Rethinking society and knowledge in Finnish social studies textbooks

Bibliographic Data

ID21345653
AuthorsPetteri Hansen (0000-0003-2209-3618, University of Helsinki, corresponding author), Mikko Puustinen (0000-0002-6737-124X, University of Helsinki)
Year2021
Volume53
Issue6
Pages857-873
Publication date2021-11-02
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueJournal of Curriculum Studies (JOURNAL)
Journal identifiersISSN: 0022-0272 • E-ISSN: 1366-5839
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/00220272.2021.1881169
OpenAlexW3128572554
LanguageEN
Citations received7
References cited23

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

Epistemology · Knowledge Society · Pedagogy · Political science · Power (physics) · Social change · Social science · Social studies · Social theory · Sociology · Educational Theory and Curriculum Studies · Educator Training and Historical Pedagogy · Global Education and Multiculturalism

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