Member education in three Finnish parliamentary parties

IF 1.2 Q2 EDUCATION & EDUCATIONAL RESEARCH
Annika Pastuhov
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Abstract

This study investigates the purposes and corresponding preconditions of member education practices in three Finnish political parties using the theory of practice architectures. To accomplish this, it examines the educational endeavours of three Finnish parliamentary parties—namely, the Centre Party of Finland (Suomen Keskusta), the National Coalition Party (Kansallinen Kokoomus) and the Social Democratic Party of Finland (Suomen sosiaalidemokraattinen puolue). The study draws on the theory of practice architectures, which provides a framework for examining the arrangements comprising the preconditions underlying practices—that is, purposeful endeavours based on established human courses of action. The research questions addressed in this study are as follows. What are the main purposes of education within the studied political parties? What preconditions enable or constrain the educational practices related to those purposes? The findings reveal that the Centre Party of Finland aims to foster expertise among its entire membership in a consistent and impactful manner, emphasising educational planning and supporting political ambition. Moreover, the National Coalition Party’s political education aims to foster members’ expertise and success, as supported by individualisation, while the Social Democratic Party of Finland’s party-political education focuses on engaging members and renewing the party, which are pursued through offering open educational opportunities and considering both local preconditions and historical knowledge. In conclusion, the identified purposes seek a balance between ensuring equality and supporting hierarchy among the party membership, while the identified preconditions indicate understandings of the political party as either a collective actor or an arena in which individual political actors operate.
芬兰三个议会政党的党员教育
本研究运用实践架构理论,调查了芬兰三个政党的党员教育实践的目的和相应的前提条件。为了实现这一目标,本研究考察了芬兰三个议会政党的教育工作,即芬兰中央党(Suomen Keskusta)、国家联盟党(Kansallinen Kokoomus)和芬兰社会民主党(Suomen sosiaalidemokraattinen puolue)。本研究借鉴了实践架构理论,该理论提供了一个框架,用于研究构成实践--即基于人类既定行动方针的有目的的努力--基础前提条件的安排。本研究涉及的研究问题如下。所研究政党的主要教育目的是什么?哪些先决条件促成或制约了与这些目的相关的教育实践?研究结果表明,芬兰中央党旨在以一致且有影响力的方式培养全体党员的专业知识,强调教育规划并支持政治抱负。此外,全国联盟党的政治教育旨在培养党员的专业知识和成功,并以个性化为支撑;而芬兰社会民主党的政党政治教育则侧重于吸引党员参与和更新政党,并通过提供开放的教育机会以及考虑当地的先决条件和历史知识来实现。总之,所确定的目的是在确保平等和支持党员等级之间寻求平衡,而所确定的先决条件则表明了对政党作为集体行为者或个人政治行为者活动场所的理解。
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来源期刊
CiteScore
1.80
自引率
12.50%
发文量
16
审稿时长
6 weeks
期刊介绍: The European journal for Research on the Education and Learning of Adults (RELA) is a refereed academic journal creating a forum for the publication of critical research on adult education and learning. It has a particular focus on issues at stake for adult education and learning in Europe, as these emerge in connection with wider international and transnational dynamics and trends. Such a forum is important at a time when local and regional explorations of issues are often difficult to foreground across language barriers. As academic and policy debate is increasingly carried out in the English language, this masks the richness of research knowledge, responses and trends from diverse traditions and foci. The journal thus attempts to be linguistically ''open access''. Whilst creating a forum for international and transnational debate, contributions are particularly welcome from authors in Europe and other locations where English is not the first language. RELA invites original, scholarly articles that discuss the education and learning of adults from different academic disciplines, perspectives and traditions. It encourages diversity in theoretical and methodological approach and submissions from non-English speakers. All published contributions in RELA are subjected to a rigorous peer review process based on two moments of selection: an initial editorial screening and a double-blind review by at least two anonymous referees. Clarity and conciseness of thought are crucial requirements for publication. RELA is published on behalf of the European Society for Research on the Education of Adults (ESREA).
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