Sensitive and marginal topics in Finnish history teaching

Authors

• Eemeli Hakoköngäs Helsingin yliopisto
• Inari Sakki Itä-Suomen yliopisto
• Anna-Maija Pirttilä-Backman Helsingin yliopisto
• Katrin Kello Estonian Research Council
• Hanna-Mari Salapuro Helsingin yliopisto

DOI: https://doi.org/10.33350/ka.69060

Keywords:

History teaching, sensitivity, marginality, history policy, historical identity, social representations

Abstract

In the present study, we explore sensitive and marginal topics in Finnish history teaching and how teachers address issues related to these topics in their work. Empirical data were collected through interviews and a survey in 2015–2016.  The analysis and interpretation of teachers’ responses is informed by social representations theory (Moscovici 2008; Sakki, Menard & Pirttilä-Backman 2017). In the study, the term ‘sensitive’ refers to topics in history which teachers consider to require special tact or consideration. The term ‘marginal’ refers to topics that teachers perceive as being left out of mainstream historical narratives or that they consider to supplement the content of history teaching offered in the curriculum or in learning materials.

The study shows that teachers most often experienced the role of women and minorities as well as micro-history as marginal topics. Topics related to wars and the role of minorities were often perceived as sensitive. Sensitivity was typically perceived to arise from encountering different pupils rather than from the subject itself. On the basis of the study, teachers showed a clear interest in reflective, questioning and interpretative teaching of history. Tackling the challenges related to marginal and sensitive topics was seen as an enriching factor in history teaching.