Globalisation and Cultural Diversity in the Finnish School Curriculum: Ethical and Critical Perspectives

Authors

• Tommi Lehtonen University of Vaasa

DOI: https://doi.org/10.70484/vakki.149351

Keywords:

cultural diversity, curriculum, ethics, globalisation

Abstract

The purpose of this article is to explore and analyse how globalisation and cultural diversity are addressed in the Finnish national curriculum for comprehensive school. The study focuses on both the broad considerations of globalisation and cultural diversity as well as the unique challenges of various school subjects in addressing these topics. The analysis is particularly concerned with the ethical ramifications associated with critical perspectives on globalisation. The curriculum does not provide a direct answer to these concerns. Instead, it emphasises cultural diversity when presenting the many issues encountered by pupils. The primary finding of the analysis is that the conceptualization of globalisation in the Finnish curriculum lacks depth and substance. As an indication of this, the curriculum places a greater focus on cultural diversity than globalisation. Moreover, the Finnish curriculum perceives globalisation and cultural diversity as prospects rather than challenges. In terms of ethical considerations, the curriculum represents a kind of mixed model in which utilitarian considerations are emphasised but refined with duty-ethical considerations arising from universal human rights.