| 1. |
- Sjöberg, Erik, 1978-
(författare)
-
Battlefields of memory : The Macedonian conflict and Greek historical culture
- 2011
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- In 1991, a diplomatic controversy arose between Greece and the newly independent Republic of Macedonia, regarding naming, minority rights and the use of historical symbols. The claims of the new state to the name Macedonia and the historical heritage associated with it were perceived as a threat against Greek national identity and history itself. Within months, the so-called Macedonian question came to dominate the Greek domestic and foreign policy agenda. In Greek public debate, the conflict blended with concerns about the nation’s past, present and future, which played into the challenges brought about by the end of the Cold War. The Macedonian conflict can thus be understood as symptomatic of a crisis in Greek historical culture, as well as a catalyst for broader concerns about the role of history in contemporary society. This study explores the contexts in which the conflict evolved and how history was perceived, narrated and used by institutions, communities and individuals who sought to influence public opinion and policy-makers. The theoretical point of departure is the concept of historical culture, defined as the totality of discourses through which a society makes sense of itself, the present and the future through the interpretation of the past. In the study of historical culture, the notions of narratives and uses of history have been employed, with the notion of boundary-work as a supplementing analytical tool. The material of the study is primarily drawn from mainstream press, but also includes historiography. The study shows how the Macedonian controversy was intertwined with the identity- and memory-political demands of substate actors. Particular attention is paid to the emergence of a narrative on genocide among Greeks of Pontian origins. This happened in an age when traditional notions of national pride were being challenged by transnational history-cultural concerns about human rights and the notion of national guilt. The study also sheds light on how academic historians dealt with issues brought about by demands for politically committed scholarship, objectivity, legitimacy and the need to adjust in a transnational setting.
|
|
| 2. |
- Nygren, Thomas, 1972-
(författare)
-
History in the Service of Mankind : International Guidelines and History Education in Upper Secondary Schools in Sweden, 1927–2002
- 2011
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- In this study the guidelines of the League of Nations, UNESCO and the Council of Europe are investigated in relation to Swedish national curricula, teachers’ perceptions of and students’ work in history, from 1927 to 2002.Inspired by John I Goodlad’s notions of curricula and implementation, the formulation of history is studied. The ideological curricula are analyzed via the international guidelines directed to Swedish history teaching. The formal curricula are examined in national guidelines and also how history is formulated in final examinations and inspectors’ reports. The perceived curricula are studied in teachers’ debates and interviews with experienced teachers. The experiential curricula are examined through looking at students’ choices of topics in final exams, 1,680 titles of students’ individual projects in history and an in-depth analysis of 145 individual projects written between 1969 and 2002.The study shows that the means and goals of history education have been formulated in both different and similar ways within and between curricular levels. On all the curricular levels studied the history subject has become more internationally oriented. After World War II national history landed in the background and the world history, favored by UNESCO, became dominant in Sweden from the 1950s onwards. Despite the fact that the Council of Europe’s Euro-centrism became more prominent in the 1994 syllabus in history, students still preferred world history over European history. International and national guidelines also stressed the value of paying heed to marginalized groups, local cultural heritage and contemporary history. These orientations were also represented in the teachers’ views of history teaching and in the students’ work in history.The results of the study suggest that the implementation of the international guidelines were more than a top-down process. During the entire period studied, guidelines have been formulated and transacted, but also reinterpreted and in some cases, ignored. Teachers and students seem to have been co-creators in the transformation of history education.History as a subject, according to the study, encompassed an ever expanding geographical area and more and more perspectives. Not least on the student level, the subject was formulated and dealt with in manifold ways, often oriented towards contemporary world history. Students’ history had great similarities with the international notion of history education in the service of mankind. Students expressed a rejection of war, an understanding of minorities and a wish to safeguard the local cultural heritage. Even if there were exceptions, students’ history appears to have been influenced by international understanding during a century filled with conflicts.
|
|
| 3. |
- Rimm, Stefan, 1974-
(författare)
-
Vältalighet och mannafostran : retorikutbildningen i svenska skolor och gymnasier 1724-1807
- 2011
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The overall aim of this dissertation is to explore the connections between rhetoric and civic and moral education. In the Latin schools (trivial schools, cathedral schools, and gymnasiums) in eighteenth-century Sweden, rhetoric still had a prominent position. In examining school rhetoric under the Swedish School Act of 1724, the study takes on rhetoric education in the broad sense, asking questions about teaching design and content, and about which texts were read and written. In addition to this, the dissertation discusses the moral content of the education as well as the function of the texts and exercises of rhetoric education in character and identity formation. The study also demonstrates the practices of rhetoric in schools and gymnasiums. Everyday classroom activities as well as ceremonies and festivities are treated as arenas for the display of erudition, asking questions about eloquence as a possible catalyst for the raising of schoolboys into men and citizens.Drawing from curriculum history, the investigation focuses on the content of the education. The analytical framework regards educational content as multilayered, ranging from conceptual content to content related to school subjects, syllabi and educational programmes, and further to socialisation content. Therefore a number of theoretical and methodological perspectives have to be employed in order to analyse a multitude of sources: from textbooks and records from schools to written curricula.The curriculum history foundation is therefore supplemented by theoretical inspiration from among other things the sociology of education and the sociology of literature, from the history of rhetoric and from gender history. The concept of virtue is given a special role in the construction of civic ideals and masculinities, two important aspects of an erudite identity cultivated in the early modern Latin schools.The dissertation shows that during the long period of time that the Swedish School Act of 1724 was effective – a total of 83 years, until 1807 – school rhetoric changed very little, and the changes that took place did so only slowly. A number of factors explain this rigidity. The same textbook,Elementa rhetorica by Gerardus Johannis Vossius, was used used in Swedish schools throughout the entire period studied. A shortage of textbooks led to older copies being used, and to a manual reproduction of textbooks and educational content.A canon or publica materies of classical, especially Latin, texts connected the branches of the trivium. It also worked as a common resource, read throughout the school: from fables and the short texts of compendia used in the first forms of the trivial schools to the philosophical and literary works used in the gymnasiums. The proximity between school rhetoric and the exemplary classical texts offers a further explanatory factor for the slow changes of 18th century rhetoric education.The rhetoric education in schools and gymnasiums appears as one of the most distinct illustrations of the early modern Swedish school's twofold objective to transmit knowledge and instill virtue. The rhetorical pedagogical programme was not just about the arts and crafts of linguistic ornaments. School rhetoric had an even larger aim, combining knowledge and virtue into the training of an orator. Through the reading of the exemplary texts and the moral lessons taught by them, and through pupils' own co-creation and rhetorical (re)production, a classical, medieval, Renaissance and Reformation legacy was passed on. In this legacy, the aim was virtuous eloquence.The learned world in and around schools and gymnasiums can be considered a premodern or early modern public sphere, filled with rhetorical ceremonials as a display of erudition and scholarly status. At the school level rhetoric was a representative resource that could justify the position of the scholarly community and the clergy, demonstrate the standing of the school and the church site in the city, and distinguish the learned from members of other social groups.
|
|
| 4. |
- Thörn, Andreas K.G. 1978-
(författare)
-
En framgångsrik främling : Filadelfiaförsamlingen i Stockholm - självbild i historieskrivning och verksamhet 1910-1980
- 2014
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of the thesis is to examine how a group’s self-image is created, sustained and if necessary changed during the revolutionary 20th century. The study takes its point of eparture in the idea that a self-image is essential for an organisation’s cohesion and collective identity. The study object is the Pentecostal Philadelphia church in, Sweden, established in 1910. In concrete terms, the thesis examines the self-image of the church as it is expressed in its narratives and activities from 1910 to 1980. The lf-image is analysed with the aid of the concepts ‘boundaries’ and ‘symbols’ and in relation to social and organisational change processes. In the main the empirical material onsists of official documents such as jubilee publications, annual reports and the weekly newspaper Evangelii Härold.The main contribution of the thesis is an analysis of the church’s historical narrative. In this narrative the overall theme appears to be the small and faithful group that due to God’s influence and despite opposition became a major nd significant church -- a success story. The theme also remains the same when the circumstances change. Narrative theory emphasises that the narrative has to be changeable order to be serviceable. However, my study shows that the narration, at least at the level highlighted in the thesis, is inert. The self-image seems to be difficult to change but is not necessarily static. The narrative is shown to include strategies for dealing with internal change processes and changes in society.
|
|
| 5. |
- Wirén, Tobias, 1977-
(författare)
-
Ideologins apparatur : reproduktionsperspektiv på kyrka och skola i 1600- och 1700-talens Sverige
- 2006
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The present dissertation examines various aspects of church organization in Sweden during the 17th and 18th centuries. In Sweden, as in many other European countries, the Christian religion and the organization of the Church comprised the dominant ideological power structure. Through the process of state-building and the Protestant Reformation, these structures were charged with new energy. In the present dissertation, the fact that nations were dependent on and exploited ideological power structures in order to control their respective populations and survive the international struggle of the state system has grown to become a central theme.The fundamental questions of this dissertation concerning how and why social institutions were reproduced, and the theoretical context of these questions, has been based in the fact that both church and state are social institutions whose construction must include structures for a constant recreation of their forms and functions. The contribution of the present author has been to construct and apply a general model for understanding the organization and reproduction of institutional structures from a materialistic and structural basis. From a discussion of Louis Althusser's theory of the oppressive state apparatus and the ideological state apparatus, I have developed fundamental concepts with the purpose of constructing a theoretical model of the reproduction of an ideological state apparatus. I have dubbed this model the "competitive system", designating a system of material and symbolic structures and processes which, through competition between individuals, produces and maintains the functionaries of said state apparatus.In one subsidiary study, the involvement of the repressive state apparatus in the creation of new church dioceses (so-called "superintendant dioceses") in Sweden during the first half of the 17th century is studied. This study showed that the creation of superintendant dioceses was a government-initiated project whose actual motive was the ambition of the repressive state to conquer and secure borders and central regions in the realm.In another subsidiary study, some of the structures which reproduced the church and the educational system in Sweden during the 17th and 18th centuries are examined. This study indicated how the system of promotion constructed after the Reformation resulted in an overproduction of clerical labour during the 17th and 18th centuries. At the same time, through the agency of the crown the educational system expanded enormously during the 17th century and, by providing the opportunity for teachers to move into careers in the church, competition in the church apparatus became even keener.In a final subsidiary study, the reproduction of diocesans (bishops and superintendents) in Sweden during the period 1580-1800 is analyzed. At the beginning of the period under investigation, careers in the normal competitive system of the church comprised the dominant form of qualification. The court and royal chaplain ministries available there were of great significance for recruitment. By the latter half of the 17th century, the role of the educational system in the reproduction of diocesans increased. In accordance with the Swedish central government´s increasing need to formalize its central competitive system, the educational system was expanded and reinforced, which had reprecussions on the competitive system of the ideological state apparatus of the church and its reproduction of diocesans.Keywords: ideological state apparatus, repressive state apparatus, reproduction, church organization, educational system, competitive system, clergy, superintendent, bishop, superintendant dioceses, state building, 17th century, 18th century, Sweden.
|
|
| 6. |
- Hansson, Johan, 1974-
(författare)
-
Historieintresse och historieundervisning : Elevers och lärares uppfattning om historieämnet
- 2010
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis studies teachers’ and students’ conceptions of history and history teaching and aims to explain the importance of an interest in history among teachers and students of the subject. Research on teachers’ conceptions (e.g. Martin 2005) shows that the didactical question “Why?” influences the “How?” and “Why?” questions and that teachers’ thinking about their own practice is mainly influenced by their background and their experiences from teaching. Research on students’ opinions (e.g. Youth and History, 1997) shows that they enjoy history shown in films, that they appreciate museums, and that the preferred topic is 20th century history. In this thesis learning is envisaged as something individual but it is the learners’ social context that defines what is important, meaningful and interesting to learn. The research methods consist of a survey study concerning the pupils’ attitudes towards history and history education, and an interview study with their teachers about their teaching and their opinions about history in general. Nine teachers and their 217 pupils participated.It is mainly topics from 20th century that are described as interesting by both students and teachers. The teachers had different views on the didactical whyquestion, which they described either as student oriented or subject oriented. Their views on why history is important influenced their teaching methods. The student oriented teachers stated that their pupils’ needs and wishes affect their methods while the subject oriented teachers said that they give varying lessons, and have a more student active teaching, but decide for themselves what teaching methods are to be used. The subject matter is influenced by the teachers’ personal interest in history, in most cases a Eurocentric political history. This choice of content, and the teachers own interest, are explained by the historical culture of Swedish society rather than the curriculum. The teachers state that exciting stories and dramatic events related in books or films were, and still are, important to their interest in history. Their individual interpretation of what is important and meaningful in their historical culture influences teachers’ personal interest, their knowledge, and the content of their history teaching. The students’ attitudes to history are also influenced by various factors, of which history education at school is merely one.
|
|
| 7. |
- Norlin, Björn, 1976-
(författare)
-
Bildning i skuggan av läroverket : Bildningsaktivitet och kollektivt identitetsskapande i svenska gymnasistföreningar 1850-1914
- 2010
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The present dissertation investigates pupil fraternities in the Swedish state grammar school system from 1850 to 1914, in an effort to contribute to the understanding of peer group socialisation as part of the overall pedagogical process. Focus is trained on the practice of liberal education (Sw. bildning ) and the construction of collective identity. Modern pupil associations emerged in the mid-nineteenth century from the ruins of outdated educational traditions. Due to sharpened discipline, institutional changes and external societal pressure, previously existing corporative modes of organisation successively disappeared. To fill the void, pupils began founding fraternities, thereby introducing a new organisational form and a new set of activities based on an ideological foundation more in sync with the ideals of the emerging industrial society. Infused with the liberal, neo-Romantic ideals of the day, the introduction of fraternal life laid out new tools for selfadministered socialisation. After analysing the growth of pupil associations in the mid- nineteenth century, the thesis concentrates on fraternal practice at one particular institution, Umeå State Grammar School. This case study shows that fraternal activity revolved around creating lending libraries and reading circles, assemblies, school magazines and aesthetic pursuits including musicmaking, singing, acting and dancing. The thesis suggests that the fraternity had a structuring impact on the student body as a whole, serving to homogenise the school experience and provide a viable alternative to the allurements of town life. Subjects favoured by the fraternity included philosophy and ethics, literature and history and, to a lesser extent, current events. A slight shift in interest toward the natural sciences can be detected at the end of the period under investigation. Furthermore, it is revealed that peer socialisation encouraged identification with the school. It transmitted a set of values stressing idealism and anti-materialism, patriotism and regionalism, intellectualism (as opposed to athleticism), religious and/or secular piety, historism, cultural and political traditionalism, an acknowledgement of the powers – and limitations – of youth and an idealisation of friendship and camraderie. Insofar as social mores and relationships between the sexes was concerned, peer socialisation also provided pupils with practical instruction on proper conduct, and laid the foundation for an ambiguous understanding of the opposite sex. It promoted an ideal of masculinity closely associated with what may be characterised as the civil servant ideal. The thesis finally reveals that strong links were forged between fraternities on a regional, nationwide and Nordic level, bearing strong resemblance to contemporary social youth movements regarding attitudes toward society, culture and knowledge. Upper secondary school fraternities considered themselves guardians of the nation and its culture and became a conformist force in late nineteenth-century Sweden. On the other hand, pupils also constituted an active force in the modernisation of Swedish institutional practice, in the vitalisation of the state grammar schools, and as forerunners in the conceptualisation of a new cult of youth.
|
|
| 8. |
- Westerberg, Andreas, 1974-
(författare)
-
Medieteknik och historieundervisning : diskurser om teknik i klassrummet under 1980-talet och åren kring 2010
- 2014
-
Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The present study analyzes attitudes made manifest when media technology is used in teaching at Swedish upper secondary schools. It examines discourses related to the subject of history by comparing contemporary circumstances with those of the mid-1980s, making research in both educational history and history education indispensible to its execution. The study considers the impact of technology on human interaction as an essentially social construction. Furthermore, it addresses questions about the role media technology plays in current discourses, about the actors that are manifested in these discourses and about their didactic implications.Since the investigation focuses on discourse, it is an interpretive work. Analytical tools have been borrowed from the field of discourse theory to facilitate a broad understanding of discourse and communication. The analysis is conducted in order to reconstruct chains of analogy and nodal points of communication in media technology and teaching, with specific attention paid to matters related to the subject of history. Secondary school policy documents, curricula relevant to each period, teacher´s periodicals and interviews with history teachers are combined to reconstruct discourses on technology in education. Interviews were conducted with six history teachers, three of whom taught in the 1980s, while the remainder began teaching in the past fifteen years. The periodicals studied are Lärarnas tiding and Skolvärlden, including every issue published in the years 1983, 1985, 1987, 2008, 2010 and 2012.Four discourses on media technology in education have been reconstructed from this material. Two of the discourses are relevant to the mid-eighties, and have been called the discourse on the school of the future and the discourse on film, junk culture and education, respectively. The discourses reconstructed from the years around 2010 are named the discourse on the contemporary school and the discourse on good teaching. These discourses generally nurture an optimistic belief in what media technology can mean to school and teaching. The reasons for using technology in the classroom are based on notions of what is required from society or what is relevant to the students. The roles of media technology in education are affected by several groups of actors, including government officials, marketers, school leadership and teachers. The process was however never significantly affected by formal policy. One aspect central to a positive view of media technology in education was that it would improve the quality of teaching, especially in the case of history, characterized by storytelling and lecturing. Certain didactic considerations became visible in the study of these discourses, which risked being shallow and trend sensitive, insofar as it might be difficult for teachers to find suitable forums for peer-to-peer subject specific reflections on media technology.
|
|
| 9. |
- Wikström, Charlott, 1976-
(författare)
-
Hjärnövermättning och hjärtehunger : bildningsideal och pedagogiska visioner i Emilia Fogelklous författarskap 1902–1931
- 2023
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Emilia Fogelklou (1878–1972) was an author and pedagogue in twentieth century Sweden. She was a teacher mainly in the field of religious education and was involved in progressive schools such as Gothenburg co-educational school (Göteborgs högre samskola), Birkagården folk high school (Birkagårdens folkhögskola) and the Female civic school (Kvinnliga medborgarskolan). In 1902, Fogelklou experienced a spiritual awakening (Verklighetsupplevelsen) which led to her conviction that it was possible to find a pedagogy that could help the individual to get in contact with an inner divinity.The aim of this thesis is to deepen the understanding of Fogelklou’s pedagogical ideas between 1902–1931 by examining her collected writings in relation to contemporary ideas. In three chapters, her pedagogical presuppositions, main pedagogical principles, and ideas about religious education in practice are analysed. The two research questions are: How does Fogelklou’s view of education relate to previously formulated Bildung-ideals? How can her pedagogical ideas be characterised? Theoretically, the study employs two perspectives. Firstly, the study draws on Bildung-ideals (neohumanistic Bildung, self-Bildung and civic-Bildung) from the first half of the twentieth century in Sweden, and relates these to Fogelklou’s ideas. The results are related to the Bildung-ideals (neohumanistic Bildung, self-Bildung and civic-Bildung) that previous research has identified in Sweden during the first half of the 1900s. Secondly, the study applies concepts from theories of utopianism and edutopianism.Methodologically, the study makes use of contextualisation and comparison. Three contextual levels are considered: the individual, the textual, and the broader culture context. The analysis explores the contexts in which Fogelklou was engaged and presents new perspectives on her outlook, particularly with regard to her visionary pedagogical concepts.This thesis finds that Fogelklou’s thinking was characterised by a religiously marked edutopia. In the thesis, this distinctive pedagogical feature is labelled a “spiritual Bildung-ideal”. This ideal differs from the Bildung-ideals that have been identified in previous research, both in terms of the ideological basis as well as in ideas about teaching methods and materials.
|
|
| 10. |
- Åström Elmersjö, Henrik, 1978-
(författare)
-
Norden, nationen och historien : Perspektiv på föreningarna Nordens historieläroboksrevision 1919-1972
- 2013
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This dissertation investigates the negotiation of history within the history textbook revision conducted by the Norden Associations between 1919 and 1972. The thesis combines an examination of the discussions surrounding the revision with an understanding of the organization of the revision process to study the negotiations between representatives of different historical cultures and the conditions within these historical cultures. At the end of World War I, the teaching of history was challenged by internationalists and schoolteachers as a chauvinistic and warmongering subject. The war was a catalyst for the emergence of history textbook revisions in general, and in the Nordic countries the war also became a catalyst for efforts to promote Nordic understanding and cooperation. These two outcomes of the war experience merged in the Norden Associations’ history textbook revision. The revision was promoted as both an effort to reach an agreement on a common Nordic history and an effort to present to the international community a peaceful corner of the world. The theoretical framework of this dissertation draws on the concept of the nation as an imagined community and sees national historical cultures as being reflective of the community at that time and place. The discussions of historical events in the thesis are treated as motifs of a national myth, and they are scrutinized as part of the cognitive, political, and aesthetic dimensions of historical culture. The organizational features of the revision are studied through a network analysis of the organizational field. Prior to World War II, involvement in the revision was reserved almost exclusively for historians. From the end of the 1950s, however, the initiative shifted towards teachers and teacher trainers. This dissertation shows that the revision was organized with an emphasis on national boundaries even though the revision itself was an effort to transcend these boundaries. The results of this thesis show that the history within the revision was such an integral part of national identity that it was almost impossible to reach any understanding of a common Nordic history. Most motifs, such as the nation’s founding, liberation, golden age, and decline, within the individual national myths had very little common ground and they often contradicted each other. The debates in regards to historical events were also highly political. The historians involved in the revision process could not see past their own national context and were not able to approach the subject from a purely methodological or scientific stance. Pedagogical issues in the textbooks were almost completely ignored. In conclusion, the history textbook revision conducted by the Norden Associations should probably be seen as a defense of nationalistic hegemony in the understanding of history and cultural identity instead of as a challenge to that hegemony. In addition, the decline in impact of the textbook revision in the 1960s can be explained as a result of this nationalistic identity giving way to the prosperity of a new hegemony that was more liberal, Eurocentric, and global.
|
|
