| 1. |
- Holmgren, Anders, 1959-, et al.
(författare)
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Methods in Swedish History Textbook Research
- 2011
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Ingår i: Yearbook (of the International Society for History Didactics). - Schwalbach : Wochenschau Verlag. - 1608-8751. - 9783899747300 ; 32, s. 89-101
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Tidskriftsartikel (refereegranskat)abstract
- The present article analyzes methodological awareness and use of methods in Swedish history textbook research, represented by five doctoral dissertations defended during the period 1997-2010. In a dissertation where textbook analysis comprises only a minor part of the study, methodological discussion tends to be limited. However, when textbook analysis is the primary focus, the most innovative methods are found and thus paid considerable attention. A number of methodological problems are identified, including inconsistencies between stated methodological choices and actual application. In general, the most recent textbook analyses contain more methodological discussion than earlier counterparts, a development that can be linked to the establishment of history didactics as a distinct research field.
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| 2. |
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| 3. |
- Sharp, Heather, et al.
(författare)
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A Review of Doctoral Theses Since 2000 : Historical Consciousness in the Australian Context
- 2020
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Ingår i: Yearbook (of the International Society for History Didactics). - Frankfurt am Main : International Society for History Didactics. - 1608-8751. ; 41, s. 123-140
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Tidskriftsartikel (refereegranskat)abstract
- Historical consciousness and moral consciousness as a joint, or intertwined, concept is relatively new in the history education context of Australia. While it has been used for a longer period in research internationally, it is only in the past decade that is has gained momentum and popularity in the Australian research context. This paper examines doctoral theses submitted to Australian universities since 2000 to map how historical consciousness and moral consciousness is conceptualised in higher education research. As the largest group of researchers in universities, the selection of this concept to analysis how it is conceptualised and operationalised in theses is of interest when mapping its application. From a total of 14 theses that included the terms, two were selected for an in-depth case study that this paper reports on using a critical discourse studies approach.
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| 4. |
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| 5. |
- Thorp, Robert, et al.
(författare)
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Young children's historical consciousness : A Swedish case study
- 2017
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Ingår i: Yearbook (of the International Society for History Didactics). - : Wochenschau Verland. - 1608-8751. ; 38, s. 215-234
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Tidskriftsartikel (refereegranskat)abstract
- This article presents a study of how groups of 7-year-old pupils in Swedish primary school with little or no experience of history education expressed historical consciousness. The results of the study show that a perception of linear time where the past is seen as distinct and separated from the present is a key characteristic among the children that showed indication of historical consciousness. These results suggest a view of historical consciousness as something individuals may develop, rather than something that is innately human and anthropologically universal, and that a focus on the fostering of a perception of linear time and the epistemological challenges this poses, may be key in enabling and developing children’s historical consciousness.
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| 6. |
- Vinterek, Monika, 1956-, et al.
(författare)
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Tell us about your nation’s past : Swedish and Australian preservice history teachers’ conceptualisation of their national history
- 2017
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Ingår i: Yearbook (of the International Society for History Didactics). - 1608-8751. ; 38, s. 51-72
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Tidskriftsartikel (refereegranskat)abstract
- The Comparing our Pasts (COP) project aimed to determine what Swedish and Australian pre-service history teachers know, understand and believe to be important about their nations’ past. In this study pre-service history teachers were asked to write a short history of their nation in their own words without using outside sources of information. This article reports on a preliminary analysis of resulting texts, comparing and contrasting their conceptualisations of Sweden and Australia and what aspects of history were manifest in the analysed data. Given that the participant group is situated in two different national contexts, this study aims to analyse how the pre-service teachers’ narratives of the nation can be understood as influenced by the national historical cultures of Sweden and Australia. The results show that the respondents’ narratives expressed both similarities and differences that highlight the pertinence of a historical cultural approach to history education and pre-service history teacher training that may be linked to the differing national historical contexts. These results are then used to argue the importance of an awareness of historicity in order to highlight and stress how our views of and approaches to national history is contextually contingent. This poses a challenge to history teacher training both in Sweden and Australia.
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