The present study focuses on memory work in school textbook illustrations of the Finnish Civil War (1918). A thematic narrative analysis shows how the content and meanings conveyed through visual narratives have developed in the past century. Besides changes in specific narrative, the interpretation of the functions of themes shows a gradual change in the schematic narrative template: the hegemonic, victor’s narrative has been gradually replaced with alternative accounts since the 1950s. The defeated side has been represented in school textbooks since the 1950s, and since the 1990s, the narrative has evolved from pointing out the similarities between the two sides to arousing emotions of sympathy for the victims of the War. Since the 2000s, visual images have been used to highlight multi-perspectivity in history. This study shows how the cultural trauma and reconciliation process has been conveyed in educational material and how the narrative templates may dynamically change.

本研究的重点是芬兰内战（1918年）学校教科书插图中的记忆工作。主题叙事分析显示了在过去一个世纪中通过视觉叙事传达的内容和意义是如何发展的。除了特定叙事的变化之外，主题功能的解释还显示出示意叙事模板的逐渐变化：自1950年代以来，霸权，胜利者的叙事已逐渐被替代性叙述所取代。自1950年代以来，被打败的一面就出现在学校教科书中，自1990年代以来，这种叙述已从指出双方之间的相似性演变成引起对战争受害者的同情。自2000年代以来，视觉图像已用于突出历史中的多视角性。