Complex outcomes of recontextualised history: comparing lower secondary national curricula in Sweden, England and Finland

This paper compares the history curricula in Sweden, England and Finland from the perspective of curricular aims and content. Three approaches to the recontextualisation of knowledge in the curricula were employed. First, a comparative analysis of the aims of the three curricula was carried out using a simple binary contrast between history for its own sake and history for other purposes. Second, the curricula were re-examined by drawing on the articulation of history-education-specific aims, using a range of concepts organized into eight categories. Third, a three-term articulation of educational goals, namely qualification, socialisation, and subjectification, was applied to the curricula. Following the analyses of curricular aims, a comparative analysis of curriculum content is presented. The results show that while there were similarities regarding the curricular aims, there were also clear differences between the documents. The Swedish curriculum adopts a multifaceted approach with an emphasis on historical consciousness. The English document conveys a coherent national narrative, while simultaneously engaging in historical inquiry. The Finnish aims focus on interpreting history and apprenticing towards active citizenship. The findings also suggest that history may not have an entirely weak grammar. Finally, the results are discussed in terms of powerful knowledge and its 'power to' aspect.