A model for inclusive and exclusive practices

Jyrki Reunamo

24.-25.5.2008

Helsingin yliopisto/Sokla

25.4.2008Diversity and Global Education 2

Differentiated (lost)57 %

The excluded individual faces a dead end, there are no

choices, only separation. The process leads to

hopelessness and anger. Exclusion is passed on from one generation to another,

from older to younger. Alcohol, drug abuse and violence

intertwine repeatedly. Criminality. A vicious circle is

formed. Loneliness, mental problems, depression. No language of one’s own.

25.4.2008Diversity and Global Education 3

Not meeting the objectives17 %

The parents are tired, the everyday contrasting demands

exhaust. Feeling of inferiority, weakness, bad self-esteem. The child does not manage school or is left behind. The objectives and reality do not meet, one can not cope,

no control of own life. Feeling discomfort about the economic situation and

society’s competitiveness. No money or consumer

activity. Insufficient in Finnish language skills.

25.4.2008Diversity and Global Education 4

Not participative 14 %

The child has no experience in participation. The parents withdraw from educational responsibility,

parents do not know how to interact with their children,

and parents leave children on their own. The underachiever does not participate even though

she/he could. General passivity in different fields of life. People are interested in spending, not creating.

25.4.2008Diversity and Global Education 5

Not harmonious12%

The excluded are not equal actors in the official, dominant

or favoured culture. Economical troubles, unemployment

and inadequate education results in exclusion. The problems occur in many fields of life and they tend to

accumulate. Equality can also mean the obligation to be the same. The

gifts and differences of people are not considered. People in a weaker position get no support or help. One can be bullied or harassed in school or at work, one

is not accepted.

25.4.2008Diversity and Global Education 6

The steps forward

Objectives Participation

17 % 14 %

Differentiated (lost) Non-harmonious

57 % 12 %

The key Finnish element for fighting exclusion is to find personal relevance that can be valued by others as well