In her PhD research project, Sonja Helkala explores political emotions and affects in the context of democratic education in Finnish schools.
Emotions, passions and conflicts are an integral part of the interaction between people and communities. Emotions play a significant role in politics and decision making. Discussing social and political themes can also be highly emotional in the classroom – hence it is important to look at democratic education especially from the point of view of emotions. How do emotions and affects manifest as social and cultural practices in democratic education classrooms? How do the students and teachers interpret their emotions and what kind of meanings do they attach to political emotions in the context of democratic education in schools?
Helkala’s project started in 2020 in Tampere University’s Faculty of Education and Culture. The project has been funded by Kone Foundation, Jenny and Antti Wihuri Foundation and Finnish Cultural Foundation.
Publications:
Helkala, S. (2026). Affective Alignment and Hidden Conflicts: Political Emotions in Blended Spaces of Democratic Education Classrooms. Democracy & Education, 34 (1), Article 3. https://doi.org/10.65214/2164-7992.1751
Helkala, S. (2026). Hankalat poliittiset tunteet koulun demokratiakasvatuksessa: Erityistarkastelussa opettajat. Kasvatus, 57(3), 301-316. https://doi.org/10.33348/kvt.182007
Helkala, S. (2025). Näkökulma: Poliittiset tunteet koulussa. Teoksessa Puustinen, M., Marjokorpi, J., Säntti, J., (Toim.) Erimielisten tila : vaikeiden aiheiden käsittely opetuksessa. Gaudeamus.
Helkala, S. & Tomperi, T. (2022). Demokratiakasvatus, deliberatiivinen demokratia ja poliittisen tunteet. Politiikasta.fi-verkkojulkaisu 6/2022. https://politiikasta.fi/demokratiakasvatus-deliberatiivinen-demokratia-ja-poliittiset-tunteet/
Helkala, S. & Tomperi, T. 2021. Demokratiakasvatus rakentavan keskustelun tuolla puolen? Opetussuunnitelmat ja yhteiskuntaopin oppikirjat deliberatiivisen demokratiateorian kritiikin valossa. Kasvatus & Aika 15(3–4), 172–191. https://doi.org/10.33350/ka.107866
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