This paper examines the ways in which school environment contributes to the national identity construction of Finnishness in the comprehensive schools in Finland. The question of national identity construction has become topical also in the Finnish schools, as the number of home languages, religions and worldviews in pupils’ backgrounds has increased in the late 2000s (Rapo 2011, Yuen 2010, Melich 2010).

The construction of national and cultural identity in Finland has been based on the idea of unity created in the nationalistic turn of the 19^th century. The Finnish language, the Lutheran religion and the mythic idea about the historically unitary nation have created a monocultural view about the nation, despite of the minorities that have lived in the country for centuries. (Jalovaara  & Martikainen 2010.) Due to the globalisation and the increased diversity in classrooms, the need for intercultural skills has become crucial around the world (Demereth & Mattheis 2012). In Helsinki, there were 40 other languages taught as the pupil’s mother tongue in the comprehensive schools in 2012. (Opetusvirasto 2012).

Immigration has also increased the number of members belonging to other than the traditional Lutheran religious communities, and there is an increasing number of practitioners of religions not belonging to any official communities[A1]  (Ketola 2011a, Jalovaara & Martikainen 2010). The role of religious and worldview diversity has become important as the cultural difference is often based on religious or worldview differences (Verkuyten et al 2012, Kuusisto & Lamminmäki-Vartia 2012). However, as Kuusisto & Lamminmäki-Vartia (2012) point out, the diversity doesn’t automatically lead to empathy. Examples about contradictions created by religious symbols in schools have been seen in many European countries (McGoldrick 2011, Niemi 2012).The need for ethical considerations and reflection on one’s own worldview’s (Kuusisto & Lamminmäki-Vartia 2012)

According to Seedberg & Minick (2012) cross-cultural competences include the reflection of one’s own cultural identity and it’s relation to other cultures in a way that leads to the understanding and respecting of those that are culturally different from the self. However, this noble goal may turn against itself if cultures are viewed as static and permanent notions that affect all people the same way (Dervin et al 2012; Holm & Nokelainen 2011) As studies show, teachers’ knowledge about cultural aspects is often insufficient in order to promote them in education (Demerath & Mattheis 2012, Seeberg & Minick 2012) For example about Kuusisto & Lamminmäki-Vartia’s (2012) study that shows that the increase in various worldviews is not visible in the Finnish kindergartens’ practices.

Social representations are important creators and markers of social identity as they constitute of meaning perceived by the group in the same way.  (Moscovici 2000 [1988]). Elements presented in schools are ways to create and transmit cultural values and national images (Kallioniemi et al 2009).

In this article we will examine the following research question: In what ways school celebrations contributes to the national identity construction of Finnishness?

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