SEPARATE EDUCATION AS AN ETHNIC SURVIVAL STRATEGY: THE FINLANDSSVENSKA CASE 1

Abstract

This study addresses three questions: i.e., (1) under what conditions do ethnic movements create separate schools; (2) what influences the development of their pedagogical components; and (3) why is ethnic education more or less effective? Types of formal and non‐formal ethnic education are typologized regarding degrees of ethnic control and degree of change sought. The Swede‐Finn Movement is then examined as a “defensive‐” type case with, presently, high ethnic control and low change orientation. It suggests the need to study further how ethnic‐movement education programs—as “transforming experiments”—have contributed to change in social relations, movement ideology, and individual values in various movement configurations and settings.