| 1. |
- Alvén, Fredrik
(författare)
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Assimilera eller integrera?
- 2002
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Ingår i: Sydsvenska dagbladet. - : Sydsvenska dagbladet. - 1104-0068. ; B:2002-07-18, s. B2-B2
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Tidskriftsartikel (populärvet., debatt m.m.)
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| 2. |
- Alvén, Fredrik
(författare)
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Att bedöma en god berättelse
- 2010
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Ingår i: Historia på väg mot framtiden. - : Forskarskolan i historia och historiedidaktik, Lunds universitet. - 9789197889902 ; , s. 239-252
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 3. |
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| 4. |
- Alvén, Fredrik
(författare)
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Bias in teachers' assessments of students' historical narratives
- 2019
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Ingår i: International Journal of Historical Learning, Teaching and Research. - : UCL IOE Press. - 1472-9466 .- 1472-9474. ; 16:2, s. 306-321
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Tidskriftsartikel (refereegranskat)abstract
- According to diverse research, historical thinking and historical accounts or narratives contain different dimensions. At least three such dimensions can be found: historical methods, rhetorical forms and ethical statements. The ethical dimension means that historical narratives contain ethical agendas; the rhetorical dimension implies that historical narratives consist of certain stylistic figures; the dimension of historical methods signifies that history is a science with certain methods that must be considered when constructing historical narratives. Although research on history teaching and assessment has made great progress in recent years, it almost exclusively deals with the dimension of historical methods. This is problematic as students' historical narratives, test responses or essays, contain all three dimensions, and all three dimensions seem to be taken into account when the students' narratives are assessed. This study problematizes what happens when teachers in Sweden are only required to assess the dimension of historical methods. The research is based on an empirical investigation where teachers, using the knowledge requirements from the syllabus in history, assessed four historical narratives with focuses on different dimensions of the three. The results suggest that teachers find it difficult to accept a historical narrative that, on the one hand, corresponds to the dimension of historical methods but, on the other hand, contains ethical statements that do not correspond with the assessor's own ethical understanding.
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| 5. |
- Alvén, Fredrik, 1972-
(författare)
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Controversial issues in history teaching
- 2024
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Ingår i: Journal of Curriculum Studies. - : Routledge. - 0022-0272 .- 1366-5839. ; , s. 1-17
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Tidskriftsartikel (refereegranskat)abstract
- Most of the history education research that addresses controversial issues suggests that disputes arising in the history classroom are rooted in students’ diverse identities that relate differently to history. Therefore, a history education that wants to ease tensions must try both to make these different identities and their relations to history visible and to enable an understanding of different relations to history based on identity. Starting with Gadamer’s concept of historically effected consciousness, this article outlines a model consisting of ontological third-order concepts and historical empathy in the history education as a suggestion to enable and corroborate constructive deliberative discussions in the history classroom.
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| 6. |
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| 7. |
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| 8. |
- 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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| 9. |
- Alvén, Fredrik
(författare)
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Det motsägelsefulla uppdraget
- 2018
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Ingår i: Pedagogiska Magasinet. - : Lärarförbundet. - 1401-3320. ; :2018:2, s. 32-36
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 10. |
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