Rethinking society and knowledge in Finnish social studies textbooks

• Published in: Journal of curriculum studies Vol. 53; no. 6; pp. 857 - 873
• Main Authors: Hansen, Petteri, Puustinen, Mikko
• Format: Journal Article
• Language: English
• Published: London Routledge 02.11.2021; Taylor & Francis Ltd
• Subjects: 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; Finland
• ISSN: 0022-0272; 1366-5839
• DOI: 10.1080/00220272.2021.1881169

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.