| 1. |
- Berg, Mikael, 1970-
(författare)
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Historielärares ämnesförståelse : Centrala begrepp i historielärares förståelse av skolämnet historia
- 2014
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis focuses on four different aspects of history teachers’ comprehensive understanding of the school subject history. More specifically, the aim is to study the comprehension of the subject as perceived by individual history teachers. Special emphasis is placed on identifying the concepts of the field of history that are central to the teachers’ understanding of the school subject history. The first aspect studied is the teachers’ biographical changes. In a life history perspective it seems as if the teachers’ subject conception changes from an unproblematic and tentative approach to a more complex and confident understanding of the subject. The second aspect treated is the rationale behind their grasp of the purpose and content of the subject. Three major positions are identified, namely educational (bildung) orientation, critical orientation, and identity orientation. The third aspect studied is the teachers’ interpretation of a curriculum new to them. The teachers placed the curriculum in the field of tension between an education policy position, emphasizing more precise knowledge, on the one hand, and a history science position, emphasizing concepts of historical consciousness. The fourth aspect studied is five different conceptual tools displayed in the teachers’ remarks on having completed the teaching of a new course. These are termed ‘history as narrative’, ‘history as time-space’, ‘history as explanation’, ‘history as perspective taking’, and ‘history as skills’ At the general level the study shows not only that subject conception is of importance to the teachers’ understanding of their obligation as teachers of history but also how it is formed and constantly transformed by many different factors. In this process it is clear that the concepts used by the teachers, although variously defined, can be seen as specific to the school subject history and essential to the construction of history as a school subject.
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| 2. |
- Gustafsson, Jörgen, 1972-
(författare)
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Historielärobokens föreställningar : Påbjuden identifikation och genreförändring i den obligatoriska skolan 1870–2000
- 2017
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis sets out to address the question: How is Swedish history put forward as expected identification in history textbooks for the years of compulsory schooling and how did this change during the period 1870-2000? This question is legitimate since the writing of history is a form of meaning-creation that is built through the merging of different components (place, time, actors, objectives, etc.) into a coherent narrative. The writing of history is therefore a form of power.The study include a quantitative total enquiry into all published history textbooks in Sweden between 1870-2000 aimed at compulsory schooling, as well as läroverk and gymnasium. In aim to map out and analyse the framing patterns displayed by the genre in order to answer questions about its characteristics and find out which have been the dominant history textbooks. These have formed basis for the qualitative investigation. The genre has its own clear inherent components such as images which are used over a very long time and found in book after book and publisher after publisher. The genre of history textbooks has an independence in relation to current research in academia and equally The only time there is a fundamental change is after the 1950s and then the whole school system had been recast, but after a while the greater part of the elements under study returned. The results of the thesis point to the consumer side as being what largely upholds the tradition of the genre.A clear change is the significantly increased female representation during the 1990s. When the female representation is portrayed, it is more connected to traditional female values such as family than ever before. I argue that this is a consequence of the gender system’s logic of separation. When there is more space given to female representation, it becomes increasingly important to mark the boundaries between the female and the male.
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| 3. |
- Lifmark, David, 1971-
(författare)
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Emotioner och värdegrundsarbete : Om lärare, fostran och elever i en mångkulturell skola
- 2010
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis explores aspects of teachers’ obligation to implement and discuss what are referred to in the Swedish national school curricula as “fundamental values” (“värdegrunden” in Swedish). The aim is to describe and analyze dilemmas in interpretations of and teachers’ work with these fundamental values. Four questions are related to this aim. The first addresses difficulties discussed in conversations between seven upper secondary teachers, during nine meetings over the course of one year. In these conversations the teachers reflected upon how to interpret the fundamental values in relation to their daily practice. The second question focuses on the considerable diversity of Swedish schools and examines the work of the teachers through a perspective of intersectionality. The third question concerns how Martha Nussbaum’s theory of emotions as judgments of value could be used for an understanding of the identified dilemmas. The fourth question focuses on ways in which the participating teachers’ discussions may contribute to a wider discussion about possible aims and circumstances of teachers’ work with the fundamental values. Chapter 2 introduces the theoretical framework of the study, Martha Nussbaum’s (2001) ethical thinking on emotions as judgments of value. She argues that emotions have four common cognitive components. They have (1) external objects, and are directed towards these objects. They are (2) intentional, reflecting a person’s particular point of view, his or her special way of beholding the object, and (3) consist of judgments, i.e. views of how things in the world are. According to Nussbaum’s Aristotelian ethics, emotions also (4) mirror the individual’s vision of what a good human life is like, and the vulnerability of it. The concept of eudaimonia, a fulfilled or flourishing life, is central. Chapter 3 focuses on ideas of ethnicity, and on the specific obligation mentioned in the curriculum of counteracting xenophobia and intolerance in a multicultural society. Chapter 4 discusses various aspects of the teachers’ thoughts on religiosity within Swedish society (often depicted as one of most secular in the world) and within the educational system that is non-denominational. Chapter 5 draws attention to different ways in which the teachers view and teach pupils about sexual orientation. Chapter 6 presents conclusions on potential advantages of and challenges involved in Nussbaum’s Aristotelian theory of emotions, when applied to teachers’ views of and practical work with the fundamental values described in the curriculum. One advantage is that emotions may be intellectually scrutinized and morally assessed, on grounds that are known beforehand and discussed in a democratic process. The non-productive division between emotions, on the one hand, and intellectual and moral capabilities, on the other, is transcended by Nussbaum’s theory. An important challenge is to reflect upon when to discuss the cognitive content of pupils’ emotions, and when it is appropriate to state what is right or wrong, and try to influence pupils accordingly. Keywords: Emotions, vulnerability, values education, religious education, teaching, Martha Nussbaum, ethnicity, religion, sexual orientation.
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| 4. |
- Rimm, Stefan, 1974-
(författare)
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Vältalighet och mannafostran : retorikutbildningen i svenska skolor och gymnasier 1724-1807
- 2011
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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.
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| 5. |
- Berg, Mikael, 1970-
(författare)
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Historielärares historier : Ämnesbiografi och ämnesförståelse hos gymnasielärare i historia
- 2010
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The overall aim of this study is to analyse history teachers’ understanding of the school subject history. The aim have also been to uncover what factors the history teachers say have affected their understanding of the school subject. Based on survey and interview methods, the question that this study deals with is: in the light of which general understanding of the school subject history, do the teachers make didactic choices on a daily basis?The first theme is biographical. The teachers’ life-history is taken into consideration and several factors in the teachers’ background and the school environment have been identified. It also seems as if the teachers’ understanding of the school subject goes from an elementary and searching approach to one that is more complex and convinced.The second theme is a more structural approach. The results shows three major orientations among the teachers’ general understanding namely, educational (bildung) orientation, critical orientation and identity orientation. Even though a main orientation can be seen among the teachers, an important result is also that the orientation is overall complex.At the most general level some patterns can be seen. First the connection between the teachers’ biography and their general understanding of the school subject. In the understanding of the school subject, it is also notable that teachers relate in different ways to history as science, history as identity and history from an ideological viewpoint. It is also possible to note some signs of change in the school subject history that follows a lager historiographical context.
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| 6. |
- Hallenius, Mikael, 1971-
(författare)
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Clio räddar världen : En annalys av argumentationen för historieämnets ställning i det svenska skolsystemet i Historielärarnas Förenings Årsskrift, 1942-2004
- 2011
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this thesis is to analyse and discuss the argumentation for theplace of History in the Swedish school system from the perspective ofeducation philosophy. The material that has been investigated is theYearbook of the Association of History Teachers (HLFÅ). In connectionto this, two questions have been asked: (1) What sort of argumentationhas there been in HLFÅ on the place of History in the Swedish schoolsystem from the time the Yearbook started to be published in 1942 until2004 when the Swedish parliament decided that the subject should beobligatory for all pupils in gymnasiet (senior high school)? (2) In whatway has education philosophy been taken into consideration in the argumentationon the place of History in HLFÅ between 1942 and 2004? Thebackground to these questions is partly that during the whole of the1900s it has been far from obvious what place History should have in theupper levels of the Swedish school system. Also, I have partly found itfruitful to study HLFÅ from the perspective of education philosophy.In chapter 1, we give a deeper presentation of HLFÅ. After that followsan overview of research into the teaching and learning of History (Historydidactics). The chapter ends with the three leitmotifs based on this research.I identify as leitmotifs areas that are identified clearly and repeatedlyin History didactics and that are seen as relevant to structure myanalysis of HLFÅ. The three leitmotifs are: (1) the relation between Historyand academia, (2) the social potential of History, (3) the use of Historyin the service of peace. These have structured the presentation in thetwo analysis chapters of the thesis (chapters 4 and 5).Chapter 2 discusses the thesis methodology, theoretical perspective andquestions. The methodology is an analysis of argumentation based onhermeneutics. The theoretical perspectives used in the study are educationphilosophies. My use of the theory builds on my reading of TheodorBrameld and Tomas Englund. The four education philosophies used toanalyse the argumentation are: (1) progressivism, (2) essentialism, (3)perennialism, (4) reconstructivism. In chapter 3, the background to thestudy is presented. The areas that are focused on are the changes in theSwedish school system during the 1900s, the subject of History in figures,and glimpses from the public debate on history in general and thesubject of History in Sweden. In chapter 4, we cover the period from1942-1970, and in chapter 5 we cover in a similar way the period from1971-2004. Both chapters begin with a chronological overview of theargumentation in the articles. After that, the material is analysed wherethe presentation is structured based on the three leitmotifs which arediscussed from an education philosophy perspective.Chapter 6 is a summarizing discussion. There we make it clear that progressivismis almost completely absent from the argumentation aroundthe place of History in Swedish schools in HLFÅ. Instead, the studyshows that it is a combination of essentialism and perennialism that dominatesthe way of maintaining the merits of History. Regarding reconstructivism,it is stated that it is subordinate to essentialism and perennialism.The study ends with suggestions for further research. Since theargumentation has consistently made the claim that History can givepeople a feeling of safety in their surroundings, understand their place inlife and create peace in the world, it is suggested that further analysisshould be made of similar material from the perspective of civil religion.A point of departure in this research is that secular societies partly takeover, and partly re-work, the rites and cosmologies of religious institutions,in order to create solidarity in modern societies. My hypothesis isthat this perspective would strengthen the thought that there are civilreligious practices on Swedish soil in connection with the educationworld.
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| 7. |
- Indzic Dujso, Aleksandra, 1965-
(författare)
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Nationella minoriteter i historieundervisningen : bilder av romer i Utbildningsradions program under perioden 1975-2013
- 2015
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- In 2000 when Sweden signed the Framework Convention for the Protection of National Minorities the Roma minority became one of the acknowledged national minorities in the country. It meant that the rights of the Roma mi-nority would be safeguarded and the knowledge of its history and culture would be spread. In that context, the Swedish school, with its founded as-signment of democracy, was given an important role. The education was to communicate the multicultural values of the society and to make visible the history and culture of the Roma minority.The school books used in teaching today do not meet these demands. The view of the Roma minority given in school books is often inadequate and simplified. The present study will therefore examine a different type of edu-cational material used in schools and teaching, The Swedish Educational Broadcasting Company‟s programs of history and social studies regarding the Roma minority. Starting in postcolonial theory as well as critical dis-course analysis the study examines how the picture of the Roma cultural and ethnic identity in the Swedish Educational Broadcasting Company‟s material has been displayed and possibly changed during the period of 1975 to 2013.The results show a picture of Roma which, both in form and content, con-sists of some clearly demarcated discursive categories. The obvious continui-ty of the categories gives a picture of static and invariable Roma identity. At the same time this unambiguous picture is broken both by giving the existing discourses new meaning and also adding new discourses. The complexity and nuances become more prominent and the Roma identity is integrated in common Swedish history telling. The changes in the view of Roma, given by the Swedish Educational Broadcasting Company, can mainly be explained by the change of the Swedish immigration and minority policy and, as a conse-quence of this, the change of the school‟s mission regarding knowledge communication of Sweden as a multicultural country.
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| 8. |
- Johansson, Cecilia
(författare)
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Högstadieungdomar skriver historia på bloggen : undervisning, literacy och historiemedvetande i ett nytt medielandskap
- 2014
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The purpose of this thesis is to study the literacy formed when a class blog is used as a tool for students studying history and explore how this particular literacy is used to generate historical knowledge. The study was conducted during the course of a project in which ninth-grade students contributed entries to a common blog in the form of a diary written by individuals who experienced the Second World War. Its three major objectives were to study the students' perception of the blog in relation to their gender and level of historical knowledge; how they and their teacher esta-blished and used the formed literacy; and how the students related to this in the production of historical knowledge.In analyzing the results, a concept of literacy was used based on seven writing practices all linked to the new medium and history education. The study was based on a questionnaire, interviews and various student texts. In order to perform a content analysis on the study results a theoretical framework for historical conscious-ness was included. The results show that in using the writing practices a literacy characterized by colla-borative authorship was formed. The study concludes that this affects both what and how the students learn. Together they show each other that history is comprised of many small stories, not necessarily strictly coherent with the general history as told by their textbooks. Examining the students’ blog entries made a new learning process visible that enabled the enhancement of their historical consciousness.
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| 9. |
- Morawski, Jan
(författare)
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Mellan frihet och kontroll : om läroplanskonstruktioner i svensk skola
- 2010
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this thesis is to explore how different competing discourses inthe historical context of the Swedish education development have qualifiedand disqualified different constructions of national curriculum. How andafter what kind of principles is the curriculum constructed? What qualifywho are going to be recognized as the author and addressee of the curriculum?These key questions of the study are discussed in the first part of thethesis. My point of departure is that the curriculum can be understood as arelation between freedom and control. In an educational system this relationshipreflects the problematic tension between the external demandsfrom an authoritative center and the local need to independently reflectover educational issues. How these concepts are defined by the prevailingsocial discourses affect specific relations and constructions of curricula as asteering tool and a producer of specific teacher identities. In this sense, Iclaim that curriculum is constructed in different ways depending on whichof the didactic questions are emphasized and answered and who is judgedas the legitimate author. Based on this, three models of curriculum constructionare formulated; the content based, the result based and the processbased. These models are subsequently used as an analytical tool to examinethe historical development of Swedish national curricula.The second part of the thesis investigates the Swedish education systemand the production of the national curriculum as a product of rival discourses.The historical investigation begins 1842 when the first state curriculumwas issued and the inquiry concludes in 2008. The findings indicatethat no one single construction has been totally dominant and thatthere has been an on-going discursive struggle between different alternativeand opinions about what teachers must do and be.
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| 10. |
- Boström, Ulrika, 1970-
(författare)
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”När man kollar på bilden tänker man så här” : en receptionsstudie av gymnasieelevers uppfattning om bilder som kunskapskällor i historieundervisningen
- 2014
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Images are used in history education for a variety of reasons, not least to generate interest through a better understanding of historical events and people. The aim of this study was to investigate how historical pictures, either illustrated or documentary/photographic, can be used as a resource for activating and improving pupils' historical empathy, in the way described by Stéphane Lévasque.I conducted a reception study on five different focus groups consisting of pupils from different upper secondary schools in Sweden. The pupils varied with regard to number of credits for admission to upper secondary school. A sixth group of pupils was interviewed as a contrasting control group in order to add perspective to the results. The discussions were based on the pupils' interpretations of 34 selected pictures, all of which were taken from the most common history textbooks. Each pupil was asked to choose the picture he/she felt was the most representative historical image. On the basis of the strategies used by the pupils when interpreting the pictures and discussing them, the material was analysed in accordance with Lévesque's categories: imagination, historical contextualisation and morals. The last category, morals, was further divided into three sub-categories: sense of justice, sympathy and progression.The reflections of the pupils and the degree of contextualisation varied. It appeared that the pupils were less inclined to discuss assumptions about the persons in the pictures; instead they chose to discuss the historical context in question. The pictures in this study did not seem to trigger the pupils to fabricate anachronistic reasoning about history; when they did produce lengthy reasoning, it was contextual, structural and metahistorical. In this context, the pupils who belonged to the group with the highest average of credits showed some signs of reflection on the basis of historical context and some criticism about the historical sources. On no occasion did any of the pupils choose a picture as a concrete expression of injustice.One of the questions this study aimed to explore was whether a lack of historical context affects how pictures trigger emotions and reasoning on the basis of moral aspects. Some of the pupils displayed moral standpoints, primarily the degree of morals concerning injustice. One possible interpretation could be that the feeling of being unfairly treated and subjected to insulting behaviour and social injustice was something the pupils could relate to. The group of pupils who had not yet studied history at upper secondary school, the control group, generally made reflections using this sort of reasoning when they discussed the historical aspects of the pictures.
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