University of Oulu

Katri Jokikokko & Minna Uitto (2017) The significance of emotions in Finnish teachers’ stories about their intercultural learning, Pedagogy, Culture & Society, 25:1, 15-29, DOI: 10.1080/14681366.2016.1201128

The significance of emotions in Finnish teachers’ stories about their intercultural learning

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Author: Jokikokko, Katri1; Uitto, Minna1
Organizations: 1Faculty of Education, University of Oulu, Oulu, Finland
Format: article
Version: accepted version
Access: open
Online Access: PDF Full Text (PDF, 0.4 MB)
Persistent link:
Language: English
Published: Informa, 2017
Publish Date: 2020-01-09


The need to improve teachers’ abilities to respond to the needs of diverse students has been widely acknowledged. To acquire these abilities teachers need ongoing reflection and opportunities to learn in practice in various contexts. However, earlier research has not extensively theorised teachers’ intercultural learning as a holistic life-long learning process. This article discusses teachers’ intercultural learning as a lifelong process in which emotions play a significant role. The article is based on the findings of an analysis of biographical interviews with 10 Finnish teachers. The research question addressed here is: How does the significance of emotions for teachers’ intercultural learning appear in teachers’ stories? The findings present four ways in which the emotional dimensions of intercultural learning was present in the teachers’ stories: emotions shook the teachers’ values and perspectives, emotions triggered action, the teachers’ own feelings of otherness enabled sensitivity towards others, and the emotional climate supported the teachers’ intercultural learning. Finally, the article discusses the pedagogical conditions for teachers’ intercultural learning as an emotional process.

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Series: Pedagogy, culture & society
ISSN: 1468-1366
ISSN-E: 1747-5104
ISSN-L: 1468-1366
Volume: 25
Issue: 1
Pages: 15 - 29
DOI: 10.1080/14681366.2016.1201128
Type of Publication: A1 Journal article – refereed
Field of Science: 516 Educational sciences
Funding: This work was supported by the Academy of Finland, Council for Culture and Society [grant number 265974].
Academy of Finland Grant Number: 265974
Detailed Information: 265974 (Academy of Finland Funding decision)
Copyright information: © 2016 Pedagogy, Culture & Society. This is an Accepted Manuscript of an article published by Taylor & Francis in Pedagogy, Culture & Society on 04 Jul 2016, available online: