailored and personalized forming of education and the new forms of assemblages coming together to shape the future and focus of education.

Please visit project webpages for more information

DEMOCRACY, EDUCATION AND THE CHALLENGE OF INCLUSION

Reconstructing A theory of citizenship education for contemporary democracies, 2017-2020 Academy of Finland

To study the relation between education and democracy from the perspective of social and political inclusion. Many recent phenomena such as xenophobia, racism and the rise of right-wing movements can be associated with the difficulty of including different ethnic and cultural groups and worldviews into a democratic society. However, the exclusion of these groups from democratic practices constitutes a severe legitimacy problem for democratic societies. This research project examines the potential of education to contribute to the development of democratic institutions and practices towards more inclusive and legitimate forms.

Project leader: Anniina Leiviskä

DISCOURSE OF DISTURBING BEHAVIOUR IN SCHOOL AND EDUCATION

The project looks into the discourse of disturbing behavior: How such a discourse is produced and what it produces in education. Disturbing behavior is often said to be the biggest challenge in school life today. The preliminary results suggest that the discourse draws on medical language, defines challenges largely as individual students’ or families’ problems and overlooks micro sociological and macro sociological research and phenomena such as racism or poverty.

Project leader: Maija Lanas, University of Oulu

PAST PROJECTS

See all AGORA Research Centre’s involvement in national and international projects during years 2014-2017 in Past projects.