| 1. |
- Andersson Hult, Lars, 1965-
(författare)
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Historia i bagaget : en historiedidaktisk studie om varför historiemedvetande uttrycks i olika former
- 2016
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The purpose of this study was to analyze and discuss why historical consciousness may be expressed in different ways and possible causes for these differences. High school students' and history student teachers’ answers to a historical test were analyzed in relation to historical consciousness. The German philosopher of history, Jörn Rüsen, has in numerous publications presented four forms or expressions of narratives and historical consciousness and these have been applied in the analyses. Rüsen’s four main categories of historical consciousness (i.e. traditional, exemplary, critical and genetic) stretch from a simple understanding of history to a more complex one. The main findings here show that expressions of historical consciousness differed significantly among the respondents. In view of these findings, education and age seem to affect respondents’ expressions of historical consciousness. Traditional expressions of historical consciousness were less prominent among history student teachers than among high school students, for instance. Gender differences were also prominent among the respondents: the female respondents manifested exemplary forms of historical consciousness to a higher degree than the male counterparts. There were also big differences among the gender groups as the high school student boys expressed traditional forms of historical consciousness and male history teacher students were more inclined towards a critical historical consciousness. Social background also seemed to influence the expression of historical consciousness to some extent, especially if the parents were university educated. However, some results in this study seem to indicate that social environment is more relevant to explain differences in historical consciousness than social background. For these reasons the school context has been highlighted in this study.
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| 2. |
- Almqvist Nielsen, Lena, 1971-
(författare)
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Förhistorien som kulturellt minne : historiekulturell förändring i svenska läroböcker 1903-2010
- 2014
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Scandinavian prehistory has hitherto received little attention in the field of history didactics. In Swedish schools, it is taught in the lower grades in accordance with traditional periodization: the Stone Age, Bronze Age, Iron Age and the Viking Age. The aim of the present thesis is to provide an overview of Scandinavian prehistory as presented by 20th- and early 21st-century history textbooks and to trace its development and revisions.These revisions are situated in relation to contemporary society and concurrent developments in archaeological research. This study attempts to demonstrate the extent to which history textbooks and archaeological research correspond. In a long-term perspective, the textbooks form a developmental chain in which the gradual revision of historical culture is made manifest.As presented in the textbooks, prehistoric history expresses a historical culture valid in the context of a particular era. The concept of cultural memory, a memory that extends so far back in history that it can only be mediated by someone with expert knowledge (e.g. teachers, journalists or scholars), is applied in order to observe changes in its description. Cultural memory reveals how some stories constantly recur, while others are neglected or forgotten.The textbooks have been compared to standard archaeological works and their development and revisions have been examined from dual perspectives - "story" as cultural memory and gender. The present thesis reveals that most of the stories have been remembered and repeated for more than a century, though interpretations sometimes change along with changes in society and progress in research. A gender perspective elucidates the chores and activities ascribed to prehistoric men and women, respectively, and the changes they have undergone. Although archaeological findings have been influenced by gender research, this study indicates that society itself has had the greatest impact on the treatment of gender in the textbooks. Perceptions of "male" and "female" have changed and women have been become visible after previously being as good as ignored.Both history textbooks and archaeological research are clearly affected by general trends in society and the textbooks under investigation have evolved from focusing on nationalistic aspects and the predominance of men to assigning equal value to people of all cultures and to the sexes.
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| 3. |
- Andréasson, Maia, 1960, et al.
(författare)
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Swedish CLARIN activities
- 2009
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Ingår i: Proceedings of the Nodalida 2009 workshop on CLARIN activities in the Nordic countries. NEALT Proceedings Series. - 1736-6305. ; 5, s. 1-5
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Konferensbidrag (refereegranskat)
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| 4. |
- Andréasson, Maia, et al.
(författare)
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Swedish CLARIN Activities
- 2009
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Ingår i: Proceedings of the NODALIDA 2009 workshop Nordic Perspectives on the CLARIN Infrastructure of Language Resources. - : Northern European Association for Language Technology (NEALT). ; , s. 1-5
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Konferensbidrag (refereegranskat)abstract
- Although Sweden has yet to allocate funds specifically intended for CLARIN activities, there are some ongoing activities which are directly relevant to CLARIN, and which are explicitly linked to CLARIN. These activities have been funded by the Committee for Research Infrastructures and its subcommittee DISC (Database Infrastructure Committee) of the Swedish Research Council.
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| 5. |
- Brantefors, Lotta, 1952-, et al.
(författare)
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Utbildning och minoriteter
- 2015. - 2:ra
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Ingår i: Utbildningshistoria - en introduktion. - Lund : Studentlitteratur AB. ; , s. 377-400
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Bokkapitel (refereegranskat)
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| 6. |
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| 7. |
- Elenius, Lars, 1952-
(författare)
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A place in the memory of nation : minority policy towards the Finnish speakers in Sweden and Norway
- 2002
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Ingår i: Acta Borealia. - : Informa UK Limited. - 0800-3831 .- 1503-111X. ; 19:2, s. 103-123
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Tidskriftsartikel (refereegranskat)abstract
- This article is devoted to an analysis of language policy towards the Finnish-speaking minorities in Sweden and Norway from the end of the nineteenth century until ca. 1940. After the 1880s, the language policy in both countries turned into a nationalistic phase. The common underlying doctrine was to transmit the majority language and culture to the minorities, in order to make them melt into an imagined homogeneous national culture. The minority policy was relatively similar in character in the two countries up to the end of the First World War. After that time it started to diverge. While Norway continued with an assimilative policy without compromises, Sweden adopted a somewhat modified policy. This altered policy in Sweden was partly due to the long continuity and minority status of the Sami and Torne Valley people in the Swedish nation state, but also to elements of modernization and international political change.
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