| 1. |
- Persson, Anders, 1974-, et al.
(författare)
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Historieundervisningens existentialiserande potential
- 2017
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Ingår i: Nordidactica. - Karlstad : Karlstads universitet. - 2000-9879. ; :2, s. 59-74
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Tidskriftsartikel (refereegranskat)abstract
- This article presents a study of how history education can be understood as a practice directed towards existentialisation. Through classroom observation, teacher interviews and focus group interviews with students in grade 9 in Swedish lower secondary school, a complex teaching practice is uncovered where history teachers have to deal with matters pertaining to disseminating a meaningful narrative of the past, a critical approach to these narratives and an awareness of historicity and its implications for how we approach and understand the past. These results are then discussed from the perspectives of how history education can promote existentialisation among students, and what challenges and opportunities this may present to history teachers.
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| 2. |
- Almqvist Nielsen, Lena
(författare)
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Prehistoric history in Swedish primary school education : pupils' expression of empathy after visiting a cultural heritage site
- 2023
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Ingår i: Education 3-13. - : Taylor & Francis. - 0300-4279 .- 1475-7575.
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Tidskriftsartikel (refereegranskat)abstract
- This study explores the concept of historical empathy in the context of field trips for young pupils to a prehistoric heritage site in Sweden. The example discussed is a field trip to Vitlycke, a heritage and rock carving site with an associated reconstructed Bronze Age farm, where pupils had the opportunity to experience prehistory with all their senses. The study is based on the idea that historical empathy is a process that involves both cognitive and affective dimensions and that both dimensions are important for progress. The pupils were interviewed after the trip and their responses are related to the concepts of perspective recognition and care. The study shows how the cognitive and affective dimensions were interwoven in the pupils' reasoning and how the field trip contributed to an emotional and personal connection necessary for the development of historical empathy. This engagement led to a broadening and deepening of the pupils' cognitive understanding of Bronze Age life and living conditions, while the cognitive understanding of the historical context contributed to a framework in which they could use their imagination. The results also show the importance of giving pupils time to follow up on their experiences after visiting a heritage site.
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| 3. |
- Svensson, Eva, 1962-, et al.
(författare)
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As far below as you can come? : Historical archaeology on vulnerability and marginalization of life at the bottom of the social ladder
- 2020
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Ingår i: Post-Medieval Archaeology. - : Informa UK Limited. - 1745-8137 .- 0079-4236. ; 54:2, s. 165-185
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Tidskriftsartikel (refereegranskat)abstract
- In the 19th and early 20th centuries there were numerous non-proprietors and paupers in the Swedish countryside, such as crofters, boarders and inhabitants of rural slums. Multisource methods such as triangulation of written documents, historical maps and archaeological evidence are used to study the living conditions, vulnerability and marginalization of boarders and inhabitants of rural slums from an environmental justice perspective. Being poor also meant being more exposed to risks than people with greater resources and having fragile safety nets. Marginalization could offer new possibilities to the poor, but also weaker security nets and increased vulnerability
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| 4. |
- Samuelsson, Johan, 1968-
(författare)
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Skola inför rätta : Tolkning och användning av skolhistoria i samtidens debatt om framtidens samhälle och skola
- 2019
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Ingår i: Nordic Journal of Educational History. - Umeå : Umeå universitet. - 2001-7766 .- 2001-9076. ; 6:2, s. 23-44
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Tidskriftsartikel (refereegranskat)abstract
- School on Trial: Interpretation and Use of School History in Contemporary Debate About the Future of Society and School. This article centres on how education and the Swedish School Commission as an historical phenomenon become resources in the discussion on how society and education should be developed. Three authors’ texts on the School Commission are analysed based on narrative history theory, which engages in how history is used to legitimise political change. Education and the School Commission are inscribed in a national narrative of decline. The 1946 Commission is blamed for the perceived problems in present society and education, allegedly having caused a lack of focus on nationalism, morals and knowledge in Sweden. To change society, the message is, education must learn from the historical mistake of the Commission and invest in knowledge and nationalism. The narrative plot is reminiscent of other historical narratives, for example, of heroes (teachers) and villains (Alva Myrdal), who personify structural changes. The historical narrative of education also fits in with contemporary trends of modernism criticism.
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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. |
- Olausson, Peter, 1956-
(författare)
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Fattigdomen på den svenska landsbygden : Exemplet Väse år 1869
- 2012. - 550
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Ingår i: Pionjärer, kravaller och fattiga bönder. - Karlstad : Karlstads kommun. - 9789163717635 ; , s. 131-183
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Studien behandlar den svenska fattigdomen under 1860-talets nödår: vilka var de fattiga, hur organiserades och sköttes den lokala fattigvården, vad säger situationen om synen på fattiga och rika i brytningstiden mellan ett agrart och ett begynnande industriellt präglat Sverige?
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| 7. |
- Hansson, Martin, et al.
(författare)
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Invisible and Ignored : The Archaeology of Nineteenth-Century Subalterns in Sweden
- 2020
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Ingår i: International Journal of Historical Archaeology. - : Springer Science and Business Media LLC. - 1092-7697 .- 1573-7748. ; 24, s. 1-21
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Tidskriftsartikel (refereegranskat)abstract
- This paper aims to discuss subalterns in different social environments in Sweden. The potential of archaeological studies of landless subalterns in rural and urban areas are shown though a number of case studies. It is argued that archaeology can show the multivocality of the lives of the subalterns, in the same way as it shows how the subalterns organized their daily life. This is done through the use of the concepts of matterscape, powerscape, and mindscape. The subalterns used the physical landscape (matterscape) according to prevailing norms and power structures (powerscape), thus creating a perceptive understanding of their daily landscape (mindscape).
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| 8. |
- Nilsson, Pia, et al.
(författare)
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De obesuttnas arkeologi : människor, metoder och möjligheter
- 2020
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- De förhållandevis sentida spåren efter de obesuttna – som torpare, backstugusittare, hantverkare och arbetare – finns överallt i jordbrukets, skogens och städernas landskap, men har sällan uppmärksammats av den traditionella arkeologin. Ändringen av kulturmiljölagen 2014 innebär att lämningar som etablerats före 1850 kan vara lagskyddade vilket ger nya möjligheter att även de obesuttnas kulturarv uppmärksammas och ges en mer framträdande plats i historieskrivningen. I den här boken diskuteras och utvärderas möjligheten att kombinera olika källmaterial – som skriftliga källor, kartor, inventeringar, stående byggnader och arkeologiska lämningar – för att öka kunskapen om människors livsvillkor, boendeförhållanden och materiella lämningar från tiden omkring 1700–1900.
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| 9. |
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| 10. |
- 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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