Intercultural Sensitivity in Finnish Schools

• In Event: The Development of Moral Concepts of Justice and Civic Obligation

Abstract

This study investigates intercultural sensitivity among Finnish pupils (n=1000) and teachers (n=1008) in order to support development and education of intercultural competences. Secondly, this study tests an open-access instrument Intercultural Sensitivity Scale (ICSS) (Holm, Nokelainen & Tirri, 2009; 2011). Exploratory and confirmatory factor analyses reveal three core dimensions of intercultural sensitivity: negative ethnocentricism, positive ethnocentricism and ethnorelativism. These dimensions present a valuable and comprehensive tool for acknowledging, recognizing and educating intercultural competences in schools. Further, results show an attitudinal and developmental gap between teachers’ and students’ intercultural sensitivity. Thus, the study challenges in-service and pre-service teacher education programs to equip teachers better to encounter attitudinal differences and to educate interculturally sensitive students.

Authors

• Elina Kuusisto, University of Helsinki

• Arniika Kuusisto, University of Helsinki

• Inkeri Rissanen, University of Helsinki

• Kristiina Holm, University of Helsinki

• Kirsi A. Tirri, University of Helsinki