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Pride in Education: A Narrative Study of Five Finnish Schoolteachers:

Pride in Education: A Narrative Study of Five Finnish Schoolteachers: This narrative inquiry explores how Finnish schoolteachers perceived the emotion of pride as a feature of teaching and learning. The study consists of face-to-face interviews with Finnish schoolteachers between 30 and 62 years of age. The results reveal perceptions of teaching and learning that are shaped by a culture of social equality, modesty, group achievement, and tenacity, that is, Sisu. Although the teachers understand achievement pride as a positive feature of learning, in association with cultural norms and values, pride is not a significant emotional response to promote in the classroom. The results are important for understanding how teachers exploit larger cultural values to judge the worth of particular emotions in the classroom. Keywords pride, teaching, achievement, Sisu, culture, Finland, individualism, collectivism such as self-reliance, self-celebration, and the demonstration Introduction of individual worth over and above the well-being of the The study explores how Finnish educators perceive the emo- group. If we assume that the United States represents a pro- tion pride as a factor for teaching and learning. As a totypical individualist culture, that is, interdependent, auton- researcher, I want to elicit a personal description of pride omous, and hedonistic, the United States may be the most from those who live and teach within a culture notorious for precise profile we have of individualism (Hofstede, as cited reserve and social equality. in Triandis, Bontempo, & Villareal, 1988). Finnish culture reflects the values of humility and com- In recent years, pride has emerged as an important emo- munity and rewards social and educational equality. tion to encourage in learners, with a growing research base Consequently, it seems reasonable to expect that Finnish centered on K-12 schools and higher education (see Ylijoki, schoolteachers have embraced similar values and report 2000). In regards to teachers, Payne (2010) suggests that pride to be insignificant for learning. In other words, cultural teacher pride is particularly important to investigate because, norms would be obvious in the ways Finnish schoolteachers in general, teacher pride is low, particularly with teachers in perceive pride as a factor for teaching and learning. the United States, and as Payne contends, teacher pride con- As pride can affect self-confidence, willpower, and pro- tinues to decrease in comparison with other career profes- ductivity, and has been the catalyst for heroic deeds (Dyson, sionals. Moreover, education majors often score lower in 2006), scholars have claimed that pride is a critical resource academics compared with other graduates and display lower for learning and pursuing information (Titsworth, McKenna, self-esteem; therefore, as Payne notes, all teachers should Mazer, & Quinlan, 2013). Deprived of a sense of pride, a develop the courage and confidence to say, “I am a teacher student might not learn, strive for, or achieve excellence in and I am proud” (Payne, 2010). his or her field of endeavor. Studies have revealed that the emotion pride can increase Although pride is a universal emotion (see Tracy & motivation and perseverance. For example, a U.S. study using Robins, 2004), pride is not culturally homogeneous. The three experimental groups and 87 undergraduates considered “collective-self” and “individual-self” describe the unique way people relate to their cultures. For instance, East Asian cultures are concerned with maintaining group prosperity Trinity Western University, Langley, British Columbia, Canada and not individual pursuits (Stanculescu, 2012); conse- Corresponding Author: quently, individual achievements are conditional to the well- Trinity Wesstern University, 8930 Walnut Grove Drive, Langley, British being of the collective group (Mesquita & Polanco, 2009). Columbia V1M3K2, Canada. Individualistic cultures prioritize typical individual values Email: matthew.etherington@twu.ca Creative Commons CC BY: This article is distributed under the terms of the Creative Commons Attribution 4.0 License (http://www.creativecommons.org/licenses/by/4.0/) which permits any use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages (https://us.sagepub.com/en-us/nam/open-access-at-sage). 2 SAGE Open the emotion pride as a possible factor for perseverance. The and specific characteristics can influence self-efficacy. findings revealed that pride increased the perseverance of Individuals with high self-efficacy perceive difficulties as students (see L. Williams & DeSteno, 2008). Therefore, if challenges rather than threats, and they tend to be more intrin- pride is a positive emotional stimulus, which can increase sically interested in the tasks they pursue (Bandura, 1997). self- confidence, willpower, and productivity, and even Why some school students persevere while others cease mak- improve newly learned information retention (see Nielson & ing any effort can be further explained by the notion of “aca- Lorber, 2009), then it is important to investigate how pride is demic intrinsic motivation” (see Gottfried, 1990). Academic affirmed by Finnish school teachers, who are known for their intrinsic motivation is a special kind of motivation for school perseverance, academic success, intellect, willpower, and learning, which involves the enjoyment of “school learning productivity. Pride could have a prominent place in Finnish and is characterized by a mastery orientation; involving curi- classrooms. This study gains its significance for these reasons, osity, persistence and the learning of challenging, difficult coupled with the fact that no previous study has investigated and novel tasks” (Autio, 2011, p. 1161). the pride experience from a Finnish perspective. Moreover, motivation can be only a temporary state, such These issues became the catalyst for exploring how as when studying for an examination. Attribution theory schoolteachers understand the emotion pride from their cul- describes how motivation is influenced by external attribu- tural perspective. I chose Finland as the venue for research tions such as “I completed the mathematics assignment in to advance a cultural exploration and understanding of how class because the teacher was watching.” This contrasts with pride can advance learning. Although Finland has a popula- motivation that is influenced by internal attributions such as “I tion of only 5.495 million as of 2017, Finland provides a completed the mathematics assignment in class because that is remarkable location for research due to its educational suc- what a good student should do and I am a good student.” cess and reputation in the Program for International Student To understand what motivates and defines the Finnish Assessment (PISA). Since its inception in the year 2000, the people, one might look to their national identity and the PISA results reveal wide differences between countries in notion of Sisu. In a study of “Finnishness and Sisu,” the the knowledge and skills of 15-year-olds in reading literacy. incentive to succeed and persevere was found to relate to The PISA results are collected from a 2-hr skills and the early years of the country’s formation and in particular knowledge test of 15-year-olds, which researchers then use to the idea of Sisu, which is described as “toughness, to compare education systems internationally. The results patience, acting rationally in adversity, and the ability to separate the highest performing country and the lowest. It is endure trials and trouble” (Taramaa, 2007, p. 80). Sisu pro- remarkable that Finland’s consistent academic results in vides Finns with a motivation and personal courage to PISA have attracted worldwide interest, envy, and strive and endure hard times and always in combination comparison. Finland’s consistently high scores in science, with a strong collective sense of national identity. mathematics, reading, collaborative problem-solving, and financial literacy have led to numerous documentaries about Purpose of the Study this nation, and researchers have endeavored to investigate how such a small and humble nation known for minimal The main purpose of this research is to explore pride from a homework and negligible academic testing achieves such phenomenological narrative perspective. The three objec- high test scores year after year. tives of the study are as follows: Although Finland’s mathematics and science scores have recently fallen, academically Finland’s performance is statis- 1. To understand pride from the perceptions, values, tically above the Organisation for Economic Co-operation and beliefs of five Finnish schoolteachers. and Development (OECD) average and is positioned well 2. To understand how Finnish schoolteachers utilize among 72 countries and economies. Finland also achieves pride in the classroom as an emotion for increasing high marks in non-academic pursuits such as students’ well- student academic success. being, a positive sense of belonging at school, students’ rela- 3. To investigate the cultural influence of pride from the tionships with peers and teachers, their home lives, and how perspectives of Finnish schoolteachers. students spend their time outside of school. Consequently, it is with no surprise that Finland’s educational success has Focusing the Research: What Is pride? been described as the “Finnish phenomenon.” What is behind Finland’s continued success in the PISA Pride is a current topic of educational and psychological examinations? According to Sahlberg, when interviewed by interest. In classrooms, teachers are encouraged to foster Hancock in 2011, Finns are really not very interested in PISA individual and collective pride among their students to assist as a modest people; consequently, “it’s not what we are learning, help build resilience in students, and prevent rac- about” (para. 11). ism (Winkler, 2012). Pride is a positive emotion known to Various factors can motivate people to succeed and perse- encourage positive and meaningful relationships between vere. For example, personal beliefs regarding individual traits students (Titsworth et al., 2013). Pride is also positively Etherington 3 associated with students’ performances on midterm exami- such as “I only did well on the exam because of the help and nations (Perrun, Elliot, & Maier, as cited in Titsworth et al., support of a very dedicated and supportive group of 2013). people.” The Macquarie Essential Dictionary (2006) describes We pride ourselves on who we are or believe ourselves to pride as “high or inordinate opinion of one’s own dignity, be, and we are proud of our achievements. While proud of importance, merit or superiority whether as cherished in the being open-minded, moreover, we encourage others to be mind or as displayed in bearing, conduct” (p. 630). The idea proud. Hence, pride is generally perceived as a positive emo- of pride being both a worthy and self-indulgent emotion has tion to encourage in ourselves and others. However, we are been a topic of discussion and debate for centuries. The also told to “swallow our pride” or “let go of our pride” and Greek philosopher Aristotle (350 B.C.E./1984) described so pride is also perceived as a negative and stifling emotion. pride as the crown of the virtues; however, this requires a Consequently, pride is perceived as either a positive or a pride that is “proper,” meaning good character and a balance negative emotion. Although public displays of pride suggest of honor, humility, and vanity. However, for Baruch de a positive reflection of self, especially in individualistic Spinoza (1926/2010), a philosopher of the 17th century, Western cultures, pride is just as much a self-conscious emo- pride was pleasure arising from a man [sic] thinking too tion as embarrassment and pride can negatively affect judg- highly of himself. Similarly, David Hume (1738-1740/2007), ments related to agency and communality (Brosi, Spörrle, another famous philosopher of the 17th century, claimed that Welpe, & Heilman, 2016). pride is self-directed. According to Damasio (1999), there are six universal or The ancient religions have also encouraged the sloughing primary emotions, including fear, anger, and disgust, while off of pride. Western civilization has been particularly influ- pride is a secondary emotion. Primary and secondary emo- enced by the Catholic, Eastern Orthodox, and Protestant tions are important because they have helped to keep humans views of pride, which understand humility as a virtue but alive, especially when there has been danger present. Even pride as a sin of self-righteousness and conceit (see Dyson, hate is an important emotion, Damasio suggests, because 2006). For Zwingli, who is known to have brought the peo- hate acts to keep us from harm; however, pride is a back- ple of Zurich away from pomp, hypocrisy, and idolatry in the ground emotion and does not seem to have this evolutionary 14th century (see Smith, 2014), pride was no more than self- function, but is rather a social function. love, valuing oneself over others, while conceiving of others Although there are differences in how individuals and and God in terms of one’s own self. For these thinkers, cultures understand and utilize pride, the nonverbal pride humility was the higher virtue, while pride is to be avoided, expression seems to be universally understood. While as it was the countenance of self-love. Charles Darwin postulated the universality of emotions back The humanist philosopher Alaine de Botton (2012) suggests in 1896, similarly, Ekman and Friesen (1975) identified the that in pride, one is typically satisfied about something they universality of emotions with a diversity of cultures espe- personally care about and they communicate this by showing it cially when expressed facially. More recently, Tracy and off. In this way, pride can take over our personalities, shut us Robins (2008) identified emotions such as pride as universal, off from those around us, and proceed to hide the indiscretions, genetic, and influencing human intentions and practices (see secrets, and flaws that we know we would be mocked for if Aaker & Williams, 1998). ever exposed. Pride causes us to become dull to others when all we seek to do is assert how well things are going for us. Finnish Culture and Pride: Cultures as Consequently, pride is showmanship and is a poor example of Collectivist and Individualist the human condition (de Botton, 2012). While in humility, the self is annihilated, pride has been associated with a lack of self- Although pride is a universally recognized emotion across confidence and self-doubt (Steinbock, 2007). cultures, as previously mentioned, there are different kinds of Although there are different views concerning the useful- pride, which various cultures approve and promote. In ness of pride, there are also different types of pride. Self- American culture, which is multivalent, as all cultures are pride, otherwise known as hubristic pride, is when a person (Fischer, 2008), the individual is the ultimate source of mean- attributes success or achievement to themselves, that is, “I ing and responsibility (R. M. Williams, 1970). Consequently, did well in the exam because that is who I am,” although the United States and other highly individualistic cultures such a person could still be part of a group (Tracy & Robins, value pride and express it often, even at the expense of others 2007; L. Williams & DeSteno, 2008). An alternative to self- (Hofstede, 1984). This is because individualistic cultures tend pride is achievement-oriented pride, also known as authentic to privilege individual interests over the group with the indi- pride, that is, “I did well on the exam because I studied very vidual at the center of decision-making. In contrast, collectiv- hard for it.” Alternatively, group pride occurs when a person ist cultures tend to perceive the individual as less important, concedes success or achievement to the efforts of the group with in-groups expecting “individuals to conform to in-group and not just themselves (Delvaux, Meeussen, & Mesquita, norms, role definitions, and values” (Triandis, 1989, p. 510) 2016). For example, group pride would include a statement at the expense of their individuality. In collectivist societies, 4 SAGE Open such as those in East Asia, privacy and restraint are valued, (2015) notes that this history has left a deep mark on Finnish and the self and others are inseparable to the social context of identity, and as a result, education became a way to over- maintaining connectedness, even at the expense of the self come a troubling past. With this history in mind, the concept (Aaker & Williams, 1998). In collectivistic cultures, the needs of Sisu became a Finnish notion for describing the strong and goals of the group are emphasized over and above the Finn and a culture that displayed determination, grit, bravery, needs and wishes of the individual. resilience, courage, and resoluteness in the face of adversity, Finland behaves like many collectivist cultures, espe- but pride did not appear to feature in the Finnish conscience cially if compared with highly individualistic cultures such and principles. as the United States. However, if one compares Finnish cul- The lack of pride seems odd especially when one reads ture with a highly collectivist culture such as Pakistan, a about the Finnish nation and its ultimate independence. With more individualistic Finnish culture becomes apparent. The a national identity drawn largely from innovation, intellect, analysis of neo-individualistic cultures offered by Triandis wisdom, and overcoming adversity, one could expect that (1989, p. 511) is helpful here for thinking about Finnish Finland’s great national epic, The Kalevala, would include culture. Neo-individualism occurs when the group deter- the concept of pride. However, in this 679-page publication, mines behavior although individuals have considerable free- which played a central role in the process toward Finnish dom of action outside of the group. Finland’s culture reflects independence from Russia in 1917, there is no mention of neo-individualism, although Finland has undergone substan- pride. Instead, one reads of strong competent individuals cial hierarchical change ever since the Second World War. possessing intellect, wisdom, and perseverance. The Kalevala For example, there has been a major transformation in the signified that Finland had a great past and “was a worthy old social hierarchies, which were authoritarian and undemo- nation among the nations” (Engman, 1995, p. 184). This por- cratic, and a new shift has occured that emphasizes individu- trayal of Finnish determination, teamwork, and intelligence alism and social equality (Anttila & Vaananen, 2015). continues today with Finnish advancement earning interna- However, Finnish education is predominately tional respect for its innovation, technology, and intellect. characterized by deep societal values such as cooperation, An absence of Finnish pride is understandable, for as Lewis problem-solving, and a search for consensus (Sahlberg, (2005) notes, “as a people representing their nation, Finns are 2015). Although Finnish people are of an independent nature introverted, modest and distrust big talkers. They are deeply and jealous of their honest and hardworking reputation, for suspicious of wordy or flamboyant people, and modesty is still the average Finnish person pride and boasting is taboo; one of the national virtues” (p. 68). Consequently, Finns have consequently, as a modest people with a dislike of difficulty with pride and especially boasting about themselves. exhibitionism, Finns are collectively unassertive and Similar to Asians, Finnish people reflect features of introver- “notoriously poor at blowing their own trumpet” (Lewis, sion; they think in silence and unlike Americans are not as 2005, p. 228). Unlike the United States, Finnish culture reactive in conversation. According to Nishimura, Nevgi, and reflects social modesty and social equality, which like any Tella (2008), Finland is a high-context culture, meaning that culture, acts to preserve its moral point of reference that the culture is very stable, unified, cohesive, and slow to controls, guides, and defines the basic beliefs, values, norms, change. They also note that in high-context cultures, “people and aspirations of members of the culture (Ylijoki, 2000). tend to rely on their history, their status, their relationships, If Finland is a collectivist culture, encouraging pride in and a plethora of other information, including religion, to education would be of little value to teachers. This is assum- assign meaning to an event” (p. 785). ing that displaying pride in oneself or boasting about one’s With more applicants applying to Finnish universities achievements competes directly against collectivist values than the schools will accept, Finnish teacher education such as modesty and social equality. As cultural orientation selects only the best candidates from a pool of many appli- has a significant effect on the attitudes, norms, identity, and cants wanting to become teachers. With a 5-year compulsory values held by members of any cultural group (Aaker & teacher education program, Finnish teachers are recognized Maheswaran, 1997), it is probable that Finnish schoolteach- as sophisticated educators who display abundant pedagogi- ers will mirror the humility and social equality of the culture cal knowledge and skills (Niemi, 2016). However, with a and reject self-pride. long history of overcoming the odds and a world-famous Finland hosts a determined and resilient nation of people. education system, it would be reasonable to suggest that During the famous Winter War of 1939-1940, the Finnish pride could be an important aspect of being Finnish. persevered and resisted invasion by the Soviet Union, albeit Drawing on what has been presented here, the expectations with some loss of territory. They did this in face of over- of the study are that a positive relationship could exist between whelming odds, in spite of the fact that the Soviet Union had the schoolteacher’s pride perceptions and the beliefs, norms, a bigger and consequently far more powerful military. For and values of Finnish culture. With an assumption that Finland six centuries, Finland was under the rule of the Kingdom of is a collectivist culture, Finnish schoolteachers could reflect Sweden and then for another century under the rule of the collectivist perceptions of learning, which consist of promot- Russian Empire. Finnish educator and author Pasi Sahlberg ing strong cohesive in-groups over individual achievements. Etherington 5 Consequently, individual pride could assume a negligible role especially seeing the finished product, Jania perceives in the classroom for learning or teaching, although collective her previous work as a designer as “lonely and lacking group pride may have warrant. meaning.” She wanted a job to be “meaningful and with people.” Now after teaching for 10 years, she still enjoys this career that includes “meeting and Participants interacting with people,” which she affirms “are The data (lived experience) are gathered from drawing on the mostly positive experiences.” perceptions and experiences of a small sample of Finnish •• Andreas is a male high school teacher of 10 years. He schoolteachers. The five participants, four females and one teaches crafts, woodwork, and engineering to grade 9 male, volunteered for the study and were between 28 and students and adults. 62 years of age. They were all born and raised in Finland. •• Anika has been the school vice principal for the last 3 How were the teachers selected as potential study partici- years and a classroom teacher for 10 years. Due to a pants? The teachers were volunteers and the recruiting pro- demanding administrative role, she no longer teaches cedures involved direct recruitment and referrals. Direct in the classroom. recruitment involved visiting the school and talking with the •• Yenica has taught English to grade 7 to12 high school teaching staff about the study and then offering the teaching students for 7 years. She lived in England for 5 years staff an opportunity to take part in the study. The school prin- while learning English and earning a wage through cipal arranged a discreet place in the school to conduct the part-time work. interviews during the school day. The teachers knew where I was located and could drop by throughout the day. With this Method: Narrative Inquiry method, no one felt pressured to participate. A second strat- egy involved referrals. Referrals happened through partici- Data Analyses pants referring other potential participants. Once again, there was no pressure for teachers to participate. Selective reading approach. Narrative inquirers start with a The participants are full-time schoolteachers employed in thinly described personal justification for using this type of a middle and upper secondary public school, located approx- inquiry in the context of their own life experiences, tensions, imately 15 km outside the capital city of Helsinki. It is a and personal inquiry puzzles. As a former schoolteacher and well-attended school with almost 300 students and 25 full- current university teacher, I have come to experience the ten- time teachers. I recognized this particular school to be a sig- sion of learning similar to a “profession of hope.” In a pro- nificant site for research because of its academic reputation fession of hope, there is also a curious combination of and convenient location to many other schools within the professional optimism with a general sense of educational district. In addition, the school was in close proximity to my crisis and I observed hope and pride often coexisting in the residence during the interviews. lives of the teachers and students. With one teacher for every 12 students, the school has a Another personal justification for using this type of reputation for successfully preparing students for the matric- inquiry is the experience and discussions I have had with ulation exam, which is the final exam before a student can Indigenous and Finnish educators about pride and tenacity, graduate from upper secondary school to further studies at a and these types of discussions forced me to consider how a university. For these reasons, this institution was chosen as sense of personal and cultural pride could assist individuals, an appropriate place to investigate the emotion of pride families, communities, and organizations to utilize their through the perceptions and insights of school teachers. The strengths, culture, and humor to overcome particular chal- following names used in the study are the actual names of the lenges in life. These were the reasons that led me to use nar- participants and each participant requested this. rative inquiry to investigate pride within the context of Finnish culture, schools, teaching, and learning. Narrative inquiry is an umbrella term that captures per- The Five Participants sonal and human experience and takes account of the rela- •• Vera has been teaching elementary and middle school tionship between individual experience and cultural context students since 1984. She began her working career as a (Clandinin & Connelly, 2000). The approach is advanta- substitute teacher teaching adults. Early in this role, geous to this study because the participants’ narratives, she would often teach up to 14 lessons a week. As Vera although personal, were compared with the cultural, social, explains, “I was teaching grades 3-6 day every night, and institutional narratives that influence the identities, val- teaching them German, Swedish, Spanish and drama.” ues, and perspectives of Finnish schoolteachers. •• Jania has been teaching crafts and textiles to high A narrative inquiry could gather data, that is, the lived school students for the last 10 years. Before her teach- pride experience, and provide important personal insights ing career, she was a clothing designer. Although she into the significance that this particular emotion pride in the enjoyed giving advice to people in the yarn shop and classroom and school. I am appreciative of this type of 6 SAGE Open Table 1. Teacher Profiles. Name Age (years) Gender School subjects taught Vera 60 Female German, Swedish, Spanish, and Drama Jania 42 Female Crafts and textiles Andreas 36 Male Crafts, woodwork, and engineering Anika 49 Female School Principal Yenica 28 Female English inquiry method because it validates a privileging of one par- Using a photograph also acknowledges and takes advan- ticular area of exploration that can be subjective and personal tage of what psychologists call schema, which are the mental to the participant. Moreover, a narrative inquiry applied face- representations people have of things and of the world and to-face interviews, which could give further illumination for which they use to understand and respond to situations. By clarity or additional insights by the participants. This could showing photographs of people displaying pride, it is possi- occur as the researcher listened to the personal accounts and ble to investigate the reality and effects of the pride schema beliefs of each teacher, while probing for statements, phrases, through the participant’s perceptions and to consider if they or experiences described that were essential to the phenom- are influenced by the norms and values of the culture. enon (see van Manen, 1997). This required the process of Following the photograph viewing, open-ended questions data bracketing, which means peeling away the layers of (see bullet points below) were given to each participant. interpretation so that the phenomena can be seen. There were five separate audiotaped face-to-face inter- As a narrative inquirer, my goal was to attend to the per- views lasting approximately 45 min. The participants sonal and cultural narratives concerning pride and learning. responded orally to the following open-ended questions: Some narrative inquirers see themselves and their partici- pants as co-composing each aspect of the inquiry as well as •• “How do you think the person in this photograph their lives as they live out the inquiry (Clandinin, Pushor, & feels?” Orr, 2007). Other narrative inquirers, such as myself, •• “What makes you feel the same way as the person in acknowledge the relational aspects as less important and this photograph?” understand themselves and their participants at more of a •• “What makes students feel this way?” distance. •• “When a student says they are proud of something, This narrative inquiry typically begins with asking par- what do you think that means to them?” ticipants to share their perspectives and insights, which in •• “What makes your students feel proud at school?” this study were about a particular emotion (i.e., pride) and •• “Do you think it is important to foster pride among triggered by the artifact of a photograph. This study drew on students?” an identity approach to narrative inquiry as this approach •• “What do you do as a teacher to foster pride among gives emphasis to how people construct themselves within your students?” institutional and cultural contexts (see Chase, 2005). The interview format comprised these seven open-ended questions together with traditional probing techniques such The Commencement of the Study as silence, reflective listening, nonverbal attending skills The study began by presenting each participant with a pho- (show of interest), and urging phrases (e.g., “go on” and “tell tograph of a person displaying a typical non-verbal pride me more”; see Douglas, 2004, p. 27). expression (see Tracy, Robins, & Schriber, 2009). The par- Five schoolteachers volunteered to participate in the study ticipants viewed the photograph on a computer screen pre- (see Table 1) in return for an uninterrupted 45 min conversa- senting a male and female in a distinctive non-verbal display tion. After researching the different schools in the area during of pride, that is, hands on hip, a slight grin on the face, the month of December 2017, one large modern high school puffed up chest, and head slightly tilted back. I began each was chosen. The school was an appropriate site for exploring interview with the following question: “What do you think teachers’ values and beliefs primarily because of its conve- this person is feeling?” If the emotion of pride has univer- nient location to that of the researcher, its academic emphasis sally identifiable physical features, that is, a slight smile, the as distinguished by its website profile and local recommenda- head tilted back, the chest expanded, with arms raised or tions on the street, and its small but distinctive student– placed on the hips (see Tracy et al., 2009), then showing a teacher ratio and average class size of 12:1. Consequently, it photograph of someone displaying pride to Finnish teachers was deemed likely that the schoolteachers in this institution is likely to provoke an experienced-based response from the could offer significant information about the phenomena participants. under investigation. During the first school visit, five teachers Etherington 7 volunteered to participate in face-to-face interviews, which otherwise known as authentic pride. As Andreas confirms, “I took place in the school staff room during one school day. feel pride when I have achieved something; a lesson done really well done.” Vera notes, “I do not think pride is ever a good thing, unless, you have achieved something great.” Results and Discussion Moreover, as Yenica suggests, “There is a difference between Drawing on the values and beliefs expressed by the Finnish a good pride and an arrogant pride. Good pride knows the schoolteachers, this research explored how pride is employed values of your achievements.” as a feature of teaching and learning. Narrative inquiry was The second type of pride, and which the teachers reject, is adopted as an appropriate methodology for data collection the self-aggrandizing, excessively proud, or self-confident because narrative inquiry takes advantage of exploring a egotistical visual pride recognized as hubristic pride in this small sample size and highlights the importance of uncover- study (see also Ho, Tong, & Jia, 2016; Tracy & Robins, 2004, ing individual voices, attitudes, and personal values. 2007). This was evident when the teachers viewed the photo- Consequently, to understand pride from the perspective of a graph. For example, Jania reflects, “He is boastful, unap- classroom teacher, it was appropriate to speak directly to proachable and stuck up and he has trouble believing he can teachers within their local school community. achieve something. Finnish culture does not applaud people The results (see Appendix Tables A1-A5 for interview who show themselves like this.” transcripts) propose that teacher attitudes about pride are pre- The teachers believe that a proud or self-confident posture disposed by the values advanced by Finnish culture, which is detrimental to the common good of the classroom. they, as members of their school community, view as the Although when expressed with a humble attitude, authentic- benchmark and standard for teaching. The main concern achievement pride is acceptable but mostly in respect to the teachers had about encouraging individual pride in the class- teachers. Jania notes, room is the potential it has for interrupting their traditional Achievement and working together for the greater good of the cultural values of social equality, community, resilience, and class are priorities in the classroom and they must be helped and humility. They believed pride to encourage isolation of self, shown how to work together. Maybe showing pride in their superiority over others, and discontent. As Yenica remarked, achievements could help to support the teachers and develop “. . . pride is a symptom of unhappiness.” Consequently, some comradery here. We are so worried about our students but encouraging individual pride would diminish equality, well- not each other. being, honesty, collective achievement, and the overall hap- piness of the group—all values that advance the shared space However, hubristic pride actually reveals anxiety and self- of a classroom that students and teachers create together. doubt. As Anika confirms, “This person shows their insecu- Moreover, encouraging pride in the students would reduce rity with that display of pride, and that is why it has to be the opportunity to maintain close communities of equal expressed so fully.” Jania reflects, “I would like my students learners. For example, Vera confirms, to be a little more open-minded and humble . . ., which means more approachable and joyful.” Encouraging pride would be returning to an era of class divide . The teacher’s beliefs are suggestive of a learning culture . . we have a responsibility to help each other. We really want that embraces self-discipline, self-denial, humility, and com- them to be honest people. It is a question of honesty and my munal responsibility as important virtues to be advanced. In pupils know that pride is not like that, so my parents nor I as a this way, these Finnish teachers embrace the core values and teacher ever use the word. moral order of Finnish ideals (self-denial, humility, and com- munal responsibility). This is why pride, in particular hubris- Andreas had similar views, “Everyone still knows it exists tic pride (self-pride), intrudes into the strong sense of but pride is not the Finnish way . . . but we do not talk about community, work ethic, certainty, and structure for which it.” Finish education is famous. As Yenica declares, “. . . learning However, not all types of pride were rejected. As Anika requires a humble attitude because there are times when an suggests, “I am prepared to adopt an intrinsic i.e. authentic educator must stop what they are doing and assist others so pride to increase learning. . . but a kind of humility is needed they have a chance to learn.” Consequently, the schoolteach- here, and only if it does not interfere with the classroom ers endorse a humble attitude in the classroom. community.” The teachers perceive pride as “un-Finnish” and consequently view it with suspicion and caution. Culture as Individualist–Collectivist Types of Pride It is suggested that teachers’ beliefs about teaching and learn- ing are heavily influenced by their own collectivistic or indi- Different categories of pride were apparent to the teachers. vidualistic cultural orientation. The individualistic–collectivist As previously noted, one type of pride that the teachers toler- distinction is useful for understanding why particular groups ated was the prosocial, achievement-oriented form of pride, 8 SAGE Open and individuals interact and behave in particular ways. The Schoolteachers by their very nature undertake the assimi- teachers in this study reveal collectivist values, such as group lation of young people into the norms and values of the dom- loyalty, equality, and humility, which are influenced by inant culture. In that sense, the classroom is accepted more in Finland’s history. As Vera confirms, terms of people acting as cultural insiders (see Triandis, 1989). With this in mind, one obvious benefit for educators Finland had a class system, the higher classes and the lower and learners within collectivist cultures is the formation of classes, and this has effected the Finnish conscience today. resilient communities, with teachers as important actors Because of this history to be proud is not a positive thing. toward the service of society (see Markus & Kitayama, 1991) Learning is ultimately about collaboration; therefore, no one and establishing strong bonds with their teachers and stu- person can be prideful of his or her achievements. I am not dents (see Kaur & Noman, 2015). Still, cultural values can proud as a teacher, because, we are doing all this altogether. The change over time and Finland’s culturally homogeneous pro- child is not on his own, it is group work. We have a responsibility file continues to experience revisions to mainstream cultural to help each other. norms. As Anika reveals, “It is different now. In the 70s, 80s, and 90s we were not exposed to different cultures but now For educators and policy makers who hope to reproduce we are and we are allowing ourselves to feel things that the the “Finnish way,” this cultural distinctiveness is important. old way would never have allowed. Because of multicultur- Educators might consider the deep cultural and historical alism, pride is becoming more acceptable to the average events that have shaped the ethics of Finnish education and Finnish person.” the values that Finnish teachers draw upon in the classroom. The “Finnish way” is far more complicated than merely adopting a Finnish curriculum, simply because Finnish edu- Sisu cation reflects an extensive history and culture which com- prises an attitude of tenacity, politeness, modesty, equality, For Finns, the “second wind” of inner strength is Sisu, and it and calmness. In respect to the teacher’s perceptions, Finnish is generally about being a reliable, honest, hardworking, and values reflect communal ways of living, which also resemble resilient person. Sisu maintains the collective well-being of Asian cultures that reveal collectivist standards of living an organized group, such as that of a school or classroom. together such as modesty, in-group loyalty, minimal body The study revealed the teachers as less interested in encour- language, and silent thinking (Lewis, 2005; Stanculescu, aging pride, which is perceived as boastful and egotistical, 2012). and more attentive to preserving the deeply held cultural Cultures advance particular rituals that guide people in reputation of Sisu. As Anika says, “Pride can be shameful in their thinking and this includes the cultural expectations of our culture. A strong part of Finnish culture doesn’t appreci- schoolteachers (see van Manen, 2008). The collectivist ate it because it encourages students to find their own path expectations of the teachers include loyalty and the assimila- and go their own way, and that is not the Finnish school sys- tion of its members into an extended “family.” This is why tem, which has a strong value of going the same way the teachers diagnose pride to be antithetical to the needs and together.” While Vera confirms, “I want hardworking citi- goals of the class and as such problematic for sustaining a zens . . . producing students who demonstrate determination, close classroom community. The Finnish teachers could still tenacity and resilience in the face of life’s obstacles which embrace pride in the classroom, but only if it sustains the provides an intrinsic internal motivation for students to pros- collectivist nature of the classroom and school community. per together.” In regard to the photograph, there were unfavorable reac- Pride is in contrast to Sisu because pride is perceived as tions given by the teachers, such as Vera, “If parents do not individualistic, self-congratulatory, isolating, extrinsic, and teach their children virtues and good character, then this type self-centered. In contrast, although Sisu encourages Finns to of grandstander pride in the photograph results.” Jania con- take personal responsibility for their emotional well-being firms, “He looks like a wall, boastful, unapproachable and and engage in active problem-solving, they are to respect the stuck up,” while Yenica describes the display of pride as, needs of the group and overcome challenges in life. Anika “unteachable, a wall and arrogant.” These reactions demon- declares, “What makes me proud is students who have over- strate the importance teachers place on modesty and preserv- come things.” Jania confirms, “Achievement and working ing group cohesiveness rather than on the individual. together for the greater good of the class are priorities in the Moreover, the reactions to the photograph reveal the strong classroom.” Yenica notes, “Pointing the students to their behavioral expectations of people from high-context collec- achievements at school is important but not as individuals, tivist cultures. In contrast, if these teachers were from a low- rather it is about their potential to achieve together as a context culture, they would likely place greater importance group.” on external displays of emotions and eccentricity such as The benefits of encouraging resilient young people who those presented in the photograph (see Kim, Pan, & Park, could work together with a common vision were important 1998; Nishimura et al., 2008). for these schoolteachers because together they have a greater Etherington 9 chance for success. Moreover, as resilient people they are the classroom community.” Displaying character and humil- able to “approach threatening situations with confidence” ity are more important to the Finnish teachers compared with (see Bandura, as cited in Tait, 2008, p. 59). Sisu is critical for exhibiting student achievements, which could still be made teachers to promote in the classroom because it enables a public, but only if the school community benefited. positive outlook with difficult tasks realized as challenges rather than as threats. PISA The concept of resilience is comparable with the Finnish idea of Sisu. Although the teachers focused predominantly Finland’s participation in the competitive and standardized on the well-being of the group and not individuals, Sisu international PISA examination contrasts with the core val- could encourage individual success; however, teachers who ues of humility and community for which Finnish culture is encouraged students with Sisu generally prioritized and recognized. The normalization of competition and the upheld the overall prosperity of the group. advancement of standardized testing, which PISA infer are commendable, could replace the traditional standards of humility and social and educational equality that Finnish Educational Equality teachers hope will advance. Anika confirms, “A strong part The teachers believe that by encouraging pride at school, edu- of Finnish culture doesn’t appreciate it [pride] because it cational equality would diminish and the overall cohesive- encourages students to find their own path and go their own ness of the classroom community would decline. As Finnish way.” culture encourages progressive democratic ideals such as The PISA standardized examinations, in which Finland educational and social equality, the promotion of pride is per- have surpassed most other nations, are a global enterprise ceived as a threat to maintaining an egalitarian classroom. that assumes competing for a global ranking is valuable The teachers believe that by encouraging pride, an elitist atti- (see Trohler, 2011). In one sense, PISA’s standardized tude and ego would transpire. Unlike equality, pride arouses examinations undermine the values of Finnish culture. self-importance and reduces the educational opportunity of Humility, local traditions, and social and educational other students. By its very nature, education should be an equality are important Finnish values, yet how these values equally shared experience between parents, students, and align with PISA’s goal for societies to “change and teachers. As Vera maintains, “I can’t be proud of my teaching progress” and for students to adopt “global competence,” because learning includes three encouragements—the teacher, which comprises competition, comparison, and global student, and parent; all are one-third responsible.” Teaching rankings is yet to be understood—a cultural clash is surely and learning is a shared responsibility. an outcome. Therefore, public displays of pride, and especially self- pride, have no place in the Finnish classroom. However, one Competing Philosophies of Education teacher, Andreas, did concede that public displays of pride are acceptable in the classroom but only if they signify Finland has recently adopted the educational model of John achievement and lead to further learning. Andreas confirms, Dewey (see de Sauvage, 2015; Sahlberg, 2015). Comparable “He [photograph] is in a good mood but maybe he is already to PISA, Dewey’s pragmatic philosophy of learning is incon- feeling like he achieved everything there is to achieve, and so sistent with Finnish norms and cultural values, which revere he is really open to learn more.” the collective standards, histories, self-limitations, and group It is obvious that public displays of hubristic pride, that is, camaraderie that encourage students to honor intergenera- narcissistic self-aggrandizement pride, are discouraged. tional and cultural understandings. As Vera recalls, “Learning Consequently, the teachers have no personal experience is ultimately about class collaboration,” and Anika clarifies, incorporating pride as a strategy for teaching or learning, nor “By encouraging pride at school there may be cultural loss.” do they have any personal experience of pride. As Jania con- The Deweyian approach to teaching is to marry student- firms, “I do not know if I have ever felt pride in my life. I do centrism with pragmatism, encouraging students to individu- not know if I am proud of who I am—that is too difficult. My ally change and restructure their world through family does not encourage me to be proud, they say well self-knowledge, self-actualization, and self-empowerment. done but that is it.” A respect for the greater community comprise forsaking ide- Accomplishments were a normal requirement for living a als of self while prioritizing the needs of the communal good life. Any public displays of personal achievements such group (see Bowers, 1987). Consequently, alliance and loy- as a teacher displaying their university degree in their class- alty to the group and maintaining the collective identity of room were rejected as undeserving and boastful. Yenica says, the group are important (Anderson, 2014). In their collectiv- “That [displaying a university degree] would be like brag- ist cultural profile, the challenge for Finnish educators is ging and it would never happen. They know who I am and if maintaining a preference for working together for the greater I can teach.” As Anika notes, “I am prepared to adopt intrin- good of the group and not necessarily helping individuals to sic pride to increase learning only if it does not interfere with become entirely self-sufficient. 10 SAGE Open particularly relevant as schools have an extensive history Conclusion playing an important role in fostering values that advance This study explored the perspectives of Finnish schoolteach- a collective school ethos and the operation of anti-bully- ers situated in one public school in Helsinki, Finland. In rela- ing programs, which encourage resilience in children and tion to pride as a feature of teaching and learning, the results youth. illustrate how Finnish educators identify learning through The findings of this study hope to advance insights and their cultural values and assumptions. For these teachers, it is dialogue between Finnish and non-Finnish educators important to preserve the integrity of Finnish values and pro- regarding how particular emotions can be used in the class- mote the functioning of the group over the individual. Pride room and how particular cultural assumptions and values works to raise the self but ruptures the common good of the influence teaching and learning. In particular, the results classroom community. pave the way for future studies to investigate how teachers It would be particularly valuable for researchers and from low- and high-context cultures utilize other emotions educators outside of Finland to consider how the notion for teaching and learning. Finally, the results can inspire of Sisu could be applied in classrooms to motivate indi- instructors to explore how particular emotions and cultural vidual students to persevere and succeed while maintain- norms overlap to advance the next generation of proud and ing the well-being of the group, which also includes the welfare of the entire school community. This would be humble learners. Appendix The following results highlight the five main themes of the study with verbatim comprised below each theme. These include Achievements and pedagogical competence, Pride is not a Finnish value, Cultural changes, Arrogant pride (reactions to the photograph), and Collaboration and work ethic. Table A1. Interview Results: Achievements and pedagogical competence. Theme: Achievements and pedagogical competence Vera When I teach English, I tell the parents there will be no dropouts, as I know my subject and how to teach each age group very well. I make sure they [students] are at ease and there are no wrong answers, but whatever the child answers to my questions, I always try to understand him. I ask the students to describe what they are good at and how their achievements can create a fantastic atmosphere for others. Andreas I feel pride when I have achieved something, a lesson done really well or when I have made something with my hands. When my students start solving problems on their own and when I am not needed—then I know I am good. Moments like that make me proud. Anika What makes me proud is the ability to interact with students who have achieved and overcome things, but learning requires a humble attitude because there are times when an educator must stop what they are doing and assist others so they have a chance to learn. Success in education is what you have done, not who your parents are, and in this culture, this must be understood. That is why teachers are so important—to model, express and encourage intrinsic humble pride. Jania I do not talk about that [pride] in class because your work reflects who you are. Education is about what you are actually doing rather than being. I started to cry the other day when they [students] mastered something, which I thought they would never learn. Finally, they did and I was so happy—I had to go outside. I do not think it was pride; well maybe it was because I went and got another teacher to see it. Pride should only happen when they have mastered a skill or surprised themselves after working on something for a few months like sewing a hoodie or sweatpants. Yenica Just achieving something, doing something well, a project or an exam. That is the feedback they are getting from me however it is in a grade on a paper. I am not telling them verbally to be proud but they are getting it from me as a grade. Etherington 11 Table A2. Interview Results: Pride is not a Finnish value. Theme: Pride is not a Finnish value Vera As a child in the 1970s, if someone was proud of himself [sic] the person was thinking of himself as better and looking down on others. Finland had a class system; the higher classes and the lower classes and this has effected the Finnish conscience today. Because of this history to be proud is not a positive thing. There is no longer a class system in Finland and so encouraging pride would be returning to an era of class divide. I tell them, you did a good job and well done, but definitely not, I am proud of you. The teacher does not praise students with phrases such as, “I am proud of you” but offer a character evaluation such as “you were kind to do that or this was kind of you to do.” If anything, that is what should elicit pride, we have a responsibility to help each other. We really want them to be honest people. It is a question of honesty and my pupils know that pride is not like that, so my parents nor I as a teacher ever use the word. Andreas Everyone still knows it [pride] exists but pride is not the Finnish way, although it is there, but we do not talk about it. Anika Pride can be shameful in our culture. A strong part of Finnish culture doesn’t appreciate it because it encourages students to find their own path and go their own way, and that is not the Finnish school system, which has a strong value of going the same way together, on the same path and at the same speed. Pride does not reflect reliable learning because intrinsic pride is hard to express publicly, it almost has to be drawn out of you but it comes quite easily when a teacher encourages it; however if it is bragging pride, this is worse and students should not express it without permission. The danger is that some of the students could prove to become proud of who they are but not in an intrinsic way, and I do not know how to stop or support that. Jania I do not go around saying—I am a teacher and I am proud or I am a Swedish speaking Finn and I am so proud or I am a mother and I am so proud. That is just what people do. I am happy about these things but not proud. I do not know if I have ever felt pride in my life. I do not know if I am proud of who I am, that is too difficult. I probably should just go to a shrink and find out why. My family does not encourage me to be proud, they say well done but that is it. Yenica The first thing that comes to mind with pride is arrogance, being kind of pleased with yourself. Being proud of yourself or your achievements is misleading in the end because we are all equally good but all equally bad too and that is important to bring out in students. The mindset here is don’t think too highly of yourself and this is worth bringing up to the students in conversation. I think this goes back to the law of Jante—do not put yourself on display. I am not sure if anyone has told you about the law of Jante—it is Nordic or Scandinavian idea. The basic concept of the law is not to think you are anything or more than anyone else is or stand out and this is the mindset prevalent in our society. Rising above the cultural norms tends to be a big deal because you should not stick out in a good way, which is really silly and so limiting. Obviously, we need to try to rise above it and say I can be proud of what I have achieved. I would never display my degree as that would be like bragging and it would never happen. They know who I am and if I can teach. Table A3. Interview Results: Cultural changes. Theme: Cultural changes Vera Americans overuse certain adjectives to describe themselves and how they are feeling, which are too positive, strong and divisive. Such an inward focus on oneself is like a wall or a boundary that shifts the character of a student as a learner to that of an opponent. It is easier for them [younger teachers], to be proud, I think they are more self-confident. The younger generation of teachers are more open to expressing the type of self-serving pride that Finnish people have detested ever since Finland was a class-based society. Anika We [this school] are getting a bit past it now. I compare this school to the Swedish schools who have a bit more of a Western or American approach to pride and success. Maybe pride is just a natural positive feeling of something, and not something commercialized, or less genuine. It is different now. In the 70s, 80s, and 90s we were not exposed to different cultures but now we are and we are allowing ourselves to feel things that the old way would never have allowed. The society has changed; it is not the same as it was in the 70s. I now see many teachers trying to develop and find a good way to be proud of their work, but also encourage students to do the same. Because of multiculturalism, pride is becoming more acceptable to the average Finnish person. Yenica This generation has increasing self-assurance but I see a fine line between arrogance and pride. I want the students to express themselves in a confident manner, however, with a confidence communicated through humility. I do not think pride is the way to gain self-assurance because it risks arrogance, and if you achieved something then you can be proud of it but not arrogant proud. I want the students to have confidence and self-esteem but it really depends on who is encouraged to be proud because some students already have adequate self-confidence while others need the boost so they can see the good in themselves. 12 SAGE Open Table A4. Interview Results: Arrogant pride. Theme: Arrogant pride (reactions to the photograph) Vera That person is not happy—he does not have inner happiness and whatever he has achieved, he has done it the easy way, and he is full of himself. He is also aggressive and saying, do not come and tell me anything, I already know it. It does not matter if someone is a citizen or a schoolteacher, self-displays of pride are always impolite. Such a blatant display has no place in teaching or learning in the classroom. When you teach, the children must feel safe and they can trust you and you are no danger to them and this posture of pride creates danger and is unsafe. This display of pride might be the beginning of a fight. I do not think pride is ever a good thing except unless you have achieved something great—maybe then. If parents do not teach their children virtues and good character, then this type of grandstander pride in the photograph results. A young person like this might have the idea that they are better than other children. Andreas He is in a good mood but maybe he is already feeling like he achieved everything there is to achieve and so he is really open to learn more. Someone who has achieved something great. He has worked hard and achieved something. I would like them [students] to look like this at the end of year—why not, he looks happy—but maybe not at the start. Anika He is a bit stuck up—prideful, but a feeling that he is a bit better than the rest of us, or a bit above us. He is not opening his much eyes, which tells me that it is not authentic pride but it is probably bragging pride. He is still teachable but his stance is not welcoming in a school and certainly not in Finnish culture or Finnish schools. He is dominating and not that cooperative. He probably has a lot of attitude and preconceived ideas about the way things are. He puts himself above others and not at the same level for being open to interaction. This is not authentic pride because authentic pride in Finland would be more humble. If you are authentically proud, you can see that in the expression, but not a straight-in-your-face insecure type of pride but more like a humble or shyness pride. This person shows their insecurity with that display of pride and that is why it has to be expressed so fully. Jania He looks like a wall and he is boastful, unapproachable and stuck up and he has trouble believing he can achieve something. Finnish culture does not applaud people who show themselves like this. To parade oneself around like this no matter what the achievement, there must be something wrong with him. I am aware that a judgement such as this may come across to some people as uncaring. I feel ashamed that I think this way because I do want my students to be proud of themselves. When I see this I think oh no, he is boastful and hard to reach. I would like my students to be a little more open-minded and humble than the person in this photograph, which means more approachable and joyful. I would still like to think he has achieved something and his pride is deserved—I want to think the best of him. Yenica Pride is a symptom of unhappiness. I am probably stereotyping really badly right now but it seems like someone could achieve something like the person in this photograph but do it with arrogance. I would not call this joy, not joyful at all no. I make a difference between joy and pride so not joyful but prideful and pleased. I am wondering why my first instinct is arrogance when I see it this image, which is terrible in a sense because if this is pride, that is, being pleased with yourself and knowing that you have achieved something good, well then such a display of pride does not mean you are unteachable. Maybe this is typical of my Finnish prejudice but I feel it also lacks a little humility too. Feeling good about yourself would not be expressed so publically in Finnish classrooms. There is a difference between a good pride and an arrogant pride. Good pride knows the values of your achievements, so you have a right to feel good about your achievements. Table A5. Interview Results: Collaboration and work ethic. Theme: Collaboration and work ethic Vera Learning is ultimately about class collaboration; therefore, no one person can be prideful of his or her achievements. I am not proud as a teacher because we are doing all this altogether. The child is not on his own, it is group work. I always tell the parents that my part is only 1/3—the child does his part, which is 1/3, the parents do their part, that is 1/3, and that is how we achieve. You have to be satisfied with what you are doing and I do not like competition. Competition makes things wrong. Too much and you will never be satisfied. She compares pride with an unhealthy pursuit of wealth and highlights the tribulations. Pride is what is wrong with rich people today, you have to get more and more millions, but they are not happy or ever satisfied. We all have problems to solve in our lives but the most important thing is how you face your problems, cope, get over them, and never become bitter. “I want hardworking citizens,” however use you resources wisely, because in life you should not always take the easy step but as we say in Finland, also go where the fence is lowest. (continued) Etherington 13 Table A5. continued Theme: Collaboration and work ethic Anika I am prepared to adopt intrinsic pride to increase learning only if it does not interfere with the classroom community. I would consider approving of a non-verbal image of pride physically displayed somewhere in the school if it could bring students together. I would not alter the typical prideful body posture, but If I could blow this image up, yes I would do it but with an empty head so that I could have all the faces of the students in the school on the image. That said, such self-confidence [pride] is more than their ability to succeed, achieve, and go forward, it is also social interaction, social and emotional. A kind of humility is needed here. By encouraging pride at school there may be cultural loss and learning turns out to be only competitive. It is more important to lift up others, when I do things that matter and help others. You know when you see someone succeed and that you had a part in supporting that—you can then rejoice with them in that situation. Jania I am frustrated with the students today. I wish they would just do something. I wish they would do something or just try— put in some effort—learn from their mistakes. I am not pleased with the students who just lay there like vegetables and feel that everything they do is great and everything is okay. They should put in some effort, give back to the classroom, and do not be complacent. Achievement and working together for the greater good of the class are priorities in the classroom and they must be helped and shown how to work together. Maybe showing pride in their achievements could help to support the teachers and develop some comradery here. I think having some pride would help my teaching colleagues better support each other because that is something we do not do here. We are so worried about our students but not each other. This is something we should work on as colleagues and friends, and grownups. It is not just something children need help with—we need help with it too. Yenica Pride is not an important emotion to encourage in school because it ultimately discourages the development of maintaining good relationships in the classroom. When you work with teenagers, at the end of the day, it is so much more about connection. It is not really about achieving or learning all the correct grammar, but lifting them up, and when this happens then you feel this is really good. I publically defends them [students] against negative perceptions. I told them [students]— do you know how often people ask me how I can work with teenagers of your age, they say I must be crazy. I told them, do you know how often I defend you and how often I tell people how lovely you are. These students said to me, really, do you tell people that, do you say that about us. If they encourage each other, they do well as a group. It is a socialization process and that is why it is important that they be proud as a group. Pointing the students to their achievements at school is important but not as individuals, rather it is about their potential to achieve as a group. ORCID iD 8. See The OECD PISA global competence framework, https:// www.oecd.org/education/Global-competency-for-an- Matthew Etherington https://orcid.org/0000-0001-6015-3701 inclusive-world.pdf 9. It is interesting to note that a Google search using the terms Declaration of Conflicting Interests “resilience in children” attracts close to 70 million results. The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article. References Aaker, J., & Maheswaran, D. (1997). The effect of cultural Funding orientation on persuasion. Journal of Consumer Research, 24, The author(s) received no financial support for the research, author- 315-328. ship, and/or publication of this article. 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Finnish lessons 2.0: What can the world learn Ethnicity and nation building in the Nordic world (pp. 217-246). from educational change in Finland (2nd ed.). New York, NY: London, England: Hurst. Teachers College Press. Fischer, A. (2008). Paradoxes of American individualism. Smith, D. (2014). Foreign languages. In K. Goodlet & J. Collier Sociological Forum, 23, 363-372. (Eds.), Teaching well: Insights for educators in Christian Gottfried, A. E. (1990). Academic intrinsic motivation in young ele- schools (pp. 384-486). Canberra, Australia: Barton Books. mentary school children. Journal of Educational Psychology, Stanculescu, E. (2012). Self-conscious emotion of pride as media- 82, 525-538. tor between selfesteem and positive affect. Procedia—Social Hancock, L. (2011, September). Why are Finland’s schools suc- and Behavioral Sciences, 33, 263-267. cessful? Smithsonian.com. Retrieved from https://www. Steinbock, A. J. (2007). Phenomenology and mysticism: The smithsonianmag.com/innovation/why-are-finlands-schools- verticality of religious experience. Bloomington: Indiana successful-49859555/ University Press. Etherington 15 Tait, M. (2008). Resilience as a contributor to novice teacher suc- Trohler, D. (2011). Studies in Curriculum Theory: Languages of cess, commitment, and retention. Teacher Education Quarterly, education: Protestant legacies, national identities, and global 2008, 57-75. Retrieved from https://files.eric.ed.gov/fulltext/ aspirations. New York, NY: Routledge. EJ838701.pdf van Manen, M. (1997). Researching lived experience: Human sci- Taramaa, R. (2007). Stubborn and silent Finns with “sisu” in ence for an action sensitive pedagogy. London, England: The Finnish-American literature (Unpublished doctoral dissertation, Althouse Press. University of Oulu, Finland). Retrieved from http://jultika.oulu. van Manen, M. (2008). Pedagogical sensitivity and teachers fi/files/isbn9789514283734.pdf practical knowing-in-action. Peking University Education Titsworth, S., McKenna, T. P., Mazer, J. P., & Quinlan, M. M. Review, 6, 1-23. Retrieved from http://www.maxvanmanen. (2013). The bright side of emotion in the classroom: Do teach- com/files/2011/04/2008-Pedagogical-Sensitivity-Teachers- ers’ behaviors predict students’ enjoyment, hope, and pride? Practical-Knowing-in-Action.pdf Communication Education, 62, 191-209. Williams, L., & DeSteno, D. (2008). Pride and perseverance: The Tracy, J. L., & Robins, R. W. (2004). Show your pride: Evidence motivational role of pride. Journal of Personality and Social for a discrete emotion expression. Psychological Science, 15, Psychology, 94, 1007-1017. 194-197. Williams, R. M. (1970). American society (3rd ed.). New York, Tracy, J. L., & Robins, R. W. (2007). The prototypical pride NY: Alfred A. Knopf. expression: Development of a nonverbal behavioral coding Winkler, E. (2012). Learning race, learning place: Shaping racial system. Emotion, 7, 789-801. identities and ideas in African American childhoods. London, Tracy, J. L., & Robins, R. W. (2008). The automaticity of emotion England: Rutgers University Press. recognition. Emotion, 8, 81-95. doi:10.1037/1528-3542.8.1 Ylijoki, O. (2000). Disciplinary cultures and the moral order of .81 studying: A case study of four Finnish university departments. Tracy, J. L., Robins, R. W., & Schriber, R. A. (2009). Development Higher Education, 39, 339-362. of a FACS-verified set of basic and self-conscious emotion expressions. Emotion, 9, 554-559. Author Biography Triandis, H. C. (1989). The self and social behavior in differing Matthew Etherington achieved his PhD in the philosophy of educa- cultural contexts. Psychological Review, 96, 506-552. tion from Macquarie University in Sydney, Australia while completing Triandis, H. C., Bontempo, R., Villareal, M. J., Asai, M., doctoral research at the Ontario Institute for Studies in Education & Lucca, N. (1988). Individualism and collectivism: (OISE). He is presently a professor in the School of Education at Trinity Cross-cultural perspectives on self-ingroup relationships. Western University, British Columbia, Canada. Matthew is the co- Journal of Personality and Social Psychology, 54, director of the “Institute of Indigenous Issues and Perspectives (IIIP).” 323-338. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png SAGE Open SAGE

Pride in Education: A Narrative Study of Five Finnish Schoolteachers:

SAGE Open , Volume 9 (3): 1 – Jul 23, 2019

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Abstract

This narrative inquiry explores how Finnish schoolteachers perceived the emotion of pride as a feature of teaching and learning. The study consists of face-to-face interviews with Finnish schoolteachers between 30 and 62 years of age. The results reveal perceptions of teaching and learning that are shaped by a culture of social equality, modesty, group achievement, and tenacity, that is, Sisu. Although the teachers understand achievement pride as a positive feature of learning, in association with cultural norms and values, pride is not a significant emotional response to promote in the classroom. The results are important for understanding how teachers exploit larger cultural values to judge the worth of particular emotions in the classroom. Keywords pride, teaching, achievement, Sisu, culture, Finland, individualism, collectivism such as self-reliance, self-celebration, and the demonstration Introduction of individual worth over and above the well-being of the The study explores how Finnish educators perceive the emo- group. If we assume that the United States represents a pro- tion pride as a factor for teaching and learning. As a totypical individualist culture, that is, interdependent, auton- researcher, I want to elicit a personal description of pride omous, and hedonistic, the United States may be the most from those who live and teach within a culture notorious for precise profile we have of individualism (Hofstede, as cited reserve and social equality. in Triandis, Bontempo, & Villareal, 1988). Finnish culture reflects the values of humility and com- In recent years, pride has emerged as an important emo- munity and rewards social and educational equality. tion to encourage in learners, with a growing research base Consequently, it seems reasonable to expect that Finnish centered on K-12 schools and higher education (see Ylijoki, schoolteachers have embraced similar values and report 2000). In regards to teachers, Payne (2010) suggests that pride to be insignificant for learning. In other words, cultural teacher pride is particularly important to investigate because, norms would be obvious in the ways Finnish schoolteachers in general, teacher pride is low, particularly with teachers in perceive pride as a factor for teaching and learning. the United States, and as Payne contends, teacher pride con- As pride can affect self-confidence, willpower, and pro- tinues to decrease in comparison with other career profes- ductivity, and has been the catalyst for heroic deeds (Dyson, sionals. Moreover, education majors often score lower in 2006), scholars have claimed that pride is a critical resource academics compared with other graduates and display lower for learning and pursuing information (Titsworth, McKenna, self-esteem; therefore, as Payne notes, all teachers should Mazer, & Quinlan, 2013). Deprived of a sense of pride, a develop the courage and confidence to say, “I am a teacher student might not learn, strive for, or achieve excellence in and I am proud” (Payne, 2010). his or her field of endeavor. Studies have revealed that the emotion pride can increase Although pride is a universal emotion (see Tracy & motivation and perseverance. For example, a U.S. study using Robins, 2004), pride is not culturally homogeneous. The three experimental groups and 87 undergraduates considered “collective-self” and “individual-self” describe the unique way people relate to their cultures. For instance, East Asian cultures are concerned with maintaining group prosperity Trinity Western University, Langley, British Columbia, Canada and not individual pursuits (Stanculescu, 2012); conse- Corresponding Author: quently, individual achievements are conditional to the well- Trinity Wesstern University, 8930 Walnut Grove Drive, Langley, British being of the collective group (Mesquita & Polanco, 2009). Columbia V1M3K2, Canada. Individualistic cultures prioritize typical individual values Email: matthew.etherington@twu.ca Creative Commons CC BY: This article is distributed under the terms of the Creative Commons Attribution 4.0 License (http://www.creativecommons.org/licenses/by/4.0/) which permits any use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages (https://us.sagepub.com/en-us/nam/open-access-at-sage). 2 SAGE Open the emotion pride as a possible factor for perseverance. The and specific characteristics can influence self-efficacy. findings revealed that pride increased the perseverance of Individuals with high self-efficacy perceive difficulties as students (see L. Williams & DeSteno, 2008). Therefore, if challenges rather than threats, and they tend to be more intrin- pride is a positive emotional stimulus, which can increase sically interested in the tasks they pursue (Bandura, 1997). self- confidence, willpower, and productivity, and even Why some school students persevere while others cease mak- improve newly learned information retention (see Nielson & ing any effort can be further explained by the notion of “aca- Lorber, 2009), then it is important to investigate how pride is demic intrinsic motivation” (see Gottfried, 1990). Academic affirmed by Finnish school teachers, who are known for their intrinsic motivation is a special kind of motivation for school perseverance, academic success, intellect, willpower, and learning, which involves the enjoyment of “school learning productivity. Pride could have a prominent place in Finnish and is characterized by a mastery orientation; involving curi- classrooms. This study gains its significance for these reasons, osity, persistence and the learning of challenging, difficult coupled with the fact that no previous study has investigated and novel tasks” (Autio, 2011, p. 1161). the pride experience from a Finnish perspective. Moreover, motivation can be only a temporary state, such These issues became the catalyst for exploring how as when studying for an examination. Attribution theory schoolteachers understand the emotion pride from their cul- describes how motivation is influenced by external attribu- tural perspective. I chose Finland as the venue for research tions such as “I completed the mathematics assignment in to advance a cultural exploration and understanding of how class because the teacher was watching.” This contrasts with pride can advance learning. Although Finland has a popula- motivation that is influenced by internal attributions such as “I tion of only 5.495 million as of 2017, Finland provides a completed the mathematics assignment in class because that is remarkable location for research due to its educational suc- what a good student should do and I am a good student.” cess and reputation in the Program for International Student To understand what motivates and defines the Finnish Assessment (PISA). Since its inception in the year 2000, the people, one might look to their national identity and the PISA results reveal wide differences between countries in notion of Sisu. In a study of “Finnishness and Sisu,” the the knowledge and skills of 15-year-olds in reading literacy. incentive to succeed and persevere was found to relate to The PISA results are collected from a 2-hr skills and the early years of the country’s formation and in particular knowledge test of 15-year-olds, which researchers then use to the idea of Sisu, which is described as “toughness, to compare education systems internationally. The results patience, acting rationally in adversity, and the ability to separate the highest performing country and the lowest. It is endure trials and trouble” (Taramaa, 2007, p. 80). Sisu pro- remarkable that Finland’s consistent academic results in vides Finns with a motivation and personal courage to PISA have attracted worldwide interest, envy, and strive and endure hard times and always in combination comparison. Finland’s consistently high scores in science, with a strong collective sense of national identity. mathematics, reading, collaborative problem-solving, and financial literacy have led to numerous documentaries about Purpose of the Study this nation, and researchers have endeavored to investigate how such a small and humble nation known for minimal The main purpose of this research is to explore pride from a homework and negligible academic testing achieves such phenomenological narrative perspective. The three objec- high test scores year after year. tives of the study are as follows: Although Finland’s mathematics and science scores have recently fallen, academically Finland’s performance is statis- 1. To understand pride from the perceptions, values, tically above the Organisation for Economic Co-operation and beliefs of five Finnish schoolteachers. and Development (OECD) average and is positioned well 2. To understand how Finnish schoolteachers utilize among 72 countries and economies. Finland also achieves pride in the classroom as an emotion for increasing high marks in non-academic pursuits such as students’ well- student academic success. being, a positive sense of belonging at school, students’ rela- 3. To investigate the cultural influence of pride from the tionships with peers and teachers, their home lives, and how perspectives of Finnish schoolteachers. students spend their time outside of school. Consequently, it is with no surprise that Finland’s educational success has Focusing the Research: What Is pride? been described as the “Finnish phenomenon.” What is behind Finland’s continued success in the PISA Pride is a current topic of educational and psychological examinations? According to Sahlberg, when interviewed by interest. In classrooms, teachers are encouraged to foster Hancock in 2011, Finns are really not very interested in PISA individual and collective pride among their students to assist as a modest people; consequently, “it’s not what we are learning, help build resilience in students, and prevent rac- about” (para. 11). ism (Winkler, 2012). Pride is a positive emotion known to Various factors can motivate people to succeed and perse- encourage positive and meaningful relationships between vere. For example, personal beliefs regarding individual traits students (Titsworth et al., 2013). Pride is also positively Etherington 3 associated with students’ performances on midterm exami- such as “I only did well on the exam because of the help and nations (Perrun, Elliot, & Maier, as cited in Titsworth et al., support of a very dedicated and supportive group of 2013). people.” The Macquarie Essential Dictionary (2006) describes We pride ourselves on who we are or believe ourselves to pride as “high or inordinate opinion of one’s own dignity, be, and we are proud of our achievements. While proud of importance, merit or superiority whether as cherished in the being open-minded, moreover, we encourage others to be mind or as displayed in bearing, conduct” (p. 630). The idea proud. Hence, pride is generally perceived as a positive emo- of pride being both a worthy and self-indulgent emotion has tion to encourage in ourselves and others. However, we are been a topic of discussion and debate for centuries. The also told to “swallow our pride” or “let go of our pride” and Greek philosopher Aristotle (350 B.C.E./1984) described so pride is also perceived as a negative and stifling emotion. pride as the crown of the virtues; however, this requires a Consequently, pride is perceived as either a positive or a pride that is “proper,” meaning good character and a balance negative emotion. Although public displays of pride suggest of honor, humility, and vanity. However, for Baruch de a positive reflection of self, especially in individualistic Spinoza (1926/2010), a philosopher of the 17th century, Western cultures, pride is just as much a self-conscious emo- pride was pleasure arising from a man [sic] thinking too tion as embarrassment and pride can negatively affect judg- highly of himself. Similarly, David Hume (1738-1740/2007), ments related to agency and communality (Brosi, Spörrle, another famous philosopher of the 17th century, claimed that Welpe, & Heilman, 2016). pride is self-directed. According to Damasio (1999), there are six universal or The ancient religions have also encouraged the sloughing primary emotions, including fear, anger, and disgust, while off of pride. Western civilization has been particularly influ- pride is a secondary emotion. Primary and secondary emo- enced by the Catholic, Eastern Orthodox, and Protestant tions are important because they have helped to keep humans views of pride, which understand humility as a virtue but alive, especially when there has been danger present. Even pride as a sin of self-righteousness and conceit (see Dyson, hate is an important emotion, Damasio suggests, because 2006). For Zwingli, who is known to have brought the peo- hate acts to keep us from harm; however, pride is a back- ple of Zurich away from pomp, hypocrisy, and idolatry in the ground emotion and does not seem to have this evolutionary 14th century (see Smith, 2014), pride was no more than self- function, but is rather a social function. love, valuing oneself over others, while conceiving of others Although there are differences in how individuals and and God in terms of one’s own self. For these thinkers, cultures understand and utilize pride, the nonverbal pride humility was the higher virtue, while pride is to be avoided, expression seems to be universally understood. While as it was the countenance of self-love. Charles Darwin postulated the universality of emotions back The humanist philosopher Alaine de Botton (2012) suggests in 1896, similarly, Ekman and Friesen (1975) identified the that in pride, one is typically satisfied about something they universality of emotions with a diversity of cultures espe- personally care about and they communicate this by showing it cially when expressed facially. More recently, Tracy and off. In this way, pride can take over our personalities, shut us Robins (2008) identified emotions such as pride as universal, off from those around us, and proceed to hide the indiscretions, genetic, and influencing human intentions and practices (see secrets, and flaws that we know we would be mocked for if Aaker & Williams, 1998). ever exposed. Pride causes us to become dull to others when all we seek to do is assert how well things are going for us. Finnish Culture and Pride: Cultures as Consequently, pride is showmanship and is a poor example of Collectivist and Individualist the human condition (de Botton, 2012). While in humility, the self is annihilated, pride has been associated with a lack of self- Although pride is a universally recognized emotion across confidence and self-doubt (Steinbock, 2007). cultures, as previously mentioned, there are different kinds of Although there are different views concerning the useful- pride, which various cultures approve and promote. In ness of pride, there are also different types of pride. Self- American culture, which is multivalent, as all cultures are pride, otherwise known as hubristic pride, is when a person (Fischer, 2008), the individual is the ultimate source of mean- attributes success or achievement to themselves, that is, “I ing and responsibility (R. M. Williams, 1970). Consequently, did well in the exam because that is who I am,” although the United States and other highly individualistic cultures such a person could still be part of a group (Tracy & Robins, value pride and express it often, even at the expense of others 2007; L. Williams & DeSteno, 2008). An alternative to self- (Hofstede, 1984). This is because individualistic cultures tend pride is achievement-oriented pride, also known as authentic to privilege individual interests over the group with the indi- pride, that is, “I did well on the exam because I studied very vidual at the center of decision-making. In contrast, collectiv- hard for it.” Alternatively, group pride occurs when a person ist cultures tend to perceive the individual as less important, concedes success or achievement to the efforts of the group with in-groups expecting “individuals to conform to in-group and not just themselves (Delvaux, Meeussen, & Mesquita, norms, role definitions, and values” (Triandis, 1989, p. 510) 2016). For example, group pride would include a statement at the expense of their individuality. In collectivist societies, 4 SAGE Open such as those in East Asia, privacy and restraint are valued, (2015) notes that this history has left a deep mark on Finnish and the self and others are inseparable to the social context of identity, and as a result, education became a way to over- maintaining connectedness, even at the expense of the self come a troubling past. With this history in mind, the concept (Aaker & Williams, 1998). In collectivistic cultures, the needs of Sisu became a Finnish notion for describing the strong and goals of the group are emphasized over and above the Finn and a culture that displayed determination, grit, bravery, needs and wishes of the individual. resilience, courage, and resoluteness in the face of adversity, Finland behaves like many collectivist cultures, espe- but pride did not appear to feature in the Finnish conscience cially if compared with highly individualistic cultures such and principles. as the United States. However, if one compares Finnish cul- The lack of pride seems odd especially when one reads ture with a highly collectivist culture such as Pakistan, a about the Finnish nation and its ultimate independence. With more individualistic Finnish culture becomes apparent. The a national identity drawn largely from innovation, intellect, analysis of neo-individualistic cultures offered by Triandis wisdom, and overcoming adversity, one could expect that (1989, p. 511) is helpful here for thinking about Finnish Finland’s great national epic, The Kalevala, would include culture. Neo-individualism occurs when the group deter- the concept of pride. However, in this 679-page publication, mines behavior although individuals have considerable free- which played a central role in the process toward Finnish dom of action outside of the group. Finland’s culture reflects independence from Russia in 1917, there is no mention of neo-individualism, although Finland has undergone substan- pride. Instead, one reads of strong competent individuals cial hierarchical change ever since the Second World War. possessing intellect, wisdom, and perseverance. The Kalevala For example, there has been a major transformation in the signified that Finland had a great past and “was a worthy old social hierarchies, which were authoritarian and undemo- nation among the nations” (Engman, 1995, p. 184). This por- cratic, and a new shift has occured that emphasizes individu- trayal of Finnish determination, teamwork, and intelligence alism and social equality (Anttila & Vaananen, 2015). continues today with Finnish advancement earning interna- However, Finnish education is predominately tional respect for its innovation, technology, and intellect. characterized by deep societal values such as cooperation, An absence of Finnish pride is understandable, for as Lewis problem-solving, and a search for consensus (Sahlberg, (2005) notes, “as a people representing their nation, Finns are 2015). Although Finnish people are of an independent nature introverted, modest and distrust big talkers. They are deeply and jealous of their honest and hardworking reputation, for suspicious of wordy or flamboyant people, and modesty is still the average Finnish person pride and boasting is taboo; one of the national virtues” (p. 68). Consequently, Finns have consequently, as a modest people with a dislike of difficulty with pride and especially boasting about themselves. exhibitionism, Finns are collectively unassertive and Similar to Asians, Finnish people reflect features of introver- “notoriously poor at blowing their own trumpet” (Lewis, sion; they think in silence and unlike Americans are not as 2005, p. 228). Unlike the United States, Finnish culture reactive in conversation. According to Nishimura, Nevgi, and reflects social modesty and social equality, which like any Tella (2008), Finland is a high-context culture, meaning that culture, acts to preserve its moral point of reference that the culture is very stable, unified, cohesive, and slow to controls, guides, and defines the basic beliefs, values, norms, change. They also note that in high-context cultures, “people and aspirations of members of the culture (Ylijoki, 2000). tend to rely on their history, their status, their relationships, If Finland is a collectivist culture, encouraging pride in and a plethora of other information, including religion, to education would be of little value to teachers. This is assum- assign meaning to an event” (p. 785). ing that displaying pride in oneself or boasting about one’s With more applicants applying to Finnish universities achievements competes directly against collectivist values than the schools will accept, Finnish teacher education such as modesty and social equality. As cultural orientation selects only the best candidates from a pool of many appli- has a significant effect on the attitudes, norms, identity, and cants wanting to become teachers. With a 5-year compulsory values held by members of any cultural group (Aaker & teacher education program, Finnish teachers are recognized Maheswaran, 1997), it is probable that Finnish schoolteach- as sophisticated educators who display abundant pedagogi- ers will mirror the humility and social equality of the culture cal knowledge and skills (Niemi, 2016). However, with a and reject self-pride. long history of overcoming the odds and a world-famous Finland hosts a determined and resilient nation of people. education system, it would be reasonable to suggest that During the famous Winter War of 1939-1940, the Finnish pride could be an important aspect of being Finnish. persevered and resisted invasion by the Soviet Union, albeit Drawing on what has been presented here, the expectations with some loss of territory. They did this in face of over- of the study are that a positive relationship could exist between whelming odds, in spite of the fact that the Soviet Union had the schoolteacher’s pride perceptions and the beliefs, norms, a bigger and consequently far more powerful military. For and values of Finnish culture. With an assumption that Finland six centuries, Finland was under the rule of the Kingdom of is a collectivist culture, Finnish schoolteachers could reflect Sweden and then for another century under the rule of the collectivist perceptions of learning, which consist of promot- Russian Empire. Finnish educator and author Pasi Sahlberg ing strong cohesive in-groups over individual achievements. Etherington 5 Consequently, individual pride could assume a negligible role especially seeing the finished product, Jania perceives in the classroom for learning or teaching, although collective her previous work as a designer as “lonely and lacking group pride may have warrant. meaning.” She wanted a job to be “meaningful and with people.” Now after teaching for 10 years, she still enjoys this career that includes “meeting and Participants interacting with people,” which she affirms “are The data (lived experience) are gathered from drawing on the mostly positive experiences.” perceptions and experiences of a small sample of Finnish •• Andreas is a male high school teacher of 10 years. He schoolteachers. The five participants, four females and one teaches crafts, woodwork, and engineering to grade 9 male, volunteered for the study and were between 28 and students and adults. 62 years of age. They were all born and raised in Finland. •• Anika has been the school vice principal for the last 3 How were the teachers selected as potential study partici- years and a classroom teacher for 10 years. Due to a pants? The teachers were volunteers and the recruiting pro- demanding administrative role, she no longer teaches cedures involved direct recruitment and referrals. Direct in the classroom. recruitment involved visiting the school and talking with the •• Yenica has taught English to grade 7 to12 high school teaching staff about the study and then offering the teaching students for 7 years. She lived in England for 5 years staff an opportunity to take part in the study. The school prin- while learning English and earning a wage through cipal arranged a discreet place in the school to conduct the part-time work. interviews during the school day. The teachers knew where I was located and could drop by throughout the day. With this Method: Narrative Inquiry method, no one felt pressured to participate. A second strat- egy involved referrals. Referrals happened through partici- Data Analyses pants referring other potential participants. Once again, there was no pressure for teachers to participate. Selective reading approach. Narrative inquirers start with a The participants are full-time schoolteachers employed in thinly described personal justification for using this type of a middle and upper secondary public school, located approx- inquiry in the context of their own life experiences, tensions, imately 15 km outside the capital city of Helsinki. It is a and personal inquiry puzzles. As a former schoolteacher and well-attended school with almost 300 students and 25 full- current university teacher, I have come to experience the ten- time teachers. I recognized this particular school to be a sig- sion of learning similar to a “profession of hope.” In a pro- nificant site for research because of its academic reputation fession of hope, there is also a curious combination of and convenient location to many other schools within the professional optimism with a general sense of educational district. In addition, the school was in close proximity to my crisis and I observed hope and pride often coexisting in the residence during the interviews. lives of the teachers and students. With one teacher for every 12 students, the school has a Another personal justification for using this type of reputation for successfully preparing students for the matric- inquiry is the experience and discussions I have had with ulation exam, which is the final exam before a student can Indigenous and Finnish educators about pride and tenacity, graduate from upper secondary school to further studies at a and these types of discussions forced me to consider how a university. For these reasons, this institution was chosen as sense of personal and cultural pride could assist individuals, an appropriate place to investigate the emotion of pride families, communities, and organizations to utilize their through the perceptions and insights of school teachers. The strengths, culture, and humor to overcome particular chal- following names used in the study are the actual names of the lenges in life. These were the reasons that led me to use nar- participants and each participant requested this. rative inquiry to investigate pride within the context of Finnish culture, schools, teaching, and learning. Narrative inquiry is an umbrella term that captures per- The Five Participants sonal and human experience and takes account of the rela- •• Vera has been teaching elementary and middle school tionship between individual experience and cultural context students since 1984. She began her working career as a (Clandinin & Connelly, 2000). The approach is advanta- substitute teacher teaching adults. Early in this role, geous to this study because the participants’ narratives, she would often teach up to 14 lessons a week. As Vera although personal, were compared with the cultural, social, explains, “I was teaching grades 3-6 day every night, and institutional narratives that influence the identities, val- teaching them German, Swedish, Spanish and drama.” ues, and perspectives of Finnish schoolteachers. •• Jania has been teaching crafts and textiles to high A narrative inquiry could gather data, that is, the lived school students for the last 10 years. Before her teach- pride experience, and provide important personal insights ing career, she was a clothing designer. Although she into the significance that this particular emotion pride in the enjoyed giving advice to people in the yarn shop and classroom and school. I am appreciative of this type of 6 SAGE Open Table 1. Teacher Profiles. Name Age (years) Gender School subjects taught Vera 60 Female German, Swedish, Spanish, and Drama Jania 42 Female Crafts and textiles Andreas 36 Male Crafts, woodwork, and engineering Anika 49 Female School Principal Yenica 28 Female English inquiry method because it validates a privileging of one par- Using a photograph also acknowledges and takes advan- ticular area of exploration that can be subjective and personal tage of what psychologists call schema, which are the mental to the participant. Moreover, a narrative inquiry applied face- representations people have of things and of the world and to-face interviews, which could give further illumination for which they use to understand and respond to situations. By clarity or additional insights by the participants. This could showing photographs of people displaying pride, it is possi- occur as the researcher listened to the personal accounts and ble to investigate the reality and effects of the pride schema beliefs of each teacher, while probing for statements, phrases, through the participant’s perceptions and to consider if they or experiences described that were essential to the phenom- are influenced by the norms and values of the culture. enon (see van Manen, 1997). This required the process of Following the photograph viewing, open-ended questions data bracketing, which means peeling away the layers of (see bullet points below) were given to each participant. interpretation so that the phenomena can be seen. There were five separate audiotaped face-to-face inter- As a narrative inquirer, my goal was to attend to the per- views lasting approximately 45 min. The participants sonal and cultural narratives concerning pride and learning. responded orally to the following open-ended questions: Some narrative inquirers see themselves and their partici- pants as co-composing each aspect of the inquiry as well as •• “How do you think the person in this photograph their lives as they live out the inquiry (Clandinin, Pushor, & feels?” Orr, 2007). Other narrative inquirers, such as myself, •• “What makes you feel the same way as the person in acknowledge the relational aspects as less important and this photograph?” understand themselves and their participants at more of a •• “What makes students feel this way?” distance. •• “When a student says they are proud of something, This narrative inquiry typically begins with asking par- what do you think that means to them?” ticipants to share their perspectives and insights, which in •• “What makes your students feel proud at school?” this study were about a particular emotion (i.e., pride) and •• “Do you think it is important to foster pride among triggered by the artifact of a photograph. This study drew on students?” an identity approach to narrative inquiry as this approach •• “What do you do as a teacher to foster pride among gives emphasis to how people construct themselves within your students?” institutional and cultural contexts (see Chase, 2005). The interview format comprised these seven open-ended questions together with traditional probing techniques such The Commencement of the Study as silence, reflective listening, nonverbal attending skills The study began by presenting each participant with a pho- (show of interest), and urging phrases (e.g., “go on” and “tell tograph of a person displaying a typical non-verbal pride me more”; see Douglas, 2004, p. 27). expression (see Tracy, Robins, & Schriber, 2009). The par- Five schoolteachers volunteered to participate in the study ticipants viewed the photograph on a computer screen pre- (see Table 1) in return for an uninterrupted 45 min conversa- senting a male and female in a distinctive non-verbal display tion. After researching the different schools in the area during of pride, that is, hands on hip, a slight grin on the face, the month of December 2017, one large modern high school puffed up chest, and head slightly tilted back. I began each was chosen. The school was an appropriate site for exploring interview with the following question: “What do you think teachers’ values and beliefs primarily because of its conve- this person is feeling?” If the emotion of pride has univer- nient location to that of the researcher, its academic emphasis sally identifiable physical features, that is, a slight smile, the as distinguished by its website profile and local recommenda- head tilted back, the chest expanded, with arms raised or tions on the street, and its small but distinctive student– placed on the hips (see Tracy et al., 2009), then showing a teacher ratio and average class size of 12:1. Consequently, it photograph of someone displaying pride to Finnish teachers was deemed likely that the schoolteachers in this institution is likely to provoke an experienced-based response from the could offer significant information about the phenomena participants. under investigation. During the first school visit, five teachers Etherington 7 volunteered to participate in face-to-face interviews, which otherwise known as authentic pride. As Andreas confirms, “I took place in the school staff room during one school day. feel pride when I have achieved something; a lesson done really well done.” Vera notes, “I do not think pride is ever a good thing, unless, you have achieved something great.” Results and Discussion Moreover, as Yenica suggests, “There is a difference between Drawing on the values and beliefs expressed by the Finnish a good pride and an arrogant pride. Good pride knows the schoolteachers, this research explored how pride is employed values of your achievements.” as a feature of teaching and learning. Narrative inquiry was The second type of pride, and which the teachers reject, is adopted as an appropriate methodology for data collection the self-aggrandizing, excessively proud, or self-confident because narrative inquiry takes advantage of exploring a egotistical visual pride recognized as hubristic pride in this small sample size and highlights the importance of uncover- study (see also Ho, Tong, & Jia, 2016; Tracy & Robins, 2004, ing individual voices, attitudes, and personal values. 2007). This was evident when the teachers viewed the photo- Consequently, to understand pride from the perspective of a graph. For example, Jania reflects, “He is boastful, unap- classroom teacher, it was appropriate to speak directly to proachable and stuck up and he has trouble believing he can teachers within their local school community. achieve something. Finnish culture does not applaud people The results (see Appendix Tables A1-A5 for interview who show themselves like this.” transcripts) propose that teacher attitudes about pride are pre- The teachers believe that a proud or self-confident posture disposed by the values advanced by Finnish culture, which is detrimental to the common good of the classroom. they, as members of their school community, view as the Although when expressed with a humble attitude, authentic- benchmark and standard for teaching. The main concern achievement pride is acceptable but mostly in respect to the teachers had about encouraging individual pride in the class- teachers. Jania notes, room is the potential it has for interrupting their traditional Achievement and working together for the greater good of the cultural values of social equality, community, resilience, and class are priorities in the classroom and they must be helped and humility. They believed pride to encourage isolation of self, shown how to work together. Maybe showing pride in their superiority over others, and discontent. As Yenica remarked, achievements could help to support the teachers and develop “. . . pride is a symptom of unhappiness.” Consequently, some comradery here. We are so worried about our students but encouraging individual pride would diminish equality, well- not each other. being, honesty, collective achievement, and the overall hap- piness of the group—all values that advance the shared space However, hubristic pride actually reveals anxiety and self- of a classroom that students and teachers create together. doubt. As Anika confirms, “This person shows their insecu- Moreover, encouraging pride in the students would reduce rity with that display of pride, and that is why it has to be the opportunity to maintain close communities of equal expressed so fully.” Jania reflects, “I would like my students learners. For example, Vera confirms, to be a little more open-minded and humble . . ., which means more approachable and joyful.” Encouraging pride would be returning to an era of class divide . The teacher’s beliefs are suggestive of a learning culture . . we have a responsibility to help each other. We really want that embraces self-discipline, self-denial, humility, and com- them to be honest people. It is a question of honesty and my munal responsibility as important virtues to be advanced. In pupils know that pride is not like that, so my parents nor I as a this way, these Finnish teachers embrace the core values and teacher ever use the word. moral order of Finnish ideals (self-denial, humility, and com- munal responsibility). This is why pride, in particular hubris- Andreas had similar views, “Everyone still knows it exists tic pride (self-pride), intrudes into the strong sense of but pride is not the Finnish way . . . but we do not talk about community, work ethic, certainty, and structure for which it.” Finish education is famous. As Yenica declares, “. . . learning However, not all types of pride were rejected. As Anika requires a humble attitude because there are times when an suggests, “I am prepared to adopt an intrinsic i.e. authentic educator must stop what they are doing and assist others so pride to increase learning. . . but a kind of humility is needed they have a chance to learn.” Consequently, the schoolteach- here, and only if it does not interfere with the classroom ers endorse a humble attitude in the classroom. community.” The teachers perceive pride as “un-Finnish” and consequently view it with suspicion and caution. Culture as Individualist–Collectivist Types of Pride It is suggested that teachers’ beliefs about teaching and learn- ing are heavily influenced by their own collectivistic or indi- Different categories of pride were apparent to the teachers. vidualistic cultural orientation. The individualistic–collectivist As previously noted, one type of pride that the teachers toler- distinction is useful for understanding why particular groups ated was the prosocial, achievement-oriented form of pride, 8 SAGE Open and individuals interact and behave in particular ways. The Schoolteachers by their very nature undertake the assimi- teachers in this study reveal collectivist values, such as group lation of young people into the norms and values of the dom- loyalty, equality, and humility, which are influenced by inant culture. In that sense, the classroom is accepted more in Finland’s history. As Vera confirms, terms of people acting as cultural insiders (see Triandis, 1989). With this in mind, one obvious benefit for educators Finland had a class system, the higher classes and the lower and learners within collectivist cultures is the formation of classes, and this has effected the Finnish conscience today. resilient communities, with teachers as important actors Because of this history to be proud is not a positive thing. toward the service of society (see Markus & Kitayama, 1991) Learning is ultimately about collaboration; therefore, no one and establishing strong bonds with their teachers and stu- person can be prideful of his or her achievements. I am not dents (see Kaur & Noman, 2015). Still, cultural values can proud as a teacher, because, we are doing all this altogether. The change over time and Finland’s culturally homogeneous pro- child is not on his own, it is group work. We have a responsibility file continues to experience revisions to mainstream cultural to help each other. norms. As Anika reveals, “It is different now. In the 70s, 80s, and 90s we were not exposed to different cultures but now For educators and policy makers who hope to reproduce we are and we are allowing ourselves to feel things that the the “Finnish way,” this cultural distinctiveness is important. old way would never have allowed. Because of multicultur- Educators might consider the deep cultural and historical alism, pride is becoming more acceptable to the average events that have shaped the ethics of Finnish education and Finnish person.” the values that Finnish teachers draw upon in the classroom. The “Finnish way” is far more complicated than merely adopting a Finnish curriculum, simply because Finnish edu- Sisu cation reflects an extensive history and culture which com- prises an attitude of tenacity, politeness, modesty, equality, For Finns, the “second wind” of inner strength is Sisu, and it and calmness. In respect to the teacher’s perceptions, Finnish is generally about being a reliable, honest, hardworking, and values reflect communal ways of living, which also resemble resilient person. Sisu maintains the collective well-being of Asian cultures that reveal collectivist standards of living an organized group, such as that of a school or classroom. together such as modesty, in-group loyalty, minimal body The study revealed the teachers as less interested in encour- language, and silent thinking (Lewis, 2005; Stanculescu, aging pride, which is perceived as boastful and egotistical, 2012). and more attentive to preserving the deeply held cultural Cultures advance particular rituals that guide people in reputation of Sisu. As Anika says, “Pride can be shameful in their thinking and this includes the cultural expectations of our culture. A strong part of Finnish culture doesn’t appreci- schoolteachers (see van Manen, 2008). The collectivist ate it because it encourages students to find their own path expectations of the teachers include loyalty and the assimila- and go their own way, and that is not the Finnish school sys- tion of its members into an extended “family.” This is why tem, which has a strong value of going the same way the teachers diagnose pride to be antithetical to the needs and together.” While Vera confirms, “I want hardworking citi- goals of the class and as such problematic for sustaining a zens . . . producing students who demonstrate determination, close classroom community. The Finnish teachers could still tenacity and resilience in the face of life’s obstacles which embrace pride in the classroom, but only if it sustains the provides an intrinsic internal motivation for students to pros- collectivist nature of the classroom and school community. per together.” In regard to the photograph, there were unfavorable reac- Pride is in contrast to Sisu because pride is perceived as tions given by the teachers, such as Vera, “If parents do not individualistic, self-congratulatory, isolating, extrinsic, and teach their children virtues and good character, then this type self-centered. In contrast, although Sisu encourages Finns to of grandstander pride in the photograph results.” Jania con- take personal responsibility for their emotional well-being firms, “He looks like a wall, boastful, unapproachable and and engage in active problem-solving, they are to respect the stuck up,” while Yenica describes the display of pride as, needs of the group and overcome challenges in life. Anika “unteachable, a wall and arrogant.” These reactions demon- declares, “What makes me proud is students who have over- strate the importance teachers place on modesty and preserv- come things.” Jania confirms, “Achievement and working ing group cohesiveness rather than on the individual. together for the greater good of the class are priorities in the Moreover, the reactions to the photograph reveal the strong classroom.” Yenica notes, “Pointing the students to their behavioral expectations of people from high-context collec- achievements at school is important but not as individuals, tivist cultures. In contrast, if these teachers were from a low- rather it is about their potential to achieve together as a context culture, they would likely place greater importance group.” on external displays of emotions and eccentricity such as The benefits of encouraging resilient young people who those presented in the photograph (see Kim, Pan, & Park, could work together with a common vision were important 1998; Nishimura et al., 2008). for these schoolteachers because together they have a greater Etherington 9 chance for success. Moreover, as resilient people they are the classroom community.” Displaying character and humil- able to “approach threatening situations with confidence” ity are more important to the Finnish teachers compared with (see Bandura, as cited in Tait, 2008, p. 59). Sisu is critical for exhibiting student achievements, which could still be made teachers to promote in the classroom because it enables a public, but only if the school community benefited. positive outlook with difficult tasks realized as challenges rather than as threats. PISA The concept of resilience is comparable with the Finnish idea of Sisu. Although the teachers focused predominantly Finland’s participation in the competitive and standardized on the well-being of the group and not individuals, Sisu international PISA examination contrasts with the core val- could encourage individual success; however, teachers who ues of humility and community for which Finnish culture is encouraged students with Sisu generally prioritized and recognized. The normalization of competition and the upheld the overall prosperity of the group. advancement of standardized testing, which PISA infer are commendable, could replace the traditional standards of humility and social and educational equality that Finnish Educational Equality teachers hope will advance. Anika confirms, “A strong part The teachers believe that by encouraging pride at school, edu- of Finnish culture doesn’t appreciate it [pride] because it cational equality would diminish and the overall cohesive- encourages students to find their own path and go their own ness of the classroom community would decline. As Finnish way.” culture encourages progressive democratic ideals such as The PISA standardized examinations, in which Finland educational and social equality, the promotion of pride is per- have surpassed most other nations, are a global enterprise ceived as a threat to maintaining an egalitarian classroom. that assumes competing for a global ranking is valuable The teachers believe that by encouraging pride, an elitist atti- (see Trohler, 2011). In one sense, PISA’s standardized tude and ego would transpire. Unlike equality, pride arouses examinations undermine the values of Finnish culture. self-importance and reduces the educational opportunity of Humility, local traditions, and social and educational other students. By its very nature, education should be an equality are important Finnish values, yet how these values equally shared experience between parents, students, and align with PISA’s goal for societies to “change and teachers. As Vera maintains, “I can’t be proud of my teaching progress” and for students to adopt “global competence,” because learning includes three encouragements—the teacher, which comprises competition, comparison, and global student, and parent; all are one-third responsible.” Teaching rankings is yet to be understood—a cultural clash is surely and learning is a shared responsibility. an outcome. Therefore, public displays of pride, and especially self- pride, have no place in the Finnish classroom. However, one Competing Philosophies of Education teacher, Andreas, did concede that public displays of pride are acceptable in the classroom but only if they signify Finland has recently adopted the educational model of John achievement and lead to further learning. Andreas confirms, Dewey (see de Sauvage, 2015; Sahlberg, 2015). Comparable “He [photograph] is in a good mood but maybe he is already to PISA, Dewey’s pragmatic philosophy of learning is incon- feeling like he achieved everything there is to achieve, and so sistent with Finnish norms and cultural values, which revere he is really open to learn more.” the collective standards, histories, self-limitations, and group It is obvious that public displays of hubristic pride, that is, camaraderie that encourage students to honor intergenera- narcissistic self-aggrandizement pride, are discouraged. tional and cultural understandings. As Vera recalls, “Learning Consequently, the teachers have no personal experience is ultimately about class collaboration,” and Anika clarifies, incorporating pride as a strategy for teaching or learning, nor “By encouraging pride at school there may be cultural loss.” do they have any personal experience of pride. As Jania con- The Deweyian approach to teaching is to marry student- firms, “I do not know if I have ever felt pride in my life. I do centrism with pragmatism, encouraging students to individu- not know if I am proud of who I am—that is too difficult. My ally change and restructure their world through family does not encourage me to be proud, they say well self-knowledge, self-actualization, and self-empowerment. done but that is it.” A respect for the greater community comprise forsaking ide- Accomplishments were a normal requirement for living a als of self while prioritizing the needs of the communal good life. Any public displays of personal achievements such group (see Bowers, 1987). Consequently, alliance and loy- as a teacher displaying their university degree in their class- alty to the group and maintaining the collective identity of room were rejected as undeserving and boastful. Yenica says, the group are important (Anderson, 2014). In their collectiv- “That [displaying a university degree] would be like brag- ist cultural profile, the challenge for Finnish educators is ging and it would never happen. They know who I am and if maintaining a preference for working together for the greater I can teach.” As Anika notes, “I am prepared to adopt intrin- good of the group and not necessarily helping individuals to sic pride to increase learning only if it does not interfere with become entirely self-sufficient. 10 SAGE Open particularly relevant as schools have an extensive history Conclusion playing an important role in fostering values that advance This study explored the perspectives of Finnish schoolteach- a collective school ethos and the operation of anti-bully- ers situated in one public school in Helsinki, Finland. In rela- ing programs, which encourage resilience in children and tion to pride as a feature of teaching and learning, the results youth. illustrate how Finnish educators identify learning through The findings of this study hope to advance insights and their cultural values and assumptions. For these teachers, it is dialogue between Finnish and non-Finnish educators important to preserve the integrity of Finnish values and pro- regarding how particular emotions can be used in the class- mote the functioning of the group over the individual. Pride room and how particular cultural assumptions and values works to raise the self but ruptures the common good of the influence teaching and learning. In particular, the results classroom community. pave the way for future studies to investigate how teachers It would be particularly valuable for researchers and from low- and high-context cultures utilize other emotions educators outside of Finland to consider how the notion for teaching and learning. Finally, the results can inspire of Sisu could be applied in classrooms to motivate indi- instructors to explore how particular emotions and cultural vidual students to persevere and succeed while maintain- norms overlap to advance the next generation of proud and ing the well-being of the group, which also includes the welfare of the entire school community. This would be humble learners. Appendix The following results highlight the five main themes of the study with verbatim comprised below each theme. These include Achievements and pedagogical competence, Pride is not a Finnish value, Cultural changes, Arrogant pride (reactions to the photograph), and Collaboration and work ethic. Table A1. Interview Results: Achievements and pedagogical competence. Theme: Achievements and pedagogical competence Vera When I teach English, I tell the parents there will be no dropouts, as I know my subject and how to teach each age group very well. I make sure they [students] are at ease and there are no wrong answers, but whatever the child answers to my questions, I always try to understand him. I ask the students to describe what they are good at and how their achievements can create a fantastic atmosphere for others. Andreas I feel pride when I have achieved something, a lesson done really well or when I have made something with my hands. When my students start solving problems on their own and when I am not needed—then I know I am good. Moments like that make me proud. Anika What makes me proud is the ability to interact with students who have achieved and overcome things, but learning requires a humble attitude because there are times when an educator must stop what they are doing and assist others so they have a chance to learn. Success in education is what you have done, not who your parents are, and in this culture, this must be understood. That is why teachers are so important—to model, express and encourage intrinsic humble pride. Jania I do not talk about that [pride] in class because your work reflects who you are. Education is about what you are actually doing rather than being. I started to cry the other day when they [students] mastered something, which I thought they would never learn. Finally, they did and I was so happy—I had to go outside. I do not think it was pride; well maybe it was because I went and got another teacher to see it. Pride should only happen when they have mastered a skill or surprised themselves after working on something for a few months like sewing a hoodie or sweatpants. Yenica Just achieving something, doing something well, a project or an exam. That is the feedback they are getting from me however it is in a grade on a paper. I am not telling them verbally to be proud but they are getting it from me as a grade. Etherington 11 Table A2. Interview Results: Pride is not a Finnish value. Theme: Pride is not a Finnish value Vera As a child in the 1970s, if someone was proud of himself [sic] the person was thinking of himself as better and looking down on others. Finland had a class system; the higher classes and the lower classes and this has effected the Finnish conscience today. Because of this history to be proud is not a positive thing. There is no longer a class system in Finland and so encouraging pride would be returning to an era of class divide. I tell them, you did a good job and well done, but definitely not, I am proud of you. The teacher does not praise students with phrases such as, “I am proud of you” but offer a character evaluation such as “you were kind to do that or this was kind of you to do.” If anything, that is what should elicit pride, we have a responsibility to help each other. We really want them to be honest people. It is a question of honesty and my pupils know that pride is not like that, so my parents nor I as a teacher ever use the word. Andreas Everyone still knows it [pride] exists but pride is not the Finnish way, although it is there, but we do not talk about it. Anika Pride can be shameful in our culture. A strong part of Finnish culture doesn’t appreciate it because it encourages students to find their own path and go their own way, and that is not the Finnish school system, which has a strong value of going the same way together, on the same path and at the same speed. Pride does not reflect reliable learning because intrinsic pride is hard to express publicly, it almost has to be drawn out of you but it comes quite easily when a teacher encourages it; however if it is bragging pride, this is worse and students should not express it without permission. The danger is that some of the students could prove to become proud of who they are but not in an intrinsic way, and I do not know how to stop or support that. Jania I do not go around saying—I am a teacher and I am proud or I am a Swedish speaking Finn and I am so proud or I am a mother and I am so proud. That is just what people do. I am happy about these things but not proud. I do not know if I have ever felt pride in my life. I do not know if I am proud of who I am, that is too difficult. I probably should just go to a shrink and find out why. My family does not encourage me to be proud, they say well done but that is it. Yenica The first thing that comes to mind with pride is arrogance, being kind of pleased with yourself. Being proud of yourself or your achievements is misleading in the end because we are all equally good but all equally bad too and that is important to bring out in students. The mindset here is don’t think too highly of yourself and this is worth bringing up to the students in conversation. I think this goes back to the law of Jante—do not put yourself on display. I am not sure if anyone has told you about the law of Jante—it is Nordic or Scandinavian idea. The basic concept of the law is not to think you are anything or more than anyone else is or stand out and this is the mindset prevalent in our society. Rising above the cultural norms tends to be a big deal because you should not stick out in a good way, which is really silly and so limiting. Obviously, we need to try to rise above it and say I can be proud of what I have achieved. I would never display my degree as that would be like bragging and it would never happen. They know who I am and if I can teach. Table A3. Interview Results: Cultural changes. Theme: Cultural changes Vera Americans overuse certain adjectives to describe themselves and how they are feeling, which are too positive, strong and divisive. Such an inward focus on oneself is like a wall or a boundary that shifts the character of a student as a learner to that of an opponent. It is easier for them [younger teachers], to be proud, I think they are more self-confident. The younger generation of teachers are more open to expressing the type of self-serving pride that Finnish people have detested ever since Finland was a class-based society. Anika We [this school] are getting a bit past it now. I compare this school to the Swedish schools who have a bit more of a Western or American approach to pride and success. Maybe pride is just a natural positive feeling of something, and not something commercialized, or less genuine. It is different now. In the 70s, 80s, and 90s we were not exposed to different cultures but now we are and we are allowing ourselves to feel things that the old way would never have allowed. The society has changed; it is not the same as it was in the 70s. I now see many teachers trying to develop and find a good way to be proud of their work, but also encourage students to do the same. Because of multiculturalism, pride is becoming more acceptable to the average Finnish person. Yenica This generation has increasing self-assurance but I see a fine line between arrogance and pride. I want the students to express themselves in a confident manner, however, with a confidence communicated through humility. I do not think pride is the way to gain self-assurance because it risks arrogance, and if you achieved something then you can be proud of it but not arrogant proud. I want the students to have confidence and self-esteem but it really depends on who is encouraged to be proud because some students already have adequate self-confidence while others need the boost so they can see the good in themselves. 12 SAGE Open Table A4. Interview Results: Arrogant pride. Theme: Arrogant pride (reactions to the photograph) Vera That person is not happy—he does not have inner happiness and whatever he has achieved, he has done it the easy way, and he is full of himself. He is also aggressive and saying, do not come and tell me anything, I already know it. It does not matter if someone is a citizen or a schoolteacher, self-displays of pride are always impolite. Such a blatant display has no place in teaching or learning in the classroom. When you teach, the children must feel safe and they can trust you and you are no danger to them and this posture of pride creates danger and is unsafe. This display of pride might be the beginning of a fight. I do not think pride is ever a good thing except unless you have achieved something great—maybe then. If parents do not teach their children virtues and good character, then this type of grandstander pride in the photograph results. A young person like this might have the idea that they are better than other children. Andreas He is in a good mood but maybe he is already feeling like he achieved everything there is to achieve and so he is really open to learn more. Someone who has achieved something great. He has worked hard and achieved something. I would like them [students] to look like this at the end of year—why not, he looks happy—but maybe not at the start. Anika He is a bit stuck up—prideful, but a feeling that he is a bit better than the rest of us, or a bit above us. He is not opening his much eyes, which tells me that it is not authentic pride but it is probably bragging pride. He is still teachable but his stance is not welcoming in a school and certainly not in Finnish culture or Finnish schools. He is dominating and not that cooperative. He probably has a lot of attitude and preconceived ideas about the way things are. He puts himself above others and not at the same level for being open to interaction. This is not authentic pride because authentic pride in Finland would be more humble. If you are authentically proud, you can see that in the expression, but not a straight-in-your-face insecure type of pride but more like a humble or shyness pride. This person shows their insecurity with that display of pride and that is why it has to be expressed so fully. Jania He looks like a wall and he is boastful, unapproachable and stuck up and he has trouble believing he can achieve something. Finnish culture does not applaud people who show themselves like this. To parade oneself around like this no matter what the achievement, there must be something wrong with him. I am aware that a judgement such as this may come across to some people as uncaring. I feel ashamed that I think this way because I do want my students to be proud of themselves. When I see this I think oh no, he is boastful and hard to reach. I would like my students to be a little more open-minded and humble than the person in this photograph, which means more approachable and joyful. I would still like to think he has achieved something and his pride is deserved—I want to think the best of him. Yenica Pride is a symptom of unhappiness. I am probably stereotyping really badly right now but it seems like someone could achieve something like the person in this photograph but do it with arrogance. I would not call this joy, not joyful at all no. I make a difference between joy and pride so not joyful but prideful and pleased. I am wondering why my first instinct is arrogance when I see it this image, which is terrible in a sense because if this is pride, that is, being pleased with yourself and knowing that you have achieved something good, well then such a display of pride does not mean you are unteachable. Maybe this is typical of my Finnish prejudice but I feel it also lacks a little humility too. Feeling good about yourself would not be expressed so publically in Finnish classrooms. There is a difference between a good pride and an arrogant pride. Good pride knows the values of your achievements, so you have a right to feel good about your achievements. Table A5. Interview Results: Collaboration and work ethic. Theme: Collaboration and work ethic Vera Learning is ultimately about class collaboration; therefore, no one person can be prideful of his or her achievements. I am not proud as a teacher because we are doing all this altogether. The child is not on his own, it is group work. I always tell the parents that my part is only 1/3—the child does his part, which is 1/3, the parents do their part, that is 1/3, and that is how we achieve. You have to be satisfied with what you are doing and I do not like competition. Competition makes things wrong. Too much and you will never be satisfied. She compares pride with an unhealthy pursuit of wealth and highlights the tribulations. Pride is what is wrong with rich people today, you have to get more and more millions, but they are not happy or ever satisfied. We all have problems to solve in our lives but the most important thing is how you face your problems, cope, get over them, and never become bitter. “I want hardworking citizens,” however use you resources wisely, because in life you should not always take the easy step but as we say in Finland, also go where the fence is lowest. (continued) Etherington 13 Table A5. continued Theme: Collaboration and work ethic Anika I am prepared to adopt intrinsic pride to increase learning only if it does not interfere with the classroom community. I would consider approving of a non-verbal image of pride physically displayed somewhere in the school if it could bring students together. I would not alter the typical prideful body posture, but If I could blow this image up, yes I would do it but with an empty head so that I could have all the faces of the students in the school on the image. That said, such self-confidence [pride] is more than their ability to succeed, achieve, and go forward, it is also social interaction, social and emotional. A kind of humility is needed here. By encouraging pride at school there may be cultural loss and learning turns out to be only competitive. It is more important to lift up others, when I do things that matter and help others. You know when you see someone succeed and that you had a part in supporting that—you can then rejoice with them in that situation. Jania I am frustrated with the students today. I wish they would just do something. I wish they would do something or just try— put in some effort—learn from their mistakes. I am not pleased with the students who just lay there like vegetables and feel that everything they do is great and everything is okay. They should put in some effort, give back to the classroom, and do not be complacent. Achievement and working together for the greater good of the class are priorities in the classroom and they must be helped and shown how to work together. Maybe showing pride in their achievements could help to support the teachers and develop some comradery here. I think having some pride would help my teaching colleagues better support each other because that is something we do not do here. We are so worried about our students but not each other. This is something we should work on as colleagues and friends, and grownups. It is not just something children need help with—we need help with it too. Yenica Pride is not an important emotion to encourage in school because it ultimately discourages the development of maintaining good relationships in the classroom. When you work with teenagers, at the end of the day, it is so much more about connection. It is not really about achieving or learning all the correct grammar, but lifting them up, and when this happens then you feel this is really good. I publically defends them [students] against negative perceptions. I told them [students]— do you know how often people ask me how I can work with teenagers of your age, they say I must be crazy. I told them, do you know how often I defend you and how often I tell people how lovely you are. These students said to me, really, do you tell people that, do you say that about us. If they encourage each other, they do well as a group. 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(2012). Learning race, learning place: Shaping racial system. Emotion, 7, 789-801. identities and ideas in African American childhoods. London, Tracy, J. L., & Robins, R. W. (2008). The automaticity of emotion England: Rutgers University Press. recognition. Emotion, 8, 81-95. doi:10.1037/1528-3542.8.1 Ylijoki, O. (2000). Disciplinary cultures and the moral order of .81 studying: A case study of four Finnish university departments. Tracy, J. L., Robins, R. W., & Schriber, R. A. (2009). Development Higher Education, 39, 339-362. of a FACS-verified set of basic and self-conscious emotion expressions. Emotion, 9, 554-559. Author Biography Triandis, H. C. (1989). The self and social behavior in differing Matthew Etherington achieved his PhD in the philosophy of educa- cultural contexts. Psychological Review, 96, 506-552. tion from Macquarie University in Sydney, Australia while completing Triandis, H. C., Bontempo, R., Villareal, M. J., Asai, M., doctoral research at the Ontario Institute for Studies in Education & Lucca, N. (1988). Individualism and collectivism: (OISE). He is presently a professor in the School of Education at Trinity Cross-cultural perspectives on self-ingroup relationships. Western University, British Columbia, Canada. Matthew is the co- Journal of Personality and Social Psychology, 54, director of the “Institute of Indigenous Issues and Perspectives (IIIP).” 323-338.

Journal

SAGE OpenSAGE

Published: Jul 23, 2019

Keywords: pride; teaching; achievement; Sisu; culture; Finland; individualism; collectivism

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