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- Alvén, Fredrik, 1972-, et al.
(författare)
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Den vetenskapliga frågan och det moraliska svaret : Förintelsen i elevers kunskaps- och föreställningsvärldar
- 2022
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Ingår i: Scandia. - : Stiftelsen Scandia. - 0036-5483. ; 88:1, s. 67-92
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Tidskriftsartikel (refereegranskat)abstract
- The scholarly question and the moral answer: The Holocaust in the knowledge and perception of studentsAll over the world, the Holocaust occupies a prominent position in historical culture, the area in which a society evaluates and communicates the history considered the most valuable and useful. Sweden is no exception. Since the 1990s, the Nazi genocide of the Jews has attracted an enormous amount of attention, first in the political and educational spheres, gradually also in Swedish cultural life and historical scholarship. In the Swedish school history curriculum, the Holocaust has been singled out as the only mandatory content. Based on this multifaceted interest in genocide, this article analyzes student responses to a question in the national examinations in history for the final year of Swedish compulsory school regarding the causes of the Holocaust. The answers are analyzed based on two different templates, one focusing on a traditional historical understanding of the Holocaust as linked to a specific historical setting, the other being a “civic” interpretation, viewing the genocide as a time-transcending phenomenon with a clear moral message for the present. This is a distinction with international resonance in historical culture related to Holocaust history. One result of the analysis is that one of four students is incapable of giving a satisfactory answer to the question. Another result is related to quality and grades. Many weaker answers are not primarily morally oriented. Rather, they focus on perpetrators - Hitler, the Nazis and Germans – often simplistically depicted as exchangeable and driven by the same genocidal intentions but in want of a historical context. The best answers are based on historical aspects, such as Germany’s defeat in the First World War, as well as on more complex, functionally oriented explanations, even if the figure of Hitler remains a key explanatory factor. The conclusion is that history and morals must be understood and made operative as two reciprocally linked dimensions. From a scholarly perspective, it is certainly necessary to do justice to the Holocaust in its own, contemporary right. However, it is just as imperative to realize that the Holocaust belongs to those “borderline” events that cannot be enclosed into themselves but must be made to transcend their temporal boundaries, as lessons of history. How this is to be done is an urgent scholarly and didactical task.
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- Alvén, Fredrik, 1972-
(författare)
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Elever hamnar fel när de resonerar om orsaker till förintelsen
- 2022
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Ingår i: Skola och samhälle. - : Föreningen skola och samhälle. - 2001-6727. ; :2022-10-03
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Tidskriftsartikel (populärvet., debatt m.m.)abstract
- Förintelsen är viktig i svensk historieundervisning. Men när elever fokuserar på medborgerligt ställningstagande i svar på provfrågor om Förintelsen, underkänns deras svar ofta. Fredrik Alvén beskriver problemet med historieämnets dubbla uppdrag (red).
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- Alvén, Fredrik, 1972-, et al.
(författare)
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Historical digital literacy : Social media and the multicultural classroom
- 2023
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Ingår i: Teaching History to Face the World Today. - Berlin : Peter Lang Publishing Group. - 9783631862483 - 9783631899809 ; , s. 219-242
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Bokkapitel (refereegranskat)abstract
- Over the past three years, the Western world has seen many conflicts aroundhistory. Statues have been torn down, anniversaries have been debated, historical figureshave been re-evaluated, and many have begun to question or defend their own nationalhistorical narrative. Social media has heightened the debate, with antagonists engaging infierce and usually not very nuanced debates on Twitter and Facebook. In this text, we try tobuild a digital historical didactic framework for how teachers can work with controversialhistory in the multi-cultural classroom by using social media as a resource. Through ananalysis of second order concepts such as significance, historical perspective, and historicalempathy based on a historical cultural perspective and with the use of history in focus, wehope that teachers in the classroom will be able to contribute to increased interculturalcompetence. In a final example, we analyze how people with different backgrounds anddifferent purposes in a thread on Twitter debate the history behind the celebration ofColumbus Day in a city in the USA.
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- Alvén, Fredrik, 1972-
(författare)
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Historiemedvetande och jämställdhetstankar hos svenska ungdomar
- 2021
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Ingår i: Nordidactica. - : Karlstad University Press. - 2000-9879. ; 11:1, s. 22-53
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Tidskriftsartikel (refereegranskat)abstract
- Because Swedish teenagers bring with them a cultural background that affects their perception of history, this, in turn, affects how they understand and receive the history taught in school. For some decades now, the students´ historical consciousness should be the starting point to their history education in compulsory school in Sweden, that is, their understanding of their own lives in a temporal perspective. Consequently, educators should be interested in how the students understand societal issues through time, as this influences how they will understand history. This study explores the students’ understanding of gender equality in a temporal perspective. As the method is quantitative, the results must therefore be interpreted with caution. Nonetheless, there are some interesting results that should be taken into account before teaching gender equality in history. The girls understand the theme as mostly a conflict in the past, while the boys worry about the future. Moreover, the girls more easily imagine perspectives where women are the victims, while the boys more easily understand perspectives where men are the victims. These results call for a nuanced history teaching to reach both boys and girls.
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| 7. |
- Alvén, Fredrik, 1972-
(författare)
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Immigrant Students and the Swedish National Test in History
- 2021
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Ingår i: Frontiers in Education. - : Frontiers Media S.A.. - 2504-284X. ; 6
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Tidskriftsartikel (refereegranskat)abstract
- In Sweden, immigrant students with a non-European background perform worse in school than students from the majority group. Research has so far focused on language problems, and political investments have been concentrated around developing immigrant student’s language because it is hard to manage school without a functional language. However, social science in school also rests on cultural understanding, which is difficult if you are not a part of the culture. This is certainly true for the subject of history, which has a strong tradition of fostering a historical nationalistic canon. By analyzing the items in the national test in history relative to how the immigrant students perform, this study investigates whether there are certain types of items that, on the one hand, discriminate against them and, on the other hand, work to their advantage. This is important knowledge if we want to be able to make fair and just assessments.
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- Alvén, Fredrik, 1972-
(författare)
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Opening or closing Pandora´s box? : Third-order concepts in history education for powerful knowledge
- 2021
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Ingår i: El Futuro del Pasado. - : Futuro Pasado. - 1989-9289. ; 12, s. 245-263
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Tidskriftsartikel (refereegranskat)abstract
- In this article, I introduce third-order concepts in the history teaching as a way to reachpowerful knowledge. If we understand powerful knowledge as a means to give students a competenceto understand the contemporary world, to help them to engage in society ́s conversations and debatesabout itself, and to understand the grounds for accepting or rejecting knowledge claims, we must thenhelp them to understand what ontology the discipline of history rests upon. Consequently, third-orderconcepts can help students as these concepts shed a light on what perception of reality the historicalnarratives and the first-order concepts build upon in the history classroom. However, at the end of theday, I have my doubts – what if we provide arguments for groups that have an anti-liberal and anti-democratic agenda?
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- Alvén, Fredrik, 1972-
(författare)
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Pojkarna, jämställdheten och framtiden
- 2020
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Ingår i: Skola och samhälle. - : Föreningen skola och samhälle. - 2001-6727. ; :2020-02-13
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Tidskriftsartikel (populärvet., debatt m.m.)abstract
- En nyligen utförd enkätstudie visar att många pojkar anser att männen kommer bli förlorare i framtidens samhälle, och att denna utveckling inte går att förändra även om man kämpar. Hur kan skolan möta dessa pojkar? Fredrik Alvén diskuterar detta med utgångspunkt i begreppet historiemedvetenhet.
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