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Sökning: lärosäte:mah institution:("school of teacher education") > Lozic Vanja > Refereegranskat

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  • Lozic, Vanja, et al. (författare)
  • History in the Shadow of the Canon?
  • 2008
  • Ingår i: Auf der Suche nach der wahren Art vochulbuchforschung, 7n Textbüchern. - Verlag Julius Klinkhardt. ; :7, s. 227-238
  • Tidskriftsartikel (refereegranskat)abstract
    • It is for the most part uncontroversial to invoke the opinion that the main task of education is to develop knowledge. But the question that has become more relevant in today’s multicultural societies is: what according to high school pupils is regarded as relevant historical knowledge, as well as how the youngsters that are brought up in “multicultural” Sweden perceive the content of history books as well as the method of teaching. The paper is based on the interviews with around 20 high school pupils. The main focus of my paper is to present young pupils’ views on textbooks/history-education, the subject’s assumed Euro-centricity, and finally general lack of perspectives (e.g. gender, class, and ethnicity) in history-education at the high school level. By pointing out at the lack of pluralistic perspective as well as “linear”, ethnocentric, and male orientated interpretation of the past I will try to show that the authors of the textbooks and history teachers are imposing symbolic violence on some groups and individuals within the classroom environment. According to the preliminary results one can talk about the existence of a historical canon that is highly connected to a narrow definition of history. Thereby the focal point of this presentation is to show what and whom is included and therefore even excluded from the historical metanarrative.
  • Lozic, Vanja, et al. (författare)
  • What about history-teaching in hybrid societies? The profile, structure and context of history as a school subject
  • 2009
  • Ingår i: Proceedings of the eleventh Conference of the Children's Identity and Citizenship in Europe Thematic Network. - CiCe Thematic Network project. - 978-0-9562789-6-8 ; s. 455-461
  • Tidskriftsartikel (refereegranskat)abstract
    • In this article I examine the challenges of education in general and teaching history in particular in so-called multicultural environments. I ask what the problems with universal and communitarian approaches to “multicultural societies” are. These approaches have been discussed on the basis of Charles Taylor’s, Jürgen Habermas’ and other philosophers’ debates on the future of “multicultural societies”. Advocates of the politics of recognition (communitarians) state that universal approach to the questions of identity misrecognizes groups which are culturally, politely and/or socially marginalized and which likewise do not have a “norm-forming” position. According to communitarians society, and there by even schools, should secure survival of different groups’ collective features and interests. These two models are problemitized on the basis of Joan Scott’s and Judith Butler’s theories. In addition, the aim of this text is to give an overview of some twenty 16 to 18 year old pupils’ views on identities and content of history. The interviews were made here in Malmö.
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  • Resultat 1-2 av 2
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tidskriftsartikel (2)
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Cunningham, Peter (1)
Van Gorp, Angelo (1)
Depaepe, Marc (1)
Malmö universitet (2)
Engelska (2)


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