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Sunnari, Vappu
Publications (10 of 116) Show all publications
McNair, M., Owens, K., Bennet, M., Logan, P., Murray, L., O'Sullivan, D., . . . Taylor, P. (2012). Continuities in education: pedagogical perspectives and the role of elders in education for indigenous students (ed.). Paper presented at . Journal of Australian Indigenous Issues, 15(1), 20-39
Open this publication in new window or tab >>Continuities in education: pedagogical perspectives and the role of elders in education for indigenous students
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2012 (English)In: Journal of Australian Indigenous Issues, ISSN 1440-5202, Vol. 15, no 1, p. 20-39Article in journal (Refereed) Published
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:ltu:diva-16350 (URN)ffa6f1d4-83f3-407a-a7ac-4eb77bd84c53 (Local ID)ffa6f1d4-83f3-407a-a7ac-4eb77bd84c53 (Archive number)ffa6f1d4-83f3-407a-a7ac-4eb77bd84c53 (OAI)
Note
Validerad; 2012; 20120620 (andbra)Available from: 2016-09-29 Created: 2016-09-29 Last updated: 2017-11-24Bibliographically approved
Owens, K., Paraides, P., Jannok-Nutti, Y., Johansson, G., Bennet, M., Doolan, P., . . . Taylor, P. (2011). Cultural horizons for mathematics (ed.). Mathematics Education Research Journal, 23(2), 253-274
Open this publication in new window or tab >>Cultural horizons for mathematics
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2011 (English)In: Mathematics Education Research Journal, ISSN 1033-2170, E-ISSN 2211-050X, Vol. 23, no 2, p. 253-274Article in journal (Refereed) Published
Abstract [en]

As a result of a number of government reports, there have been numerous systemic changes in Indigenous education in Australia revolving around the importance of partnerships with the community. A forum with our local Dubbo community established the importance of working together and developed a model which placed the child in an ecological perspective that particularly noted the role of Elders and the place of the child in the family. However, there was also the issue of curriculum and mathematics education to be addressed. It was recognised that a colonised curriculum reduces the vision of what might be the potential for Indigenous mathematics education. This paper reports on the sharing that developed between our local community and some researchers and teachers from Sweden, Papua New Guinea and New Zealand. It has implications for recognising the impact of testing regimes, the teaching space, understanding the ways children learn, the curriculum, and teacher education. As a result of these discussions, a critical pedagogy that considers culture and place is presented as an ecocultural perspective on mathematics education. This perspective was seen as critical for the curriculum and learning experiences of Indigenous children.

National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:ltu:diva-7142 (URN)10.1007/s13394-011-0014-3 (DOI)2-s2.0-80051974906 (Scopus ID)57708ca0-2fe8-4308-b54a-fce2f049be73 (Local ID)57708ca0-2fe8-4308-b54a-fce2f049be73 (Archive number)57708ca0-2fe8-4308-b54a-fce2f049be73 (OAI)
Note

Validerad; 2011; 20110824 (ysko)

Available from: 2016-09-29 Created: 2016-09-29 Last updated: 2018-07-10Bibliographically approved
Sunnari, V. (2010). Att tiga är inte guld: fysiska sexuella trakasserier som det upplevs av skolbarn i nordvästra Ryssland (ed.). In: (Ed.), Marie-Louise Annerblom; Mayvor Ekberg (Ed.), Vår bild av Sverige - Vår bild av Ryssland: Intercultural communication Russia-Sweden (pp. 165-169). Paper presented at . Stockholm: Svenska Institutet
Open this publication in new window or tab >>Att tiga är inte guld: fysiska sexuella trakasserier som det upplevs av skolbarn i nordvästra Ryssland
2010 (Swedish)In: Vår bild av Sverige - Vår bild av Ryssland: Intercultural communication Russia-Sweden, Stockholm: Svenska Institutet , 2010, p. 165-169Chapter in book (Other academic)
Place, publisher, year, edition, pages
Stockholm: Svenska Institutet, 2010
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:ltu:diva-21492 (URN)f4987f10-77a8-11df-ab16-000ea68e967b (Local ID)f4987f10-77a8-11df-ab16-000ea68e967b (Archive number)f4987f10-77a8-11df-ab16-000ea68e967b (OAI)
Note
Godkänd; 2010; Bibliografisk uppgift: På sid 170-174 bidraget på ryska med titeln: Молчание не является золотом : Физические сексуальные домогательсва в восприятии учащихся в школах северо-западной России; 20100614 (andbra)Available from: 2016-09-29 Created: 2016-09-29 Last updated: 2017-11-24Bibliographically approved
Huuki, T., Manninen, S. & Sunnari, V. (2010). Humour as a resource and strategy for boys to gain status in the field of informal school (ed.). Paper presented at . Gender and Education, 22(4), 369-383
Open this publication in new window or tab >>Humour as a resource and strategy for boys to gain status in the field of informal school
2010 (English)In: Gender and Education, ISSN 0954-0253, E-ISSN 1360-0516, Vol. 22, no 4, p. 369-383Article in journal (Refereed) Published
Abstract [en]

Through a feminist approach this paper illustrates how humour is used as a resource and strategy for status among Finnish school boys and in constructing culturally accepted masculinity in the field of informal school. Based on interview and observation material collected in three schools, the results suggest that although humour is often affiliative and positive in nature, exclusive, violent humour is also used as a resource and strategy, which might have serious consequences on targeted students' lives. The effect of humour as a symbolic resource of status depends not only on context and power relations between the agents, but also on a credible, strategic usage of the resources available to a boy. Humour has an important influence on constructing masculinities and the social status of boys. Furthermore, the status of a boy defines the value of his humour among his peer group.

Identifiers
urn:nbn:se:ltu:diva-15377 (URN)10.1080/09540250903352317 (DOI)ee24c750-d84e-11de-bae5-000ea68e967b (Local ID)ee24c750-d84e-11de-bae5-000ea68e967b (Archive number)ee24c750-d84e-11de-bae5-000ea68e967b (OAI)
Note
Upprättat; 2010; 20091123 (ysko)Available from: 2016-09-29 Created: 2016-09-29 Last updated: 2017-11-24Bibliographically approved
Jalagin, S. & Sunnari, V. (2009). Haasteita riittää (ed.). Paper presented at . Naistutkimus - Kvinnoforskning (1), 2-3
Open this publication in new window or tab >>Haasteita riittää
2009 (Finnish)In: Naistutkimus - Kvinnoforskning, ISSN 0784-3844, no 1, p. 2-3Article in journal, Editorial material (Other academic) Published
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:ltu:diva-11898 (URN)aed10210-d850-11de-bae5-000ea68e967b (Local ID)aed10210-d850-11de-bae5-000ea68e967b (Archive number)aed10210-d850-11de-bae5-000ea68e967b (OAI)
Note
Godkänd; 2009; 20091123 (ysko)Available from: 2016-09-29 Created: 2016-09-29 Last updated: 2017-11-24Bibliographically approved
Sunnari, V. (2009). Physical sexual harassment as experienced by children at school: in Northern Finland and Northwest Russia (ed.). Paper presented at . Oulu: University of Oulu
Open this publication in new window or tab >>Physical sexual harassment as experienced by children at school: in Northern Finland and Northwest Russia
2009 (English)Report (Other academic)
Abstract [en]

The research focused on physical sexual harassment as a mistreatment that threatens the realisation of full citizenship, safety, dignity and equality of girls and boys at school. There were 1738 children aged 11 to 12 years from 36 northern Finnish and 22 northwest Russian school classes who answered a group of questions concerning their experiences on physical sexual harassment at school or on the way to school. While analysing the data, critical qualitative content analysis, and critical and reflective reading, and contextualisation were used. On the basis of the children's answers to the question whether they had been groped, and on the basis of the analysis of the case-descriptions the children wrote, it was considered that at least every fifth of the Finnish and every fourth of the Russian girls had experienced physical sexual harassment at school or on the way to school. More than every tenth of the Russian boys and a little less than every twentieth of the Finnish boys had partly corresponding experiences. Typically groping occurred in hallways, in front of the restrooms, in the gym, on the school-bus and bus stop, or on the road to school or from school. But it also occurred in classrooms. Girls constituted the vast majority of the victims of physical sexual harassment and boys constituted the vast majority of perpetrators. A girl was groped in nine cases out of ten by a male classmate in both the Russian and Finnish data. But, the boys' harassers were not very commonly girls. The harasser of the Finnish boy was more often another boy than a girl. In the Russian data, the perpetrator was in six cases out of ten a girl alone or with somebody else. In the cases where a girl was perpetrated by a boy classmate, it was often possible to infer messages of heterosexism - the exercise of, or an attempt to exercise masculinist power over girls. Heterosexisist messages could also be seen from some of the cases where a boy or a girl had experienced groping by a classmate of the same gender. In boys' mutual relationships and in girls' indeed, the heterosexist norm not to be different in sexual terms was strong in some school classes. The type of groping that surprised the most was groping perpetrated by an adult towards a pupil; a boy or a girl. This is not to say that sexual violence perpetrated by adults against children is a new issue. What surprised was that it became visible in the context of researching 11 to 12 years old children's experiences of groping in school. Pupils' texts about what stopped harassment are not promising. Although the children were not asked whether the harassment had stopped and what had stopped it, some children wrote about the matter. Almost one half of them wrote that the harassment was still going on. Some children had successfully managed to stop harassment by using violence as a defence against the harassment, and only one child informed to have stopped harassment through conversion. Furthermore, the pupils told the teacher about the harassment very rarely.

Abstract [sv]

Denna undersökning fokuserar på fysiskt sexuellt trakasseri som hindrar förverkligandet av flickors och pojkars fulla medborgarskap, säkerhet, människovärde och jämställdhet i skolan. I undersökningen deltog 1738 skolelever i åldern 11-12 år från 36 skolklasser i norra Finland och 22 skolklasser i nordvästra Ryssland. Eleverna svarade på en mängd frågor som gällde deras erfarenheter om fysiskt sexuellt trakasseri i skolan och på skolvägen. Vid analyseringen av materialet användes metoden kvalitativ innehållsanalys samt kritisk-reflexiv textläsning. Dessutom fördjupades analysen av texternas innehåll genom korsläsning och genom att jämföra enskilda skolelevers texter med alla elevers texter i de egna skolklasserna. Undersökningen visar att fysiskt sexuellt trakasseri är allmänt till och med i skolorna på Europas nordliga periferiområden. Elevernas svar på frågan om de har blivit tafsade på - och fallbeskrivningar som de har avfattat - visar att en femtedel av de finländska och en fjärdedel av de ryska flickorna som deltagit i undersökningen hade blivit utsatta för fysiskt sexuellt trakasseri i skolan eller på skolvägen. Delvis liknande erfarenheter hade var tionde rysk och var tjugonde finsk pojke som deltog i undersökningen. En mycket klar skillnad mellan de ryska och finska barnens beskrivningar gällande sexuellt trakasseri var att de ryska barnen hade det tydligt svårare att skriva om det trakasseri som de hade blivit utsatta för. Det var typiskt att tafsandet hade skett i skolans aula, i närheten av sanitetsutrymmena, i gymnastiksalen, i skolbussen och på busshållplatserna eller på skolvägen. Men det hade också förekommit i klassrummen. Flickorna utgjorde en mycket klar majoritet av dem som hade blivit föremål för fysiskt sexuellt trakasseri och pojkarna utgjorde en mycket klar majoritet av antastarna. Både i det ryska och i det finländska materialet hade flickan - i nio fall av tio - blivit tafsad på av en pojke i samma klass. De som antastade pojkar var inte särskilt ofta flickor. Den finländska pojken blev oftare antastad av en pojke än en flicka. I det material som samlats in i Ryssland var antastaren i sex fall av tio en flicka, ensam eller tillsammans med någon annan. Sådana fall där en flicka blev antastad av en pojkelev karakteriserades ofta av antastarens heterosexistiska försök att utöva maskulin makt över flickor och/eller att stötta macho-maskulin kultur inom en viss grupp pojkar och/eller inom en hel skolklass. Heterosexistiska värderingar tycktes också ingå i några sådana fall där pojken eller flickan hade blivit tafsad på av en klasskamrat av samma kön. I några skolklasser föreföll det att det fanns två faktorer som var starka i både pojkarnas och flickornas inbördes relationer: en heterosexistisk norm som förbjuder olikhet på sexuellt område samt en rädsla att bli tolkad som annorlunda. Det som överraskade mest i det undersökta materialet var elevernas omnämnanden om erfarenheter där tafsandet kommit från vuxenhåll. Att en vuxen utsätter ett barn för sexuella övergrepp är ingenting nytt. Det överraskande var att stöta på sådana fall i ett material där det är fråga om 11-12 -åringars erfarenheter om tafsande i skolan. Sex finländska och sju ryska skolelever berättade att en vuxen hade tafsat på dem i skolan eller på skolvägen. Forskningen bekräftar tidigare forskningsresultat enligt vilka undervisningspersonalens tolerans mot sexuellt trakasseri och ofredande har en mycket stor betydelse för det, hur stort problemet med sexuellt trakasseri och ofredande kommer att bli i en skolklass. Skolelevernas texter om det vad det var som gjorde slut på trakasseriet var inte lovande. Fast eleverna inte blev tillfrågade om trakasseriet tagit slut och vad som hade gjort slut på det, skrev några barn dock om saken. Nästan hälften av dem skrev att trakasseriet fortfarande pågår. Några elever hade lyckats göra slut på trakasseriet genom att använda våld som försvarsmedel mot ofredandet. Bara en elev berättade sig ha kunnat göra slut på trakasseriet genom att diskutera med antastaren. För läraren berättade de mycket sällan om det ofredande som de hade blivit utsatta för.

Place, publisher, year, edition, pages
Oulu: University of Oulu, 2009. p. 151
Series
Oulun yliopiston kasvatustieteiden tiedekunnan elektronisia julkaisuja [Elektroninen aineisto], ISSN 1455-8025 ; 9
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:ltu:diva-22169 (URN)1cd332c0-d850-11de-bae5-000ea68e967b (Local ID)978-951-42-9073-2 (ISBN)1cd332c0-d850-11de-bae5-000ea68e967b (Archive number)1cd332c0-d850-11de-bae5-000ea68e967b (OAI)
Note
Godkänd; 2009; 20091123 (ysko)Available from: 2016-09-29 Created: 2016-09-29 Last updated: 2017-11-24Bibliographically approved
Sunnari, V. (2009). Sexism / sexual harassment in schools and its connections with sexualised violence in intimate relationships in adulthood (ed.). In: (Ed.), (Ed.), Abstracts, 14th International Congress on Circumpolar Health: Yellowknife July 11 - 16, 2009. Paper presented at International Congress on Circumpolar Health : 11/07/2009 - 16/07/2009 (pp. 102).
Open this publication in new window or tab >>Sexism / sexual harassment in schools and its connections with sexualised violence in intimate relationships in adulthood
2009 (English)In: Abstracts, 14th International Congress on Circumpolar Health: Yellowknife July 11 - 16, 2009, 2009, p. 102-Conference paper, Meeting abstract (Other academic)
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:ltu:diva-40216 (URN)f3fc4380-d851-11de-bae5-000ea68e967b (Local ID)f3fc4380-d851-11de-bae5-000ea68e967b (Archive number)f3fc4380-d851-11de-bae5-000ea68e967b (OAI)
Conference
International Congress on Circumpolar Health : 11/07/2009 - 16/07/2009
Note
Godkänd; 2009; 20091123 (ysko)Available from: 2016-10-03 Created: 2016-10-03 Last updated: 2017-11-25Bibliographically approved
Sunnari, V. & Jalagin, S. (2009). Tasa-arvotaituruutta, kiitos! (ed.). Paper presented at . Naistutkimus - Kvinnoforskning, 3, 2
Open this publication in new window or tab >>Tasa-arvotaituruutta, kiitos!
2009 (Finnish)In: Naistutkimus - Kvinnoforskning, ISSN 0784-3844, Vol. 3, p. 2-Article in journal, Editorial material (Other academic) Published
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:ltu:diva-6483 (URN)4b4a6190-d851-11de-bae5-000ea68e967b (Local ID)4b4a6190-d851-11de-bae5-000ea68e967b (Archive number)4b4a6190-d851-11de-bae5-000ea68e967b (OAI)
Note
Godkänd; 2009; 20091123 (ysko)Available from: 2016-09-29 Created: 2016-09-29 Last updated: 2017-11-24Bibliographically approved
Sunnari, V. & Jalagin, S. (2009). Työn ehdoilla (ed.). Paper presented at . Naistutkimus - Kvinnoforskning, 4, 2-3
Open this publication in new window or tab >>Työn ehdoilla
2009 (Finnish)In: Naistutkimus - Kvinnoforskning, ISSN 0784-3844, Vol. 4, p. 2-3Article in journal, Editorial material (Other academic) Published
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:ltu:diva-11435 (URN)a657dc20-d851-11de-bae5-000ea68e967b (Local ID)a657dc20-d851-11de-bae5-000ea68e967b (Archive number)a657dc20-d851-11de-bae5-000ea68e967b (OAI)
Note
Godkänd; 2009; 20091123 (ysko)Available from: 2016-09-29 Created: 2016-09-29 Last updated: 2017-11-24Bibliographically approved
Sunnari, V. & Jalagin, S. (2009). Vaativat vuorosanat (ed.). Paper presented at . Naistutkimus - Kvinnoforskning (2), 2-3
Open this publication in new window or tab >>Vaativat vuorosanat
2009 (Finnish)In: Naistutkimus - Kvinnoforskning, ISSN 0784-3844, no 2, p. 2-3Article in journal, Editorial material (Other academic) Published
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:ltu:diva-16315 (URN)ff267fb0-d850-11de-bae5-000ea68e967b (Local ID)ff267fb0-d850-11de-bae5-000ea68e967b (Archive number)ff267fb0-d850-11de-bae5-000ea68e967b (OAI)
Note
Godkänd; 2009; 20091123 (ysko)Available from: 2016-09-29 Created: 2016-09-29 Last updated: 2017-11-24Bibliographically approved
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