Educational cooperation of school and home in the 1950s in the professional journal for secondary school teachers

Authors

• Marjo Nieminen Turun yliopisto

Abstract

The purpose of this paper is to examine how relations between school and home have been defined in the professional journal for secondary school teachers (Oppikoululehti) in Finland in the 1950s. The question is analysed within a discourse analytical framework. The discussions were related to larger issues of secondary education, for example democratization, the shaping of the citizens, the place of teenagers in society and the relations between school and society in general. On the other hand, these discussions can be regarded as a part of teachers’ professionalization process. The paper concludes that homes and parents were both excluded from and included in issues concerning their childrens’ education. On the one hand, homes were involved in practical tasks and issues. On the other hand, homes were excluded from pedagogical considerations. Thereby the discussions constructed autonomy and pedagogical freedom for schools and teachers. There were four main discourses: The discourse of partnership regarded both school and home as active actors and equals. The patronizing discourse established schools and teachers as experts and authorities. The discourse of responsibility emphasized schools’ and teachers’ obligations towards parents and society in general. In the fourth discourse, homes and parents were simply ignored and discussion restricted to schools and/or pupils.