Inkeri Rissanen

Inkeri Rissanen
Tampere University | UTA · Faculty of Education and Culture

Doctor of Theology, Master of Education

About

29
Publications
8,112
Reads
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399
Citations
Additional affiliations
January 2017 - present
Tampere University
Position
  • Lecturer
August 2010 - July 2014
University of Helsinki
Position
  • PhD Student

Publications

Publications (29)
Article
Tässä tutkimuksessa tarkasteltiin opettajien kulttuuria koskevia arkiteorioita (värisokeus, multikulturalismi ja polykulturalismi), sosiaalisen oikeudenmukaisuuden orientaatiota ja kulttuurisesti moninaisten oppilasryhmien opettamiseen liittyvää motivationaalista orientaatiota kyselyaineiston (N = 504) sekä tilastollisten menetelmien avulla. Tarka...
Article
Full-text available
This article presents a study of five teachers at a Finnish elementary school who implemented and evaluated growth mindset pedagogy (GMP). The teachers received GMP training and conducted student interventions in their classrooms. We analyzed the impact of GMP on the teacher’s pedagogical thinking and practices and found significant differences bet...
Chapter
In this chapter, we will discuss key questions regarding religious education in Finnish state schools today. Recent years have shown that issues related to dialogue, citizenship skills, social integration have moved into the forefront when discussing religious education (Jackson 2014a). Similarly, several researchers have analysed the challenges th...
Article
Full-text available
This study explores head teachers' and cultural brokers' views of school-Muslim parent collaboration in Finland and Sweden. The data includes semi-structured interviews with school heads (n=20) and Muslim cultural brokers (n=16). The theoretical background leans on the theorizing of cultural capital originating from Bourdieu and on more recent conc...
Chapter
Full-text available
This chapter seeks take part in an emerging research where religion is approached as a whole school endeavor. Previous research and policy recommendations typically focused on teaching about religion in school, but the accommodation of religious diversity in the wider school culture merits more attention. Based on observations in our multiple case...
Book
Full-text available
The purpose of this volume is to enrich and complement the discussion concerning religion in education by contextualising the respective phenomena in the current Finnish educational policy and practice, as well as by drawing together empirical and theoretical observations from several case analyses. Even though international comparative studies are...
Chapter
In many European societies, including Finland, negotiations around pluralism and secularism often revolve around the question of Islam and Muslims. In the Finnish context, questions on the inclusion of Muslims are particularly acute due to the exceptionally negative attitudes among Finns toward Islam and Muslims. In this chapter I will bring togeth...
Article
Full-text available
Mainstream scholarly approaches to improving equity in education, including culturally responsive education, promote multicultural recognition of diversity and abandon color-blindness as an ineffective strategy. The social psychological literature affords a more nuanced understanding of the merits of different diversity ideologies. However, these r...
Chapter
Artikkelissa tarkastellaan tyttöyden rakentumista ala-asteikäisten tyttöjen kertomana. Tutkittavat kirjoittivat eläytymismenetelmätarinoita, joissa he pohtivat tyttöyden normatiivista ja toisaalta normien vastaista rakentamista.
Chapter
In many European countries religious education in school, regardless of its organizational model, is commonly given two important tasks: supporting students’ identity development and educating for tolerance. This is the case also in Finland, where there is a general consensus that religious education should contribute to social cohesion, but at the...
Article
Full-text available
In this article we take up the two-fold task of creating a framework for a growth mindset pedagogy on the basis of our previous studies and exploring the critical points of this pedagogy in the classroom of a mixed-mindset teacher. The data include classroom observations and stimulated recall interviews. The results show how a teacher who is social...
Article
Full-text available
This study examines negotiations on Muslims’ inclusive citizenship in Finnish and Swedish comprehensive schools. The data include interviews with Muslim parents and Muslim teachers (n = 8 in both countries), who serve as cultural brokers in public schools and mediate negotiations on the terms of inclusion. The study utilizes the notion of post-secu...
Article
In this article, we examine how narratives of religious traditions are used as resources in religious education (RE) and compare practices from Evangelic Lutheran religious education (LRE) and Islamic religious education (IRE) in Finnish public schools. The sacredness of narratives from holy books entails that there can be contestations over their...
Article
Full-text available
Implicit theories concerning the malleability of human qualities are known to have a powerful impact on motivation and learning, but their role in moral education is an under-researched topic. In this qualitative case study, we examined the impact of implicit theories on four Finnish teachers' practices of teaching morally and in teaching morality....
Article
Full-text available
Based on classroom observations and semi-structured interviews with teachers, parents and students, this comparative study looks at how social cohesion is promoted in Islamic Religious Education (IRE) lessons in Muslim schools in Ireland and non-faith schools in Finland. The study analyses teaching in the following areas: intra-religious cohesion;...
Article
Full-text available
This qualitative case study examines teachers’ implicit meaning systems built around their core beliefs on the malleability of human qualities. Previous research has demonstrated the influence of students’ implicit theories on motivation and achievement and has presented successful interventions for students. However, research on teachers’ implicit...
Article
In scholarly discussions, developing intercultural competencies, with intercultural sensitivity as their core, is an acknowledged aim of teacher education. Religion forms a foundational part in many cultures, and its prominence in the public sphere is increasing. However, educational research and practice have largely disregarded religious diversit...
Article
This article examines intercultural sensitivity of Finnish teachers (N = 1008) and students (N = 1000) with a 23-item Intercultural Sensitivity Scale Questionnaire (ICSSQ). The questionnaire is based on Bennett’s (Education for the intercultural experience, Intercultural Press, Yarmouth, 1993) Developmental Model of Intercultural Sensitivity, which...
Article
Although there is much discussion of educational needs and how to integrate Muslim students into modern Western contexts, there is a shortage of research on teachers’ attitudes about these issues. Finland offers a particularly interesting context for research, given its relatively new, small, yet rapidly growing Muslim population, its prominence of...
Article
In the Finnish National core curricula for religions, the aims of religious socialisation have been replaced with aims of personal identity development. This shift of aims is also prevalent in many other countries, but the practical implications of it are not clear. This paper presents the results of a case study examining different ways of support...
Book
What kinds of negotiation processes are involved in teaching and studying Islam in a modern liberal context? How can the common aims attached to liberal religious education in contemporary European multicultural societies be pursued in single-faith education? This book contributes to the search for legitimate and successful forms of religious educa...
Article
Full-text available
The study examined the ethical sensitivity of Finnish teachers ( N = 864 ) using a 28-item Ethical Sensitivity Scale Questionnaire (ESSQ). The psychometric qualities of this instrument were analyzed, as were the differences in self-reported ethical sensitivity between practicing and student teachers and teachers of different subjects. The results s...
Article
The challenges of contemporary multicultural societies have resulted in changing aims for religious education and the necessity to adjust teacher education accordingly. The processes of negotiation related to the coexistence of different religious and cultural groups are intertwined in the Finnish curriculum for religious education. This case study...
Article
Full-text available
This paper presents the results of a qualitative case study examining Muslim students’ ways of perceiving and dealing with difference. The study is motivated by the need, expressed in previous literature, to achieve more elaborate comprehension of the relation between tolerance and religiosity. Deeper understanding of these dynamics is pursued by c...
Chapter
The aim of developing students’ willingness to encounter difference has increasingly affected the designs of religious education in modern pluralistic societies. However, opinions concerning the best possible way to pursue this goal abound: hence, there is a strong need for empirical research. In this study, the possibilities of single-faith educat...

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Cited By

Projects

Projects (5)
Project
Due to the increasing threat to liberal democracies by populist movements and loss of acceptance in parts of the population, one of the central challenges of the education system is to promote the development of democratic values. Religious education must make a decisive contribution to this, because for many people in Europe, religion is an important resource that shapes individual values. Since religious traditions have an ambivalent relationship to democratic values, there is a need for specific educational offers that strengthen the democracy-promoting potential of religion and counteract anti-democratic developments in a preventive way. Previous concepts, however, have proven to be ineffective. Therefore, the project aims to establish an EU-wide interdisciplinary network of experts and young professionals from academia and practice, which will identify and analyse key educational challenges at the intersection of religious and civic education within three years, evaluate existing concepts to see how effectively they address the challenges, and develop innovative contributions to solving the challenges on this basis. The results are made available to the public in the form of scientific publications and an education expertise.
Project
The ethnic and cultural heterogenization of classrooms and the existing achievement gaps create a need to develop teachers’ intercultural competencies. Research has shown that teachers’ pedagogical practices in teaching for diversity are largely shaped by their attitudes and beliefs. There are many known mechanisms through which teachers’ beliefs affect minoritised students’ learning and the development of social distance between different student groups. Attitudes and beliefs are generally acknowledged as a core dimension of intercultural competence but there is little consensus on what these beliefs are, or how they can be altered. CORE brings new insight to the study of teachers’ intercultural competence by drawing on social psychological research on implicit theories of malleability. People have different implicit theories concerning the extent to which traits of individuals and groups are malleable or fixed. These theories have implications for how people make sense of the social world, they predict prejudices and stereotyping, and have been found to be changeable by simple interventions. CORE adopts a mixed methods design, studying the relations between implicit theories and other components of teachers’ intercultural competence using quantitative methods, exploring the manifestation of teachers’ intercultural competence profiles in classroom settings using a qualitative case study approach with observations and stimulated recall interviews; and triangulating the findings and developing a model of teachers’ intercultural competence. The results will create new theoretical understanding of intercultural competencies and contribute to the development of inclusion and educational equality.
Project
The project aims to study negotiations on Muslims inclusion from the perspective of principals' of multicultural schools and "cultural broker" Muslim parents and teachers. It focuses on the development of inclusive multicultural citizenship through school-Muslim family collaboration.