| 1. |
- Ammert, Niklas, 1968-
(författare)
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On Genocide and the Holocaust in Swedish History Teaching
- 2015
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Ingår i: Historical Encounters. - 2203-7543. ; 2:1, s. 58-69
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Tidskriftsartikel (refereegranskat)abstract
- Teaching about the Holocaust and other genocides is emphasized in Swedish History teaching. In Sweden there is a public authority commisioned to work with issues related to tolerance, democracy and human rights. It is this context and under these conditions, that Swedish History teachers select a variety of topics for their students to learn, as part of the History curriculum. In addition to the Holocaust, they teach about crimes against humanity committed under communist regimes, the genocide of Tutsies in Rwanda, and mass murder and ethnic cleansing in former Yugoslavia. Teachers use a multiplicity of uses of history and teaching methods. They conduct a scientific use of history when focusing on the historical contexts and explaining the background, motives and consequences of genocide. Teachers also stress the students’ personal reflections and standpoints in a moral use of history. The teaching aims at developing understanding and empathy among students.
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| 2. |
- Rosenlund, David
(författare)
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Source criticism in the classroom : An empiricist straitjacket on pupils’ historical thinking?
- 2015
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Ingår i: Historical Encounters. - : HERMES History Education Research Network - The University of Newcastle, Australia. - 2203-7543. ; 2:1, s. 47-57
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Tidskriftsartikel (refereegranskat)abstract
- Begreppet källkritik har länge haft en central roll i svenska kursplaner i historia. I denna artikel analyseras begreppet i tre sammanhang. Först identifieras en ökande epistemologisk avvikelse över tid mellan historieämnets syftesbeskrivning och beskrivningen av källkritik i kursplanerna. Syftet med undervisningen historia har förändrats i en mer poststrukturalistisk riktning, medan begreppet källkritik beskrivs ur en mer objektivistisk epistemologiska hållning. I ett andra sammanhang undersöks svenska historieläroböcker och i dessa beskrivs begreppet källkritik ur ett objektivistiskt perspektiv. I ett tredje sammanhang identifieras hur hur gymnasieelever förefaller vara navigera mellan två svårförenliga kunskapsteoretiska paradigm. Uppsatsen avslutas med en diskussion om hur man kan förändra användningen av källkritik - från den tvångströja begreppet verkar att sätta på elever historiska tänkande, till det nödvändiga och användbara verktyg det skulle kunna vara.
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| 3. |
- Sandahl, Johan, 1974-
(författare)
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Civic Consciousness : A Viable Concept For Advancing Students’ Ability to Orient Themselves to Possible Futures?
- 2015
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Ingår i: Historical Encounters. - 2203-7543. ; 2:1, s. 1-15
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Tidskriftsartikel (refereegranskat)abstract
- In history didactics the concept of historical consciousness has become an important theoretical framework in developing a meaningful history education. One significant aspect of historical consciousness is to give students a “usable past” to orient to possible futures. Previous research has shown that history is important when students think about the future but that their use of history in meaning-making is simplistic and based on present-day-thinking. Much research has focused on advancing students’ ability to use history in orientation to possible futures, but less attention has been focused on contemporary studies and its role in the process of orientation. By introducing a tentative concept, civic consciousness, the issue of students’ orientation is explored by studying students’ perspectives on democracy in past-present-future. The data consists of 142 narratives and reveals a pattern of normative stances, process orientation and action orientation. These aspects are considered to be important components of civic consciousness and these have implications for how social studies educators should address the challenges of preparing students for the future.
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| 4. |
- Thorp, Robert
(författare)
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Popular history magazines and history education
- 2015
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Ingår i: Historical encounters: a journal of historical consciousness, historical cultures, and history education. - The University of Newcastle, Australia : The University of Newcastle, Australia. - 2203-7543. ; 2:1, s. 102-112
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Tidskriftsartikel (refereegranskat)abstract
- This paper argues that popular history magazines may be a welcome complement toother forms of historical media in history teaching. By outlining a theoretical framework thatcaptures uses of history, the paper analyses popular history magazine articles from five Europeancountries all dealing with the outbreak of World War I. The study finds that while the studiedarticles provide a rather heterogeneous view of the causes of the Great War, they can be used todiscuss and analyse the importance of perspective in history, thus offering an opportunity tofurther a more disciplinary historical understanding.
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