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School Closures in Rural Finnish Communities

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School Closures in Rural Finnish Communities Journal of Research in Rural Education, 2014, 29(1) School Closures in Rural Finnish Communities Outi Autti University of Oulu, Finland Eeva Kaisa Hyry-Beihammer University of Salzburg, Austria, and University of Oulu, Finland Citation: Autti, O., & Hyry-Beihammer, E. K. (2014). School closures in rural Finnish communities. Journal of Research in Rural Education, 29(1), 1-17. Retrieved from http://jrre.psu.edu/articles/29-1. pdf The network of small rural schools in Finland has been radically weakened since the global recession of the 1990s. This article focuses on the social role of rural schools and the phenomenon of school closures. Our aim is to look at rural schools from the viewpoint of local residents and examine how they experience school closures. We seek to hear the local voice that often remains silent in closure processes. The contributions to rural education research rise from the Finnish context and from the interview data, which incorporate multiple local stakeholder perspectives regarding rural schools and the rural school-community connection. The study uses empirical data collected from interviews with people who have experienced school closures in their villages or municipalities. Social capital is used to understand the role of a school in the community: We study its role as a producer and maintainer of local social capital. The essential goal of Finnish basic education is to from villages to bigger schools. The pedagogical and social provide all citizens with equal opportunities for education significance and possibilities of small rural schools are regardless of geographic residence or socioeconomic largely ignored when authorities close them. background. Rural schools (in this article also village The Finnish education system is widely admired because schools) have formed a meaningful part of this effort to of Finnish youngsters’ success on the international Program ensure educational equality, providing good basic education for International Student Assessment (PISA), which is possibilities in sparsely populated rural areas. These schools arranged by the Organisation for Economic Co-operation have also been the heart of their villages’ social life. However, and Development (OECD). In the PISA results, the gap as in many other countries, in the past several decades, many between low- and high-performing students is examined; rural schools have been closed. The closure of small schools the gap in Finland is narrower than in other OECD countries is often explained in economic terms: Rural schools are on average (Välijärvi et al., 2007). The 40-year-old Finnish too expensive, and it is cost-effective to transport children comprehensive school system is a significant contributor to these results. This research was supported by Thule Institute, University of In this article, a small school is defined as a school Oulu (Autti) and in part by the Finnish Cultural Foundation and the with fewer than 50 students.1 Usually, small schools are and Austrian Science Fund (FWF): M 1377-G17 (Hyry-Beihammer). located in rural areas and function as primary schools that The authors also thank Laura Palmgren-Neuvonen for commenting enroll children aged 7 to 12 in grades 1 to 6, but they often on an earlier draft of this article. include a preschool. Typically, two or three teachers teach Correspondence concerning this article should be addressed to different grades in the same classroom, which is called Outi Autti, Thule Institute, P.O. Box 7300, FIN-90014, University of Oulu, Finland. E-mail: [email protected] multigrade or multiage teaching. A comprehensive school is defined as a school with grades 1 through 9, divided into The Journal of Research in Rural Education is published 1 by the Center on Rural Education and Communities, College Statistics Finland defines a small school as belonging to one of of Education, Penn State University, 300 Rackley Building, three categories based on the number of pupils attending: fewer University Park, PA 16802. ISSN 1551-0670 than 20 pupils, fewer than 50 pupils, or fewer than 100 pupils (Tilastokeskus, 1991). 2 AUTTI AND HyRy-BEIHAMMER a primary school with grades 1 to 6 and a secondary school Literature Review with grades 7 to 9. In Finland, this structure has been the same for all The International Journal of Educational Research children during their first nine years of school since the published a theme issue on rural schools in 2009 that beginning of the 1970s, when the comprehensive school included reviews of research into rural schools and their system was reformed. According to the Official Statistics communities in Norway (Kvalsund, 2009), Sweden (Åberg- of Finland, however, in the last two decades, 65% of small Bengtsson, 2009), Finland (Kalaoja & Pietarinen, 2009), Finnish comprehensive schools have been closed (see Figure England (Hargreaves, 2009), and Scotland (Dowling, 1). From 1990 to 2010, 2,117 comprehensive schools closed 2009). The issue focused on the status and nature of in Finland.2 The number of rural closures has remained educational research on rural schools and their community consistently high since 1992. Although schools have been relationships, as well as the quality of the research in this closed in outlying regions, new schools have been built in field. The authors’ conclusions indicated a need for research population centers. studies in every country that more fully incorporate the In this article, we discuss the phenomenon of school perspectives of students and other local stakeholders. This closures and the social role of village schools as experienced approach requires greater use of the local voice, the life- by local residents in the Finnish context. Decisions world perspective, longitudinal and comparative studies, regarding rural school closures are made without any and multiple purposively sampled case studies (Kvalsund formal or substantive input from members of the affected & Hargreaves, 2009). communities. Our article attempts to shed light on the local Egelund and Laustsen (2006), studying Danish school people’s perspective. Rural schools are often analyzed on a closures in the 1990s, regarded school closings as a sign, rather meso level, examining the relationship between the school than a cause, of the death of local communities. The main and the local community, or on a micro level, examining problem with community decline, the scholars contended, teaching and learning in a small class or the teacher’s was a lack of people and the resulting lack of human capital. experiences (Fend, 2008). We pay attention to the voices Kearns, Lewis, McCreanor, and Witten (2009) studied the of residents of rural villages, but also discuss the conditions effects of proposed school closures on rural communities that have caused a significant rise in school closures in in New Zealand and concluded that neither the centrality Finland, as well as in other European countries. of schools to their communities nor the consequences of To these ends, we formulated the following research a school closure on communal well-being are considered questions. when a school closure is threatened. Kučerová and Kučera (2012) studied the effects of elementary school closures on 1. What is the value and meaning of a small, local rural communities in the Czech Republic. According rural school from the local residents’ point of to that study, the effects of elementary school closures on view? the daily life of local communities in the Czech Republic were no different from those in Western European countries, 2. How do local residents experience the school but the “unique characteristics of the totalitarian regime closure process? previous to 1989 manifest themselves more dramatically in the manner in which closures were carried out and thus To answer these questions, we collected empirical data in the perceptions of their consequences” (Kučerová & from interviews with people who have experienced school Kučera, 2012, p. 13). closures in their villages or municipalities. We analyzed the Research into village schools in Finland has been data using the concept of social capital from two different meager, and most was conducted more than a decade ago. angles: the role of the school as a producer and maintainer Kalaoja studied the pedagogy of small schools (1988a, of local social capital and the role of local social capital in 1990a) and the relationship between schools and local preventing school closure. communities (1988b, 1990b). Korpinen (2007, 2010) has conducted studies on the atmosphere and well-being 2 A quick look at Figure 1 makes this number seem inaccurate. of small schools and explored parents’ relationships with However, one has to bear in mind that although schools have village schools. Several dissertations in the 2000s examined been closed in the countryside, new schools have been opened in the pedagogy of small schools (Karlberg-Granlund, 2009; population centers. Kilpeläinen, 2010; Peltonen, 2002). Responding to the SCHOOL CLOSURES IN RURAL FINNISH COMMUNITIES 3 Figure 1. Comprehensive schools in Finland from 1990 to 2012 (Official Statistics of Finland, 2007, 2008, 2009, 2010, 2011, 2012, & 2013; Tilastokeskus, 1991, 1992, 1993, 1994, 1995, 1996, 1997, 1998, 1999, 2000, 2001, 2002, 2003, 2004, 2005, & 2006). continuing trend of annual school closures and a lack of responsible for education policy. The Ministry decides recent research, we aim to clarify the current social role of on the aims and core content of instruction in different small rural schools. subjects, codifying them in a national core curriculum, which education providers and schools use as the basis for Finnish Rural Schools in the Historical and Political their curricula. The Finnish National Board of Education is Context responsible for implementing the Ministry’s policy aims: developing education, enhancing its effectiveness, and Finland is one of the most rural countries in Europe.3 monitoring education provision. At the local and regional In 2010, the average population density in Finland was levels, providers are the main actors in the education only 17.6 inhabitants per square kilometer, and the most sector.
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