Pub Date : 2022-04-03DOI: 10.1080/2005615X.2022.2087030
Tanja Kohvakka
ABSTRACT Finland has long been culturally and linguistically varied and continues to grow even more diverse every year. However, this heterogeneity has not been reflected in the country’s history curriculum, which has traditionally been built on the idea of a homogenous Finnish nation. This study examines the representation of both old and new minorities in the Finnish National Core Curriculum for history. It argues that inclusive and multiperspective history education is needed to increase the quality of history education for all students. The results of this study demonstrate that while the general objectives and values of the curriculum promote diversity and multicultural education, the curriculum for history lacks an adequate representation of minorities and relies on Eurocentric and Finnish historical narratives. However, the curriculum nonetheless emphasizes teaching methods that could potentially create more inclusive history education and broaden historical perspectives for all pupils.
{"title":"The representation of minorities in the Finnish National Core Curriculum for history","authors":"Tanja Kohvakka","doi":"10.1080/2005615X.2022.2087030","DOIUrl":"https://doi.org/10.1080/2005615X.2022.2087030","url":null,"abstract":"ABSTRACT Finland has long been culturally and linguistically varied and continues to grow even more diverse every year. However, this heterogeneity has not been reflected in the country’s history curriculum, which has traditionally been built on the idea of a homogenous Finnish nation. This study examines the representation of both old and new minorities in the Finnish National Core Curriculum for history. It argues that inclusive and multiperspective history education is needed to increase the quality of history education for all students. The results of this study demonstrate that while the general objectives and values of the curriculum promote diversity and multicultural education, the curriculum for history lacks an adequate representation of minorities and relies on Eurocentric and Finnish historical narratives. However, the curriculum nonetheless emphasizes teaching methods that could potentially create more inclusive history education and broaden historical perspectives for all pupils.","PeriodicalId":43845,"journal":{"name":"Multicultural Education Review","volume":"14 1","pages":"85 - 100"},"PeriodicalIF":1.0,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48498602","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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