The Absent Curriculum in Finnish History Textbooks: The Case of Colonialism

Abstract

This article examines the gaps in relation to the Sámi people and the colonization of Sápmi (Sámi homeland) in Finnish history textbooks. In the Finnish school system, there is very little knowledge about the Sámi and the colonization of Sápmi. The article uses the concept of the absent curriculum in order to highlight the gaps in history textbooks. The absent curriculum refers to topics and themes that could have, but have not, been included in the curriculum. Using discourse analysis, the article analyses two different time periods described in textbooks: the 19th and 20th centuries as well as prehistory. The results show that colonialist interventions in Sápmi are not conceptually tied to colonialism in the textbooks, even though some textbooks include descriptions of Finnish assimilationist acts in Sápmi. As regards to prehistory, the textbooks vary in their descriptions of the Sámi: some textbooks clearly define them as a distinct indigenous people, whereas others do not mention them at all. Finally, this article proposes some improvements that could enhance the inclusion of Sámi and colonization of Sápmi in history textbooks.

Keywords

• absent curriculum
• colonialism
• history textbooks
• Sámi