Peer Relations and Tensions in the School Life of Finnish and Korean Students: A Cross-Cultural Perspective

Autor/in	Yoon, Junghyun
Titel	Peer Relations and Tensions in the School Life of Finnish and Korean Students: A Cross-Cultural Perspective
Quelle	In: Pedagogy, Culture and Society, 27 (2019) 4, S.537-554 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-1366
DOI	10.1080/14681366.2018.1538161
Schlagwörter	Peer Relationship; Foreign Countries; Cross Cultural Studies; Elementary Schools; Middle Schools; Grade 6; Grade 8; Grade 9; Sexual Identity; Masculinity; Femininity; Friendship; Interaction; Elementary School Students; Middle School Students; Peer Groups; Stress Variables; Educational Environment; Middle School Teachers; Elementary School Teachers; Finland; South Korea (Seoul) + Suchen Sie Ihr Suchwort? Peer-Beziehungen; Ausland; Cultural comparison; Kulturvergleich; Elementary school; Grundschule; Volksschule; Middle school; Mittelschule; Mittelstufenschule; School year 06; 6. Schuljahr; Schuljahr 06; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Geschlechtsidentität; Sexuelle Identität; Männlichkeit; Femaleness; Weiblichkeit; Freundschaft; Interaktion; Middle schools; Student; Students; Schüler; Schülerin; Gleichaltrigengruppe; Peer Group; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Finnland
Abstract	Drawing on cross-cultural qualitative research in comprehensive (primary and middle) schools in Finland and Korea, this article explores students' peer relationships as well as tensions and negotiations that occur between student agency and school control. Based on school observations and interviews with students and teachers, this article illuminates the meaning of friendship and patterns of peer interactions among students, both within and between genders. It also reveals how school control and student agency manifest in the issues of space, time, and appearance. The findings imply that students develop gendered identities and roles through peer relations and socialisation in school. This article also interprets sociocultural uniqueness and commonality concerning interdependency and independency observed in peer relationships. Finally, the article illustrates that while control over the appearance of students seems to be different in each country, the students' school lives are tightly controlled by regulations of time and space in both countries. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01