CORE (Implicit Beliefs of Malleability as the Core of Teachers Intercultural Competencies) explores how teachers’ implicit beliefs of the malleability of individuals, groups and cultures shape their pedagogical thinking and practice.
PI: Inkeri Rissanen
Funding: three-year post-doctoral research funding from the Academy of Finland, in 2019-2022
Drawing Together: Relational Wellbeing in the Lives of Young Refugees in Finland, Norway and Scotland combines art and research in a four-year project with young adults, who have arrived in their new home countries as unaccompanied minors. We will follow a small group of participants in each country, and invite them to create art to describe their relational wellbeing and important social networks.
PI’s: Mervi Kaukko (Project manager); Ravi Kohli (University of Bedfordshire, UK, Project leader), other MTT members Fath E Mubeen and Nick Haswell
Funding: NordForsk 2020-2024
What enables refugee background students’ educational success? ‘Zooming in’ on the practice architectures of multicultural learning environments uses child-collected video material to understand how recently arrived refugee children start to succeed in school, considering ‘success’ open-endedly as consisting of academic and social achievements as well as more invisible factors that make them feel positive in school, and how they view moments when they felt successful.
PI: Mervi Kaukko
Funding: Academy of Finland, 2020-2023
EMERgenCeS: Merging Refugee-Educators Competencies and Skills is Erasmus+ project collecting Good Practices of integrating refugee-educators. It aims to set up communities of practice to develop cross-cultural content, pedagogical approaches and socio-emotional responses and to build bridges for teachers with refugee background to integrate the host countries educational systems to support refugee learners academic and holistic well-being.
Maija Yli-Jokipii maija.yli-jokipii@tuni.fi , Nicholas Haswell nicholas.haswell@tuni.fi
Funding: Erasmus+ 2019–2012
CCC-CATAPULT (Challenging the Climate Crisis: Children’s Agency to TAckle Policy Underpinned by Learning for Transformation) examines children’s climate agency, value-action gap and means to exceed the gap. The international research project is carried out in collaboration with four universities: University of the West of England Bristol (United Kingdom), University of Galway (Ireland), University of Genoa (Italy), and Tampere University (Finland).
PI in Finland: Inkeri Rissanen
Other MTT members: Essi Aarnio-Linnanvuori
Funding: JPI Climate transnational call SOLSTICE. The Finnish case study is funded by Academy of Finland, 2020-2023.
CIVIC PURPOSE (Democratic civic purpose among higher education students) explores and support civic purpose among students. This Finnish-Dutch research project is conducted at the Tampere University and Tampere University of Applied Sciences in Finland and at the University of Humanistic Studies and Hanze University of Applied Sciences in the Netherlands.
Elina Kuusisto (PI), Inkeri Rissanen, Faculty of Education and Culture (EDU), Tampere University (TAU), Tampere, Finland
Päivi Vartiainen, Tampere University of Applied Sciences (TAMK), Tampere, Finland
Isolde de Groot, Doret de Ruyter, University of Humanistic Studies (UVH), Utrecht, The Netherlands
Ingrid Schutte, Hanze University of Applied Sciences (Hanze UAS), Groningen, The Netherlands