TEEA KORTETMÄKI
Picture © Marko Mäkinen
Teea Kortetmäki (1983) is a food system researcher and environmental philosopher. She works as a postdoctoral researcher at the University of Jyväskylä on environmental and food issues, currently as part of the research project “Just transition: Tackling inequalities on the way to a sustainable, healthy and climate-neutral food system (JUST-FOOD)”. She has published articles in prestigious sustainability research and ethics journals and chapters in several books, combining the examination of food ethics with the themes of environmental and social justice.
RAISA FOSTER
Dr Raisa Foster (b. 1976), has been focusing on the questions of eco-social justice for the past several years. She holds the titles of adjunct professor in dance pedagogy (University of the Arts Helsinki) and in social pedagogy, especially artistic research and practice (University of Eastern Finland). Currently, she is working as a university researcher at the University of Eastern Finland.After completing her Ph.D. in educational sciences at the University of Tampere in 2012, Foster took her artistic research further to embrace the topic of otherness, including gender identity, (dis)ability, and interspecies empathy. Both public and private funders have extensively supported Foster’s artistic research over the last 15 years. In 2015–2017 Foster led the Art-Eco research project on empathetic-ecological humanity, which was funded by Kone Foundation.
HUGO PEÑA LAGOS
Hugo Andres Peña Lagos (1972) Peña is a Chilean choreographer, researcher and dance pedagogue. Peña is artistic director and organizer in Al Marge’s project, which explores the relationships between the body, memory, and architecture in a multi-artistic and scientific space. He has recently moved to Berlin, where he has started projects related to community dance and collaborates with different visual and sound artists on various platforms.
CLARICE ZDANSKI
Clarice Zdanski (1957) is an artist, art educator, art historian, writer, and translator. Currently, she teaches studio art and art history at Franklin University Switzerland in Sorengo (Lugano), Switzerland, and collaborates with the International Balzan Foundation on editorial projects. For Zdanski, art makes us human, and its place in our lives – in everyone’s lives – is undeniable. The artist’s work must remind us all that this precious part of our shared existence cannot be silenced and that by combining our creative energies we can make the world a better place to live.
Seinäjoki high school is an academic upper secondary education preparing students for tertiary education (university and college studies). We are one the biggest high schools in Finland providing education for both adolescents and adults with over 1,000 students.
High school education in Finland is voluntary and students have a lot of choice and freedom to choose different paths to graduate. The most common time to graduate is three years but some decide to graduate in four years. Our school is non-graded meaning that there are no fixed classes and that students choose the courses they wish to study individually. Some of the study units are compulsory though.
We cherish participation and it is one of our values. Our students have a say in what happens in our school and they have an important role in decision-making processes and drafting of development plans. Equally, our teachers work in teams and they also take an active role in the development work and also have an impact on policy-making.
We provide general education but we also have specific areas of expertise. Students are able to study subjects in English. The instruction is based on the national Finnish curriculum but the participants in the programme may sit AS and A level exams that are provided by the Cambridge Examinations Syndicate. We have an extensive network of twin schools around the world, which we work with annually, some projects are exchange-based and some build on job shadowing and some on working online together. Our school is nationally renowned for internationalisation work. We are also forerunners in phenomenon-based learning and providing cross-curricular study units for high school students.
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