| 1. |
|
|
| 2. |
- Axelsson, Cecilia, 1973-
(author)
-
En Meningsfull Historia? : Didaktiska perspektiv på historieförmedlande museiutställningar om migration och kulturmöten
- 2009
-
Doctoral thesis (other academic/artistic)abstract
- This thesis concerns the mediation of history in a public arena in society, namely in historical exhibitions in museums. The foci of the thesis are exhibitions on migration history, cultural encounters, “Us” and “the Others”, and in particular how relations based on the principles of class, gender and ethnicity are mediated. The research concerns two exhibitions – "Afrikafararna" (The Travellers to Africa) and "Kongospår" (Traces of Congo).In this thesis museums are viewed as arenas for public education and meaning-making. It explores how the historical contents as well as the forms of mediation in the exhibitions correspond to the task of promoting democracy that has been assigned to Swedish museums. This task is expressed in the intentions of the respective museums, in the general policies on culture and also in the policy documents for schools. Therefore the thesis also explores how pupils and teachers understand the mediation of history and use the museum as a source for learning.Exhibitions are regarded in this thesis as mediation processes of history. Three distinct phases can be seen in this process – the phase of production, the phase of mediation and the phase of reception. People connected to the different phases, such as curators, producers, museum educators, and pupils, have been interviewed. These interviews show how conditions, convictions and scope for action influence how the stories of migration and cultural encounters are told and understood. The contents of the exhibitions are analysed from a perspective of class, gender and ethnicity. Furthermore, the limitations and possibilities for the visitors to intensify their historical consciousness are discussed.The study shows how economic conditions and access to historical source material influence the way history is mediated, but also, and to a very large extent, convictions on pedagogy and concepts of history among museum staff. The latter two are determining factors when it is made clear that the way the historical source material is used results in the fact that history is mediated in a way that does not correspond to the intentions and goals to promote democratic values, such as equality, and active democratic readiness for action.The study shows that the exhibitions in question mediate patterns of subordination and asymmetrical relations between women and men and between Swedes/Scandinavians and Africans in their mediation of history. There are sometimes very distinct lines between “Us” and “the Others”. One of the exhibitions offers more space for individual meaning-making and reflection than the other, however, because of its problematization of the occurrence of African artefacts in Scandinavia and because there are more stories and more voices in the exhibition.The interviews with teachers and pupils show that the visits to the exhibitions are often isolated events that are rarely incorporated into the students’ education in a prolonged theme or perspective. Several students uncritically accepted the mediation in the exhibition, others were provoked and challenged, but the students had little opportunity to discuss these experiences in either the museum or in school. In summing up, several of the results of the analysis show that the mediation of history in the exhibitions cannot be described as corresponding to the demands of a democratic conception of education.
|
|
| 3. |
- Belyaev, Denis, et al.
(author)
-
Strengthening the Northern dimension 1955-1970
- 2015
-
In: The Barents region. - Oslo : Pax Forlag. - 9788253036519 ; , s. 335-365
-
Book chapter (peer-reviewed)abstract
- The Barents region comprises the northernmost parts of Norway, Sweden, Finland and Russia. It was established in 1993 as a result of the disintegration of the Soviet Union, and it is also the first macroregion to move beyond the Cold War’s Iron Curtain. This book provides a research-based history of the Barents Region from 800–2010 written by 27history researcher within the thirteenth sub-regions of the Barents Region. It is suitable as a course book in history for students at university level, but also for social sciences and for others interested in the comparative transnational history of northern Russia and northern Scandinavia.Six million people live in the Barents Region. The authors tell the history of the regional development in four nation states, bridging the gap between Russia and the Nordic countries in terms of ethnicity, religion, cultural content, political systems, economies and different stages of modernisation. The account starts with the history of independent ethnic groups in a common area. From the ninth century we can see tendencies towards an integration of the northernmost areas of Europe into larger political structures, culminating in early state formations such as the merchant republic of Novgorod and the kingdoms of Norway and Sweden. The focus is on comparative transnational aspects of history through stages of rivalry and co-operation. It is also the history of the many minorities and nationalities moving cross borders of different kinds.As is the case with nations, there are different understandings of what constitutes a region. Are regions deeply grounded in history and culture or are they created by actors for instrumental reasons? The Barents Region is the prototype of a region made by concrete actors for political purposes, but the historical account shows that there were transnational contacts even before this novel political construction came into being. In the concluding chapter the reader will find reflections on what kind of region the Barents Region invented in 1993 really is.
|
|
| 4. |
- Erixon, Per-Olof, 1954-, et al.
(author)
-
Short-term international immersion model (STIIM) : supporting internationalisation for doctoral students
- 2024
-
In: Internationalization of the doctoral experience. - : Routledge. - 9781032329673 - 9781032329680 - 9781003317555 ; , s. 66-75
-
Book chapter (peer-reviewed)abstract
- The short-term international immersion model (STIIM) for the internationalisation of doctoral education is a meeting between groups, or cohorts, of doctoral students from at least two countries. This chapter describes STIIM, and through examples from a four-day meeting in Wales, we illustrate how STIIM meetings can be designed to support learning and internationalisation. The chapter frames STIIM in its historical context in Norway and Sweden, highlights the democratic aspects of the model, and demonstrates the importance of socialisation into the academy as a global arena as supported by the model.
|
|
| 5. |
- Golubev, Alexey, et al.
(author)
-
The impact of World War II
- 2015
-
In: The Barents region. - Oslo : Pax Forlag. - 9788253036519 ; , s. 304-334
-
Book chapter (peer-reviewed)abstract
- The Barents region comprises the northernmost parts of Norway, Sweden, Finland and Russia. It was established in 1993 as a result of the disintegration of the Soviet Union, and it is also the first macroregion to move beyond the Cold War’s Iron Curtain. This book provides a research-based history of the Barents Region from 800–2010 written by 27history researcher within the thirteenth sub-regions of the Barents Region. It is suitable as a course book in history for students at university level, but also for social sciences and for others interested in the comparative transnational history of northern Russia and northern Scandinavia.Six million people live in the Barents Region. The authors tell the history of the regional development in four nation states, bridging the gap between Russia and the Nordic countries in terms of ethnicity, religion, cultural content, political systems, economies and different stages of modernisation. The account starts with the history of independent ethnic groups in a common area. From the ninth century we can see tendencies towards an integration of the northernmost areas of Europe into larger political structures, culminating in early state formations such as the merchant republic of Novgorod and the kingdoms of Norway and Sweden. The focus is on comparative transnational aspects of history through stages of rivalry and co-operation. It is also the history of the many minorities and nationalities moving cross borders of different kinds.As is the case with nations, there are different understandings of what constitutes a region. Are regions deeply grounded in history and culture or are they created by actors for instrumental reasons? The Barents Region is the prototype of a region made by concrete actors for political purposes, but the historical account shows that there were transnational contacts even before this novel political construction came into being. In the concluding chapter the reader will find reflections on what kind of region the Barents Region invented in 1993 really is.
|
|
| 6. |
-
Internationalization of the doctoral experience : models, opportunities and outcomes
- 2024. - 1
-
Editorial collection (peer-reviewed)abstract
- This groundbreaking book highlights the profound impact of internationalization in doctoral education, offering a variety of models to align with student interests and needs. It includes insights from over seventy contributors spanning more than thirty-five national contexts on six continents, who explore the values and benefits of internationalization at the doctoral level, such as social and cultural enrichment, academic and personal growth, network enhancement, and research collaboration, paving the way for meaningful career opportunities in academia or elsewhere. Evaluating the outcomes of internationalization and the development of researcher identities, the volume underscores the immeasurable value and impact of internationalized doctoral experiences while recognizing the importance of student agency. Reflections from students and graduates reveal the merits of international experiences but also address challenges and pitfalls, including environmental, economic, equity, and decolonization concerns.With implementable recommendations for institutions, academics, and students, this important book offers guidance for the future of internationalization in doctoral education and emphasizes the importance of strategic institutional approaches. Internationalization of the Doctoral Experience: Models, Opportunities and Outcomes is essential reading for anyone interested in the evolving landscape and transformative potential of internationalization in doctoral education.
|
|
| 7. |
- Johansson, Maria, 1965-
(author)
-
Historieundervisning och interkulturell kompetens
- 2012
-
Licentiate thesis (other academic/artistic)abstract
- Abstract Title: History teaching and intercultural competence This study takes as its starting point the relationship between the multicultural and globalised society and history as a school subject, and explores it theoretically as well as empirically. Intercultural historical competence, which is the main theoretical and analytical concept of the study, is developed from theories of narrative competence and theories of intercultural competence, and is positioned in the intersection between the two. Narrative competence describes historical consciousness as being characterised by three distinct sub-competencies, the competence of experience, the competence of interpretation and the competence of orientation. Historical learning is seen as the qualification of these competencies to be able to tell meaningful stories about our lives. The empirical case study explores how intercultural historical competence as a learning objective is interpreted and enacted in one history classroom. The enacted object of learning is regarded as a co-construction between the teacher, the pupils and historical narratives. This study explores how experiences and interpretations of the past are made and used in the work in the classroom. The question of what constitutes each narrative sub-competence is addressed and discussed in three empirical chapters respectively. The source material mainly consists of observations from a sequel of 25 history lessons in an upper secondary school The empirical results show how different dimensions of each sub-competence contribute to what is possible to learn in relation to intercultural historical competence. One important dimension of the competence of experience is the employment of strategies of pluralism, deconstruction and counter-narratives to open up closed narratives. The competence of interpretation is strengthened by the use of second-order concepts as tools to qualify historical thinking. Furthermore, it is demonstrated how it is possible to practise the competence of orientation by giving pupils the opportunity to use historical narratives and historical tools to make sense of the present and to think about the future. One additional conclusion is that the planning process, when the learning objective is interpreted and framed into lessons and exercises, is decisive for what is possible for pupils to learn. Finally, it is stated that history as a school subject has the capacity to develop knowledge, skills and attitudes that are relevant in a multicultural and globalised society. Key words: history teaching, historical learning, history education, intercultural competence, intercultural education, historical consciousness, upper secondary school, class room study, object of learning, learning objective, historical narrative.
|
|
| 8. |
- Jones, Elspeth, et al.
(author)
-
Foreword : the importance of international and intercultural experiences at doctoral level
- 2024. - 1
-
In: Internationalization of the doctoral experience. - Abingdon : Routledge. - 9781032329673 - 9781032329680 - 9781003317555 ; , s. 3-4
-
Book chapter (other academic/artistic)abstract
- The present volume can be linked to a growing awareness of the potential in doctoral education for international experiences to deliver the pragmatic as well as values-based benefits of internationalisation (Jones & Killick, 2007). The former include the sharing of different perspectives on the field of study, alternative approaches to research and problem-solving, creating international collaboration and publication opportunities, developing research networks and offering career opportunities. The ‘values-based’ rationale for intercultural engagement is equally relevant at doctoral level as at other stages of education. Learning to work in multinational and multicultural teams and being open to different approaches and perspectives has become even more important as professional and project-based doctorates increase. Doctoral education is now much more than preparing candidates for academic careers.
|
|
| 9. |
- Jones, Elspeth, et al.
(author)
-
Reflections and recommendations on the value of international experiences at doctoral level
- 2024. - 1
-
In: Internationalization of the doctoral experience. - Abingdon : Routledge. - 9781032329673 - 9781032329680 - 9781003317555 ; , s. 317-322
-
Book chapter (other academic/artistic)abstract
- This final chapter represents the Editors’ reactions to the chapters and case reflections within this book. It is structured around the three sections – Models, Opportunities/Challenges and Outcomes – and concludes by providing suggestions for the future of doctoral experience internationalisation for institutions, academics and students.
|
|
| 10. |
|
|
