Students’ experiences of social integration in schoolwide activities—an investigation in the Finnish context

Figures & data

Figure 1. Structural components and reproductive processes of the lifeworld, based on Habermas’ theory of communicative action (1987).

Figure 2. Social integration as a reproductive process of the lifeworld, based on Habermas’ theory of communicative action (1987).

Figure 3. Main findings related to social integration at the cultural level.

Figure 4. Main findings related to school community-level experiences of social integration.

Figure 5. summarizes the main findings related to social integration and the experienced value of schoolwide events at the personal level.

Table

Interviewees by school and grade level
	School 1	School 2	School 3
8th grade	Group 1: Jerina and Sanna		Group 10: Arttu and Pekka
	Group 2: Henna and Kaisa		Group 11: Emmi and Niina
	Group 3: Nina and Erika		Group 12: Markus and Linda
			Group 13: Jaakko and Matias
9th grade	Group 4: Henrik and Samuel	Group 6: Kira, Caroline, and Eline	Group 14: Eric and Maria
	Group 5: Pete and Kasper	Group 7: Paavo, Rober, and Ali
		Group 8: Eero and Jani
		Group 9: Kevin and Leevi

Habermas, Jürgen. 1987. The theory of communicative action: lifeworld and systems: the critique of functionalist reason. Vol. 2.(M. McCarthy,trans.).Cambridge: Polity Press. (Original work published in 1981).

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