Student Interpretations of Student Roles: What About Sustainability?
The goal of this article is to investigate the relationship between the contemporary humanistic ideology and the student roles as perceived by young people themselves. First, the traditional humanist ideas of education as a relational term and its contemporary features are analysed. Theoretically, a good education today offers young persons positive experiences for developing and is dialogical in nature. After this discussion, the interpretations of young people from different school types and age groups on their perceived role at school and their relations attributed to that role are described. These young people see their role in a very traditional way, meaning that the most important goal is to behave in manner that best insures their receiving good grades. This paper shows that there is no congruence between the currently desired image of education and the described role of student
The Factors of Well-Being in Schools as a Living Environment According to Students' Evaluation
How do students describe their quality of school life, based on their views about what is pleasant and unpleasant about the school? How is student welfare related to education for sustainability? Theories of the quality of school life and authentic identity constitute the theoretical background of this study. The school experiences of 185 Estonian and 161 Finnish students of different school types were studied by a semi-structured open questionnaire. The answers were analysed by the qualitative phenomenological method. The quality of school life of the students is diminished by the routine hierarchical working system and bad relations. It is supported by a cooperation-orientated atmosphere and meaningful learning experiences. The meaningfulness of school is sensed to be the most important factor in the students' evaluation of their school experiences.
The aim of the study on Estonian secondary school students was to obtain an overview of the gender-related views and experiences of the everyday school life by students, and to analyse the school-related factors in the development of gender roles and gender-related expectations. We view gender equality as a central condition for social sustainability.
In the article, we focus on the perceptions and interpretations of the so-called normal boy and girl and the advantages of both genders at school. We analyse the experiences and the views of young people regarding their gender positioning in everyday school life vis-à-vis their views on gender equality.
The survey used in the study consisted of 50 questions, mainly open-ended. It was conducted in 10 basic and secondary schools in grades 7, 9, 10 and 12, with a total number of 649 respondents. The open answers were analysed by applying the method of thematic qualitative content analysis. The findings reveal that the perceived advantages of both genders at school and the behaviour considered as normal at school are strongly related to traditional gender stereotypes. At the same time, students claim that they are primarily people with equal opportunities. We conclude that the belief in the ideology of gender equality outweighs personal gender-related experiences.