Practices promoting and impeding pupils' right to enhancement in a lower secondary school in the metropolitan area of Helsinki

Authors

• Tiina Luoma Helsingin yliopisto

DOI: https://doi.org/10.33350/ka.105327

Keywords:

Bernstein, school ethnography, school segregation, pedagogic rights, enhancement

Abstract

School segregation is present in the biggest cities in Finland, but qualitative school- and classroom-level studies on the subject are still rare. In this article, practices that promote or impede pupils’ right to enhancement, which is one of the three pedagogic rights outlined by sociologist Basil Bernstein, are examined in a school that offers emphasized teaching in selective classes along with basic education in non-selective classes. The ethnographic data is produced in a lower secondary school located in a relatively disadvantaged area in the metropolitan area of Helsinki. The data consists of participant observation (40 days) and interviews with pupils (n = 24) and school staff (n = 14). The study shows that open interaction between pupils and school staff, along with classroom practices that allow pupils to reflect, promote the right to enhancement. However, there are differences on how the selective and non-selective class are spoken to and about as well as how their behavior is controlled. Moreover, the interviewees describe occasional discriminating practices towards pupils with ethnic minority backgrounds. Acknowledging these differences is important when discussing pupils’ opportunities for learning, building self-confidence and enhancement.