Themes related to inequality have recently emerged in debates in politics of education. Although research does not provide ready-made instructions for solving societal problems, it explains, for example, the mechanisms leading to the construction of inequalities to be considered in decision-making.
“Research is research, and politics is also politics in politics of education. We researchers conduct research in the field of science and using scientific methods, and political decisions referring to the research results are not in our hands, even though we participate in the discussion,” says Sonja Kosunen, Professor of General Education.
Kosunen started as a professor at the University of Eastern Finland this summer and refers to recent, public discussions about educational policy, on which researchers have been encouraged to comment.
“Researchers can and should actively interact with society. However, discussing research results does not mean that the researcher presents their opinion or gives policy recommendations."
The opposite is often true: research results typically leave plenty of room for political decision-making, which is always value-based.
“Based on my own research, I can, for example, describe the mechanisms that lead to the emergence of social inequalities, but it is ultimately up to the decision-makers to assess what should be done with the situation. The goal may be to reduce inequalities, in which case they can use research data to help them decide what to do. On the other hand, doing nothing is also political decision-making,” Kosunen explains.
In any case, the studied phenomena are almost always complicated, and the results do not always provide simple answers to what should be done.
“I understand that many would want unambiguous recommendations and instructions from researchers – after all, we are experts in our own fields, and we participate in discussions concerning this field. However, drawing up recommendations is not integral to research.”
If people from an disadvantaged residential area apply to school in an affluent neighbourhood, this will affect school segregation in the entire area.
Sonja Kosunen
Professor
Inequality can be seen in schools
Social class has been studied much in the field of sociology, for instance, whereas the relationship between social class and school has been studied less in Finland. Kosunen and her research group have focussed on this topic.
“We have studied distinctions related to social class, differentiation of schools and regional residential segregation for a long time. Now we will expand the examination to include school staff, i.e., how schools, their staff and student body are diversified through the combined effects of these different forms of segregation.”
Residential areas and student bodies of schools in these areas are built on individual families’ living solutions. These solutions are strongly related to social class and are still manifested especially as area-specific differentiation in cities.
“If, for example, people from an disadvantaged residential area apply to school in an affluent neighbourhood, this will affect school segregation in the entire area.”
Kosunen emphasises that this challenge is primarily related to the organisation and governance of education.
“This is an administrative issue: how all schools could remain attractive when classed practices are playing a role?
Another new perspective in the ongoing study is the segregation of teachers – for example, is it more difficult for disadvantaged areas to recruit teachers than affluent areas?”
More appropriate support at schools
“In our study, we also examine social justice in education. Based on our research results, it will then be possible to examine the indicators used to allocate additional financial support to schools in a needs-based manner.”
In any case, there are often regional differences between schools. There are areas in Finland where schools already have a long history of support practices, as changes related to underprivilege are never sudden.
“This is why I would like to encourage people to listen to the experiences and practices of schools in such areas. They are very likely to have extensive experience in how different needs for support are met, how they can be dealt with and where the received resources should be channelled.”
According to Kosunen, allocating more money to certain schools and regions could be very effective in preventing inequalities and exclusion.
“Decision-makers understand the need for additional staff in schools in disadvantaged areas. But I would like to stress that it is also important to consider who these desired additional adults are. Special needs assistants alone are not enough; more highly trained pedagogical staff – psychologists, school social workers and special needs teachers – are definitely needed in schools. This requires sufficient financial resources.”
Next spring, Kosunen and her research group will publish an entire book on the topic, “Koulu ja eriarvoisuus” (in English: “School and inequality”).
Research in education plays an increasingly important role
According to Kosunen, there is a growing need for experts in general and adult education in our society.
“This field does not train teachers, nor does it prepare you for any particular profession; instead, we train experts in education. Those who have studied the field have extensive expertise in societal issues related to education and training and, for example, education policy and politics. As a result of the social welfare and health care reforms, educational politics will also play a greater role in municipalities, which means that the need for experts in this field is constantly growing.”
The aim is also to base a large percentage of decision-making related to education on research findings, which are often produced in the field of general education.
“Additionally, a great deal of multidisciplinary research is carried out in the field of education, as phenomena related to the field are often very complex. For this reason, this is also an excellent vantage point of sociology and human geography. At the intersections of these fields, we can produce a deeper understanding of many societally significant phenomena.”
Public debate is part of researchers’ work
Kosunen has been in the eye of several social media storms because of her studies and knows what happens when the difference between research results and opinions is not recognised. Yet she promises to keep acting as a herald of her field in the future.
“In my opinion, research often involves also participation in the public debate. Every researcher should have the mindset of acting in an expert role. In my opinion, communicating about research is not something extra in researchers’ work; instead, it should be a central part of the work, and researcher training should prepare us for it.”
According to her, it must always be possible to discuss research results critically, but personal attacks toward researchers are a symptom of a truly dangerous development that the university community must be able to respond to.
Kosunen also sees rather gendered trends over time – especially young women seem to receive inappropriate feedback.
“The worst outcome would be if researchers were silenced by the fear of such attacks. This is why the support of the university community and management in public debate is essential for all researchers regardless of the stages of their careers.”
SONJA KOSUNEN
Professor of General Education, University of Eastern Finland, 1 July 2023 onward
Year of birth 1986
- PhD, University of Helsinki, 2016
- Master of Arts (sociology of education and education policy, class teacher), University of Helsinki, 2010
- Master of Social Sciences (social psychology), University of Helsinki, 2016
- Title of Docent in Education (specialised in sociology of education and urban studies), University of Turku 2017; Title of Docent in Sociology, University of Helsinki 2023
Positions held:
- Associate Professor (1st and 2nd term), University of Helsinki 2017–2023
- Director of Social Studies in Urban Education (SURE), 2019 onward
- University Lecturer in General and Adult Education, University of Helsinki, 2016–2017
- Guest Researcher, Sciences Po Paris, France 2016 onward
