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According to the official education policy, Finland has for years been aiming at becoming a leading high-tech country in the world and the 'European laboratory of knowledge society'. However, not so long ago Finland shared many of the features of the later 'third world countries' in comparison to the centres of Europe. What made it different as a periphery, or has the context of being a centre or periphery transformed in favour of Finland? The article questions the transforming meanings of centre and periphery and the methodological and political implications to development of historically and culturally more sensitive research on vocational education, conceived as a co-constitutor of centres and peripheries.