Abstract
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.
Highlights
From a social scientific perspective, social studies as a school subject has a bidirectional approach to 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
We have examined the societal knowledge of social studies by contrasting Michael Youngs idea of powerful knowledge with Niklas Luhmann’s systemic conception of society and Basil Bernstein’s notion of recontextualization and pedagogisation
Summary
From a social scientific perspective, social studies as a school subject has a bidirectional approach to society. From the power perspective, social studies is—or at least should be—a critical practice allowing students to recognize their relationship to society, and one that raises awareness of change and the ability to act when necessary. In previous studies, this bifunction of social studies has often been observed as a balancing between socialization and emancipation tasks (Anderson et al, 1997; Virta, 2006). More up-to-date contextual information can be found in the recent country report (Löfström, 2019)
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