Becoming Tolerable: Subject Constitution of Roma Mediators in Finnish Schools

Autor/inn/en	Helakorpi, Jenni; Lappalainen, Sirpa; Sahlström, Fritjof
Titel	Becoming Tolerable: Subject Constitution of Roma Mediators in Finnish Schools
Quelle	In: Intercultural Education, 30 (2019) 1, S.51-67 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Helakorpi, Jenni) ORCID (Lappalainen, Sirpa) ORCID (Sahlström, Fritjof)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-5986
DOI	10.1080/14675986.2018.1537671
Schlagwörter	Foreign Countries; Minority Groups; Power Structure; Ethnography; Racial Bias; Racial Discrimination; Equal Education; Barriers; Prosocial Behavior; Educational Environment; School Community Relationship; Cultural Awareness; Teacher Aides; Humor; Teacher Attitudes; Elementary Secondary Education; Interpersonal Relationship; Finland + Suchen Sie Ihr Suchwort? Ausland; Ethnische Minderheit; Ethnografie; Racial discrimination; Rassismus; Racial bias; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Cultural identity; Kulturelle Identität; Handreichung; Lehrerhilfe; Humoristische Darstellung; Lehrerverhalten; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Finnland
Abstract	Although Finnish politics relating to the Roma tend to be perceived internationally as fairly successful, several obstacles exist for the Roma in education and the labour market. Training of Roma mediators has been actively promoted in Finland to improve the school performance and equality of Roma pupils. This article, based on ethnographic research, focuses on exploring how the current discursive terrain around the topics of tolerance and prejudice functions in the everyday work of mediators. It is argued that the present discourses in school expose the mediators to unequal power relations of tolerance. The terms for being tolerated are set by the potential tolerating actors, the school community. The mediators aim to supply knowledge about the Roma and try to address prejudices as representatives of the Roma. The study identified three different strategies that the mediators used when encountering prejudice: making sure one does not seem too different, parody and feigning naivety. The analysis suggests that the present discursive terrain creates obstacles to addressing inequalities, discrimination and racism in educational contexts. The responsibility for tackling discrimination is placed on the shoulders of individual Roma -- not the whole school community. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01