Rethinking society and knowledge in Finnish social studies textbooks
This paper discusses the relationship between knowledge and society in social studies by analysing how society is presented in four Finnish social studies textbooks currently in use in comprehensive education. Besides its empirical contribution, the paper examines the possibilities of applying Micha...
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| Published in: | Journal of curriculum studies Vol. 53; no. 6; pp. 857 - 873 |
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| Language: | English |
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02-11-2021
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| Abstract | This paper discusses the relationship between knowledge and society in social studies by analysing how society is presented in four Finnish social studies textbooks currently in use in comprehensive education. Besides its empirical contribution, the paper examines the possibilities of applying Michael Young's understanding of powerful knowledge in social studies by complementing it with two additional theoretical approaches to society. Firstly, by applying Basil Bernstein's concept of recontextualisation, it is possible to elaborate on the way in which social studies textbooks reproduce societal power relations. Secondly, by observing the society of social studies textbooks in the light of Niklas Luhmann´s social systems theory, it is possible to examine how social reproduction in social studies is related to temporal forms of knowledge in a functionally differentiated, multifaceted society. The findings indicate that due to the present-focused and institutional approach to society, the textbooks offer few tools for critical understanding and for changing society. |
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| AbstractList | This paper discusses the relationship between knowledge and society in social studies by analysing how society is presented in four Finnish social studies textbooks currently in use in comprehensive education. Besides its empirical contribution, the paper examines the possibilities of applying Michael Young's understanding of powerful knowledge in social studies by complementing it with two additional theoretical approaches to society. Firstly, by applying Basil Bernstein's concept of recontextualisation, it is possible to elaborate on the way in which social studies textbooks reproduce societal power relations. Secondly, by observing the society of social studies textbooks in the light of Niklas Luhmann´s social systems theory, it is possible to examine how social reproduction in social studies is related to temporal forms of knowledge in a functionally differentiated, multifaceted society. The findings indicate that due to the present-focused and institutional approach to society, the textbooks offer few tools for critical understanding and for changing society. This paper discusses the relationship between knowledge and society in social studies by analysing how society is presented in four Finnish social studies textbooks currently in use in comprehensive education. Besides its empirical contribution, the paper examines the possibilities of applying Michael Young's understanding of powerful knowledge in social studies by complementing it with two additional theoretical approaches to society. Firstly, by applying Basil Bernstein's concept of recontextualisation, it is possible to elaborate on the way in which social studies textbooks reproduce societal power relations. Secondly, by observing the society of social studies textbooks in the light of Niklas Luhmann's social systems theory, it is possible to examine how social reproduction in social studies is related to temporal forms of knowledge in a functionally differentiated, multifaceted society. The findings indicate that due to the present-focused and institutional approach to society, the textbooks offer few tools for critical understanding and for changing society. |
| Audience | Elementary Secondary Education |
| Author | Hansen, Petteri Puustinen, Mikko |
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| Cites_doi | 10.1007/978-1-137-09412-4 10.1057/9780230503588 10.1177/026327697014001003 10.1080/00933104.1993.10505703 10.18546/LRE.16.3.06 10.1080/00045608.2015.1022128 10.1080/00131857.2015.1101363 10.2307/j.ctv62hgm7 10.1080/00220272.2019.1703273 10.1080/09585176.2018.1557536 10.1111/j.1465-3435.2009.01413.x 10.3102/00028312034002333 10.1515/9781503619227 10.1080/0142569022000038422 10.2304/pfie.2014.12.3.431 10.1080/09585176.2014.894481 10.1080/09585176.2019.1570292 10.1080/00167487.2016.12093987 10.1177/1049732305276687 10.1515/9783110884845 |
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| References_xml | – volume-title: Pedagogy, symbolic control, and identity: Theory, research, critique year: 2000 ident: cit0006 contributor: fullname: Bernstein B. B. – volume-title: Yhteiskuntatiedon tiedetausta: Ainedidaktisia lähtökohtia oppiaineen kehittämiseen [The scientific background of social studies] (Studio paedagogica) year: 2001 ident: cit0022 contributor: fullname: Löfström J. – start-page: 74 volume-title: Skolämne i kris? year: 2002 ident: cit0009 contributor: fullname: Bronäs A. – volume-title: Historian ja yhteiskuntaopin oppimistulokset perusopetuksen päättövaiheessa 2011 [The learning outcomes of history and social studies in the final assessment of comprehensive education 2011] year: 2012 ident: cit0039 contributor: fullname: Ouakrim-Soivio N. – start-page: 31 volume-title: How students learn history in the classroom year: 2005 ident: cit0021 contributor: fullname: Lee P. 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| SubjectTerms | Content Analysis Correlation Cultural Background Educational Change Educational Theories Elementary Secondary Education Finnish basic education Foreign Countries Luhmann, Niklas (1927-1998) National Curriculum Power Structure powerful knowledge social reproduction Social Studies Society System theory Systems Approach systems theory Textbooks |
| Title | Rethinking society and knowledge in Finnish social studies textbooks |
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