Browsing by Subject "educational materials"

Respecting cultural diversity is crucial in multicultural societies, especially given rising xenophobia and racism in Finland. This growing anti-immigrant sentiment emphasizes the importance of this research, highlighting the need for politically and academically inclusive discussions on multiculturalism and racism. This research addresses Eurocentric narratives supporting a Western-centric view, often reinforcing biases, and marginalizing other perspectives. Correcting these one-sided stories in an educational context can foster a more inclusive understanding of global history. This dissertation aims to evaluate how fifth- and sixth-grade history textbooks in Finland represent Global South regions and countries, focusing on development-related themes. The study examines Eurocentrism in these textbooks by analysing language and discourse through cultural and decolonial studies, using the World System History approach for a broader context. The aim is to offer suggestions for improving the representation of Global South countries, promoting a more inclusive and balanced historical narrative. The methodological framework combines historical inquiry, cultural studies, and decolonial studies with content and discourse analysis to examine how Global South countries are portrayed and how historical roots and power dynamics influence these narratives. The study finds that Finnish history textbooks for fifth and sixth grades include references to the Global South, covering regions like China, India, the Middle East, and South America. This inclusion provides a broader perspective on world history, challenging some Eurocentric narratives. The textbooks suggest that early civilizations were interconnected by focusing on ancient trade routes and cultural exchanges, illustrating that different parts of the world have been connected throughout history, culminating in the Modern Ages and unprecedented globalization. This promotes a more inclusive understanding of historical development, even though some Eurocentric elements remain, as the focus still tends to highlight Western perspectives and achievements. However, a significant gap exists in the representation of African history, with textbooks primarily focusing on ancient Egypt and the transatlantic slave trade, overlooking other crucial aspects of Africa's past. This lack of representation has implications for understanding global history and can reinforce Eurocentric perspectives. By omitting critical parts of African history, these textbooks miss an opportunity to present a more balanced view, contributing to broader issues like racism in Finland. To address these shortcomings, more inclusive approaches that decolonize the mind from Eurocentric biases are needed. This involves integrating a wider range of historical narratives and emphasizing the contributions of diverse cultures, allowing for a more equitable and comprehensive portrayal of global history.