| 1. |
- Andersson, Daniel, 1993-
(author)
-
Berättelser om 1700-talet : frihetstiden och Gustav III:s regeringstid i svensk historiekultur från 1870-tal till 1990-tal
- 2023
-
Doctoral thesis (other academic/artistic)abstract
- This dissertation analyses historical-cultural change in Sweden during the nineteenth and twentieth centuries. The study focuses on historical narratives concerning the eighteenth-century epoch called the Age of Liberty and the subsequent reign of Gustav III. The overarching aim has been to study these narratives within a Swedish national historical culture from the 1870s to the 1990s. Three different arenas are examined in which history has been mediated in society: the historical research arena, the history textbook arena and history-mediating texts published in the press, what is here referred to as the press arena. The dissertation analyses the relationship between the mediation within these arenas, how this relationship has changed over time, and how they have taken part in influencing the overall image of the Age of Liberty and Gustav III's reign. The theoretical framework is largely based on history didactical perspectives concerning historical culture and the mediation of history. A two-pronged analytical method has been applied consisting of a hermeneutic analysis of mediation and a narrative analysis.This study shows that the three arenas are the most homogeneous in relation to each other during the period from the 1870s up until the 1920s. The historical culture is dominated by two main narratives during this period. One is a conservative, royalistic state idealist narrative, where the Age of Liberty functions as a cautionary tale about the dangers of party rule and a weak monarchy. The other narrative is a prodemocratic anti-Gustavian narrative, originating from the works of Anders Fryxell. However, this narrative is absent from the textbook arena, where the state idealist narrative is completely dominant. But overall, there is high level of temporal consistency between the three arenas during this time. This changes from the 1920s onwards, when the arenas drift apart and become more heterogeneous in relation to each other. As the arenas become more genre-specific, their roles as platforms for history mediation consequently begin to diverge. Which arena narratives are conveyed in, gradually attains greater importance for the historical-cultural communication.From the 1960s onwards, a Lagerrothian pro-parliamentary, prodemocratic narrative, which primarily originates from the research arena, becomes prominent in textbooks and press, but not as prominent in historical research. In this narrative, the Age of Liberty is presented as the precursor of the sound democratic, parliamentary system known in contemporary times, with people's rule, social equality, and without royal interference. The reign of Gustav III is described as an obstacle standing in the path of desirable social and political development. The narrative consolidates democratic ideals in its contemporary context by highlighting parliamentary and democratic traditions in the nation’s history. By the end of the twentieth century, the Lagerrothian narrative dominates both the textbook arena and the press arena. The shift from one dominant narrative to another suggests that the political applicability of research narratives in different times has a strong impact on historical cultural change within the framework of the nation. The study also shows that the most dominant narrative has not shifted chronologically from an old narrative to a newer one. Rather, the shift has been from one dominant narrative direction to another, while both have been mediated simultaneously for decades. It is concluded in the study that the view of a “lag” between historical research and other arenas must be nuanced and placed in the context of specific historical narratives.
|
|
| 2. |
- Arvidsson, Malin, et al.
(author)
-
Recontextualizing historical injustice into education : the relationship between a white paper and a textbook on the abuse of the Roma in Swedish history
- 2021. - 1
-
In: Historical justice and history education. - Cham : Palgrave Macmillan. - 9783030704117 - 9783030704124 ; , s. 23-45
-
Book chapter (peer-reviewed)abstract
- In this chapter Arvidsson and Elmersjö investigate the relationship between a White Paper on the historical abuse of the Roma in Sweden and a textbook on the same issue written for use in schools. The purpose is to develop a conceptual framework for understanding how historical knowledge produced by official inquiries and commissioned research, with the aim of making amends for past injustices, translates into teaching. Using the concepts of official knowledge and recontextualization, Arvidsson and Elmersjö show how the knowledge of the historical abuse of the Roma produced in the White Paper was recontextualized under the umbrella of general human rights education and, in the process, changed significantly.
|
|
| 3. |
-
Historical justice and history education
- 2021. - 1
-
Editorial collection (peer-reviewed)abstract
- This book explores how the expectations of historical justice movements and processes are understood within educational contexts, particularly history education. In recent years, movements for historical justice have gained global momentum and prominence as the focus on righting wrongs from the past has become a feature of contemporary politics. This imperative has manifested in globally diverse contexts including societies emerging from recent, violent conflict, but also established democracies which are increasingly compelled to address the legacies of colonialism, slavery, genocides, and war crimes, as well as other forms of protracted discord. This book examines historical justice from an educational perspective, exploring the myriad ways that education is understood as a site of historical injustice, as well as a mechanism for redress. The editors and contributors analyse the role of history education in processes of historical justice broadly, exploring educational sites, policies, media, and materials. This edited collection is a unique and important touchstone volume for scholars, policy-makers, practitioners, and teachers that can guide future research, policy, and practice in the fields of historical justice, human rights and history education.
|
|
| 4. |
|
|
| 5. |
|
|
| 6. |
-
International perspectives on teaching rival histories : pedagogical responses to contested narratives and the history wars
- 2017. - 1
-
Editorial collection (peer-reviewed)abstract
- Contested narratives and disputed histories have long been an important issue in history teaching all over the world, and has been described as "history" or "culture wars." In this book, authors from different parts of the world ponder the question "what can teachers do (and what are they doing) when there are conflicting narratives of the same past in circulation?" The volume presents a survey of approaches to dealing with rival histories in the classroom and it puts an epistemological issue at the center of discussion: what does it mean for the epistemology of history to teach more than one narrative? Divided into three sections that deal with historical cultures, multicultural societies and multiperspectivity, the chapters of the book showcase that how to deal with rival histories is very much contextually dependent. Diverse teaching traditions and societal debates makes for different contexts where the ability for teachers to engage in the teaching of rival narratives are very different.
|
|
| 7. |
- Keynes, Matilda, et al.
(author)
-
Introduction : connecting historical justice and history education
- 2021. - 1
-
In: Historical justice and history education. - Cham : Palgrave Macmillan. - 9783030704117 - 9783030704124 ; , s. 1-20
-
Book chapter (peer-reviewed)abstract
- This chapter works as an introduction to the overall theme of the volume, details the origin of the book, and outlines thematic sections and individual chapters. It also supplies a research overview and a summary of the emergence and rise of historical justice movements and processes around the world, detailing the ways that history education, broadly conceived, has been positioned as a significant site of historical injustice, as well as a mechanism for historical redress. Further, the chapter discusses this evolving relationship between historical justice and history education, elaborates on central concepts that appear in the book, and outlines challenges and possibilities this relationship generates for both fields.
|
|
| 8. |
|
|
| 9. |
- Norlin, Björn, 1976-, et al.
(author)
-
Notes from the Editorial Team
- 2015
-
In: Nordic Journal of Educational History. - Umeå : Umeå University Library. - 2001-7766 .- 2001-9076. ; 2:1, s. 1-2
-
Journal article (other academic/artistic)
|
|
| 10. |
- Sjögren, David, 1976-, et al.
(author)
-
Nordic Journal of Educational History (NJEdH)
- 2015
-
In: Connecting History of Education Scientific Journals as International Tools for a Global World. - Salamanca : FahrenHouse. - 9788494267581 ; , s. 151-159
-
Book chapter (peer-reviewed)
|
|
