The Finnish line:a critical pedagogical interpretation between self-regulated learning and its transformative functions in a Finnish primary school

• Main Author: Guarda, D. (Dylan)
• Format: Dissertation
• Language: English
• Published: University of Oulu 2015
• Subjects: Education
• Online Access: http://urn.fi/URN:NBN:fi:oulu-201506061822; http://nbn-resolving.de/urn:nbn:fi:oulu-201506061822

Self-regulated learning theory (SRL) is commonly assumed to be neutral as the majority of research does not examine its inherent values. Transformative views of education, by their definition, are political at heart and as a result any claim of value neutrality is a de facto political stance; one that supports the status quo and resists that very transformation. To date, the loudest critic of SRL is educational psychologist Stephen Vassallo. His work was heavily used to anchor critical pedagogical interpretations of SRL. However, his critiques are strident and may exclude educators and researchers outside critical theory circles. As a result, in the spirit of critical pedagogy reflection is sought through a “language of possibility”, as opposed to only a “language of critique”, in order to deconstruct inherent values within SRL and investigate its possible transformative educative functions. Furthermore, critical pedagogy theory is often situated in North/South American contexts and overlooks societies with less class inequality. The extent to which critical pedagogy applies and is relevant to Finnish contexts was analyzed and deemed to be important for transformative education. A qualitative exploratory field study was conducted to investigate the extent to which critical interpretations are applied in a Finnish primary school with an SRL focused programme. Research also assessed the extent to which staff members of this school are open to these critical interpretations. Data was collected through active participant observation and interviews. The sample included six educators from Northern Finland. Results showed that critical pedagogical interpretations of SRL were valuable for three out of the six educators. These three educators taught outside the SRL environment. However, four out of the six participants who identified strongly with critical pedagogy found SRL to be helpful. This highlighted the complex relationship between and transformative educative applications of SRL. Ultimately, the results produced critical dialogue with the educators and were a crucial first step in the reflection process towards achieving transformative functions of SRL.