EDGE Selected Publications

Lehtomäki, E., & Rajala, A. (2020). Global Education Research in Finland. In D. Bourn (Ed.), The Bloomsbury Handbook of Global Education and Learning Bloomsbury academic.

Haapakoski, J. (2020). Market exclusions and false inclusions : Mapping obstacles for more ethical approaches in the internationalization of higher education. Doctoral dissertation. University of Oulu.

Rajala, A., Kontiola, H., Hilppö, J., & Lipponen L. (2019). Lohdutustilanteet ja myötätuntokulttuuri alle kolmivuotiaiden päiväkotiryhmässä. Kasvatus, 50(4), 314-327. [Soothing situations and culture of compassion in a kindergarten group of below three-years-olds]

Rajala, A., & Akkerman, S. (2019). Researching reinterpretations of educational activity in dialogic interactions during a fieldtrip. Learning, Culture, & Social Interaction, 20, 32-44.

Khoo, S., Haapakoski, J., Hellstén, M., Malone J. (2019). Moving from Interdisciplinary Researchers to a Community of Transdisciplinary Global Learners. European Journal of Educational Research. https://doi.org/10.1177/1474904118781223

Lehtomäki, E. & Crawford, E. (2018). We have learnt a lot – putting SDGs at the core of global education! Center for Global Education, University of Chapel Hill North Carolina. https://europe.unc.edu/2018/04/we-have-learnt-a-lot-putting-sdgs-at-the-core-of-global-education/ (Blog text)

Mulat, M., Lehtomäki, E. & Savolainen, H. (2018). Academic achievement and self-concept of deaf and hard-of-hearing and hearing students transitioning from the first to second cycle of primary school in Ethiopia. International Journal of Inclusive Education. DOI: 10.1080/13603116.2018.1441913.

Okkolin, M.-A., Koskela, T. & Lehtomäki, E. (2018) Koulutustutkimus ja vastuullisuus – mission impossible? Koulutustutkimus -teemanumero, Kasvatus. [In Finnish. Educational research and responsibility – mission impossible? The Finnish Educational Research Journal.]

Lehtomäki, E., Moate, J. & Posti-Ahokas, H. (2018). Towards global responsibility through dialogues in education sciences. European Educational Research Journal, European Journal of Educational Research. Special Issue. https://doi.org/10.1177/1474904118759154

Lehtomäki, E., Okkolin, M-A. & Matonya, M. (2018). Addressing Disability and Gender in Education Development  - Global Policies, Local Strategies. In Chataika, T. (ed.) Routledge Handbook of Disability in Southern Africa (pp. 224 – 235). London: Routledge.

Petäjäniemi, M. Lanas, M. & Kaukko, M. (2018) Osallisuus turvaa hakevan reunaehdoissa: hätämajoitusyksikössä asuvien nuorten turvapaikanhakijamiesten kertomuksia arjesta. Aikuiskasvatus 1/2018, 4-17.

Haapakoski, J., & Stein, S. (2018). The ethical implications of internationalisation for a knowledge economy: A critical discourse analysis approach to contemporary strategies in Finland and Canada. In V. Korhonen, & P. Alenius (Eds.), Internationalisation and Transnationalisation in Higher Education. Peter Lang.

Lehtomäki, E., Janhonen-Abruquah, H. & Kahangwa, G. (Eds.) (2017). Culturally Responsive Education: Reflections from the Global South and North. Routledge Studies in Culture and Sustainable Development. London: Routledge.

Lassila, E., Jokikokko, K., Uitto, M. & Estola, E. (2017). The challenges to discussing emotionally loaded stories in Finnish teacher education. European Journal of Teacher Education, 40(3), 379-393. doi.org/10.1080/02619768.2017.1315401

Haapakoski, J. & Pashby, K. (2017). Implications for equity and diversity of increasing international student numbers in European universities: Policies and practice in four national contexts. Policy Futures in Education, 15(3), 360-379.

Holm, G. & Lehtomäki, E. (2017). Culturally responsive qualitative research: Issues and ethics. In Lehtomäki, E., Janhonen-Abruquah, H. & Kahangwa, G. (Eds.) Culturally Responsive Education: Reflections from the Global South and North. Routledge Studies in Culture and Sustainable Development. London: Routledge.

Jokikokko, K., Uitto, M., & Deketaelere, A., & Estola, E. A. (2017). A beginning teacher in emotionally intensive micropolitical situations. International Journal of Educational Research, 81, 61-70. doi.org/10.1016/j.ijer.2016.11.001

Nketsia, W., Juma, S., Malle, A.Y., Pirttimaa, R. & Lehtomäki, E. (2017). Dialogues on Culture(s) of Inclusion between African and Finnish Educators. In Lehtomäki, E., Janhonen-Abruquah, H. & Kahangwa, G. (Eds.). Culturally Responsive Education: Reflections from the Global South and North. Routledge Studies in Culture and Sustainable Development. London: Routledge.

Juma, S., Lehtomäki, E. & Naukkarinen, A. (2017). Scaffolding teachers to foster inclusive pedagogy and presence through collaborative action research. Educational Action Research. DOI: 10.1080/09650792.2016.1266957.

Atabong Alemanji, A., & Mafi, B. (2016). Antiracism Education? A Study of an Antiracism Workshop in Finland. Scandinavian Journal of Educational Research, 1-14.

Rajala, A., Kumpulainen, K., Hilppö, J., Paananen, M., & Lipponen, L. (2016). Connecting learning across school and out-of-school contexts: A review of pedagogical approaches. In O. Erstad, K. Kumpulainen, Å.Mäkitalo,
K., P. Pruulmann-Vengerfeldt & T. Jóhannsdóttir (Eds.), Learning across contexts in the knowledge society. Sense publishers: Rotterdam
Rajala, A., Kumpulainen, K., Lipponen L., Rainio, A., & Hilppö, J. (2016). Dealing with the contradiction of agency and control during dialogic teaching. Learning, Culture, & Social Interaction, 10, 17-26.

Lehtomäki, E., Moate, J. & Posti-Ahokas, H. (2016). Global Connectedness in Higher Education: Student voices on the value of cross-cultural learning dialogue. Studies in Higher Education, 41 (11), 2011­­–2027. Doi:10.1080/03075079.2015.1007943. Open access.

Katsui, H., Lehtomäki, E., Yehualawork Malle, A. & Chalklen, S. (2016). Questioning human rights: The case of education for children and youth with disabilities in Ethiopia. In S. Grech & K. Soldatic (Eds) Disability in the Global South: The Critical Handbook (pp. 187 – 198). Amsterdam, NL: Springer.

Nicolson, M., de Oliveira Andreotti, V., & Mafi, B. F. (2016). The unstated politics of stranger making in Europe: A brutal kindness. European Journal of Cultural Studies, 19(4), 335-351.

Lehtomäki, E., Posti-Ahokas, H. & Moate, J. (2015). Meaningful internationalisation at home: Education students' voices on the value of cross-cultural learning dialogue. In M. Kricke & Kürten, L. (Eds.) Internationalisierung der LehrerInnenbildung [In German. Internationalisation of Teacher Education] (pp. 101–111). Münster: Waxmann.

Jokikokko, K. (2016). Reframing teachers’ intercultural learning as an emotional process. Intercultural Education, 27 (3), 217-230. doi.org/10.1080/14675986.2016.1150648

Jokikokko, K., & Karikoski, H. (2016). Exploring a narrative of a Finnish early childhood education teacher on her professional intercultural learning. Journal of Early Childhood Education Research 5(1), 92-114.

Jokikokko, K., & Uitto, M. (2016). The Significance of emotions in Finnish teachers’ stories about their intercultural learning. Pedagogy, Culture and Society, 25 (1), 15-29. doi.org/10.1080/14681366.2016.1201128

Juma, S. & Lehtomäki, E. (2016). Moving towards inclusion: how Zanzibar succeeds in transforming its education system?, International Journal of Inclusive Education, 20 (6), 673-684. Doi: 10.1080/13603116.2015.1111442.

Mulat, M.G., Savolainen, H., Lehtomäki, E. & Kuorelahti, M. (2016).The Self-Concept of Deaf/Hard-of-Hearing and Hearing Students. Journal of Deaf Studies and Deaf Education, 21 (4), 345-351. Doi:10.1093/deafed/enw041.

Karjalainen, M. (2015). Language Policy as a Sociocultural Tool: Insights from the University of Cape Town. Higher Education Policy, 1–18.

Lehtomäki, E. & Hukkanen, S. (2015). Girls and women with [dis]abilities in Tanzania claim their right to education. In Kiuppis, F. & Sarromaa Hausstätter, R. (Eds.) Inclusive education twenty years with Salamanca (pp. 231–249). New York: Peter Lang.

Räsänen, R. (2015). Teaching history in a globalized world: The challenge of diversity in Finnish education and teacher education. In: Carol Ellwood (ed.) Whose history? London: John Catt Educational limited, 174 – 191.

Räsänen, R. (2015). International education as an Ethical Issue. In: Mary Hayden, Jack Levy & Jeff Thompson (eds.) Handbook of Research in International Education . London: Sage Publications, second edition, 130 – 143.

Uitto, M., Jokikokko, K., & Estola, E. (2015). Virtual special issue on teachers and emotions in Teaching and Teacher Education (TATE) in 1985–2014. Teaching and Teacher Education 50, 124–135. doi:10.1016/j.tate.2015.05.008

Jokikokko, K., & Järvelä, M. (2013). Opettajan interkulttuurinen kompetenssi. Produkti vai prosessi?  [Teachers’ intercultural competence –product or process] Kasvatus 44(3), 245-257.

Rajala, A., Hilppö, J., Lipponen, L., & Kumpulainen, K. (2013). Expanding the Chronotopes of Schooling for Promotion of Students’ Agency. In O. Erstad & J. Sefton-Green (Eds.), Learning Lives: Transactions, technologies, and learner identity. Cambridge University Press.

Järvelä, M. & Räsänen, R. (2013). Intercultural teacher education in a globalized world. The case of Finland. In: Lars Berge & Irma Taddia (eds.) Themes in modern African history and culture. Padova: Webster slr, 279 – 301.

Alasuutari, H., & Jokikokko, K. (2010). Intercultural learning as a condition towards more inclusive society and school. Finnish Journal of Ethnicity and Migration 5 (3), 27-37.

Jokikokko, K. (2010). Teachers’ intercultural learning and competence. (Doctoral Dissertation). Oulu: Acta Universitatis Ouluensis E 114.