Much has been written about educational reform in Finland; its rising and most recent decline of PISA rankings. Since 2000, Finland has ranked in the top tiers of reading, mathematics, and science literacy. Do international scores adequately define the worth of an educational system, or do other factors more realistically offer an unbiased view? The PISA scores from 2000 to 2022, have consistently beat out its counterpart, the United States, but first, let us step back several decades to trace how this tiny country propelled its name into the news and became a focus for educators around the globe.
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Well-meaning educators too often demonstrate behaviors consistent with cultural bias. These precepts can and do cause dissension in the classroom and may pose inequity issues. Educators may unwittingly project these biases and hamper the development of a positive class climate and healthy home-school connections.
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An alarming number of school-aged children live in poverty; a crisis that contributes to the inequity of democracy in education and impacts cognitive and social-emotional development in early learners.
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This presentation explores why teacher candidates and beginning teachers may espouse asset-based pedagogies in education methods courses yet adopt deficit attitudes during the field experience. It seeks to provide avenues to support asset-based approaches with practical hands-on activities. Given the number of children living in poverty, the inequity within schools, and the deficit mindset toward poverty and social challenges, this conversation is needed.
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