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1.
  • Alvén, Fredrik (author)
  • Making democrats while developing their historical consciousness : A complex task
  • 2017
  • In: Historical Encounters. - : HERMES, History Education Research Network concentrated at The University of Newcastle. - 2203-7543. ; 4:1, s. 52-67
  • Journal article (peer-reviewed)abstract
    • History teaching in Sweden is, among other things, supposed to create democratic citizens appreciating certain values. These goals are described in the first chapter in the curriculum, “Fundamental values and tasks of the school”, as cross-curricular goals that every teacher should foster. At the same time the history teacher is supposed to develop the students´ historical consciousness by developing certain cognitive abilities that allow the students to interpret history on their own. These abilities are described in the history syllabus. The abilities do not, however, address any particular values to be developed. The history teachers´ assignments can therefore be in conflict. In the article I analyze the Swedish history teachers´ mission by comparing the goals for the citizenship education in the curriculum´s first chapter, with the theoretical construction of how to develop the students´ historical consciousness, found in the syllabus in history. At the end there is a discussion and a tentative suggestion how to process the tension between making democrats and at the same time develop the students´ cognitive abilities to understand and use history of their own.
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2.
  • Alvén, Fredrik, 1972-, et al. (author)
  • Temporal orientation in Spanish and Swedish teacher students’ narratives about gender equality
  • 2022
  • In: Historical Encounters. - : HERMES History Education Research Network. - 2203-7543. ; 9:2, s. 30-44
  • Journal article (peer-reviewed)abstract
    • The main objective of the study was to analyze how Swedish and Spanish pre-service teachers’ temporal orientation influences their narratives and moral conceptions about gender inequality. 55 Spanish students and 76 Swedish students participated. The narratives were analyzed through a separate process of coding by both authors and the subsequence crossing of information in order to achieve agreement and reliability for the codes used. The analysis shows differences depending on cultural context, which may reflect the learning of narrative templates in History Education instead of a reflexive and critical learning. Mainly Spanish students described time under the concepts of change and continuity while Swedish students oftener saw time more as abrupt changes when describing the differences of current gender inequality regarding past times. Likewise, in almost all the narratives there is a naive way of understanding the sense of change over time. In the narratives there are no calls for individual action or descriptions of what possible actions there are for us to fight for a better future probably because history education does not provide examples in the past which mirror current social issues. These reflections make us to question why we teach history and how we do it. 
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3.
  • Ammert, Niklas, 1968-, et al. (author)
  • Bridging historical consciousness and moral consciousness : promises and Challenges
  • 2017
  • In: Historical Encounters. - Newcastle : HERMES History Education Research Network. - 2203-7543. ; 4:1, s. 1-13
  • Journal article (peer-reviewed)abstract
    • This special issue is the result of the workshop, Towards an integrated theory ofhistorical and moral consciousness, supported by Riksbankens Jubileumsfond (The SwedishFoundation for Humanities and Social Sciences) and Suomen kasvatuksen ja koulutuksen historianseura (The Finnish Society for the History of Education) and held at the University of Helsinki, in2015. History teaching and social studies education are increasingly expected to develop, amongother things, students’ historical consciousness. This goal is highly relevant for students’ ability todeal constructively with controversial issues of history which is an important civic competence inthe situation where in many societies’ political arguments concerning, for example, citizenshiprights, ethnic and cultural diversity, and democracy are only too often fuelled by simplistic narrativesof historical change and continuity. However, there is a blank spot in the existing research onhistorical consciousness in that intersections between historical and moral consciousness remainvery much unexplored. This special issue seeks to identify promising theoretical and conceptualpoints of convergence for future interdisciplinary studies of historical and moral consciousness.Contributors are from the fields of history, educational research, social psychology, and philosophy.
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4.
  • Ammert, Niklas, 1968- (author)
  • On Genocide and the Holocaust in Swedish History Teaching
  • 2015
  • In: Historical Encounters. - 2203-7543. ; 2:1, s. 58-69
  • Journal article (peer-reviewed)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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5.
  • Ammert, Niklas, 1968- (author)
  • Patterns of reasoning : A tentative model to analyse historical and moral consciousness among 9th grade students
  • 2017
  • In: Historical Encounters. - : HERMES History Education Research Network. - 2203-7543. ; 4:1, s. 23-35
  • Journal article (peer-reviewed)abstract
    • Students find ethical and moral issues central and interesting when they interpret history. History can offer explanations and references to moral values that are still valid - or not valid - in our time. At the same time moral values provide conceivable contexts that connect students to the past. Views on interrelations between the past and the present seem to interact with the students' moral foundations, questions, interpretations, understanding or repudiation. On a societal level similar phenomena can be identified when groups of people turn to history either to handle challenges or to apologize or heal wrongs from the past. Furthermore National curricula prescribe ethical dimensions in school education, not least for the subject of history.In this pilot study swedish 9th grade students discuss a text from Christopher Brownings' book Ordinary Men. The students' answers are analysed in a theroetical model including different aspects of historical consciousness and different apsects of moral reasoning. The aim is to study if there are patterns of interrelations and, if so, how these patterns are manifested.
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6.
  • Ammert, Niklas, 1968-, et al. (author)
  • Perspectives on History and Moral Encounters
  • 2022
  • In: Historical Encounters. - Newcastle : HERMES Research Group, University of Newcastle. - 2203-7543. ; 9:2, s. 1-6
  • Journal article (other academic/artistic)abstract
    • We are at a time in world political history that seems to be on a precipice. Over the past decade, it is difficult to ignore the global growth in popularity for autocratic governments, also in some countries which for decades were either strong democracies or moving towards stable democratic governance. The current Russian attack on Ukraine brings into stark focus the political instability many citizens are facing—historical problems are causing, or used as a pretext for, current conflicts. History educators across many sectors—primary, secondary, university, and in public spaces such as museums and galleries – are curious about how these and other current events and issues can and should be approached. The events raise anew the questions of whether and how we can learn from the past, what we value as good and bad in the past, and how these insights might affect our present and future judgements. In relation to this it becomes vital to ponder how educators and members of the public can communicate the situation in Ukraine and similar events to others, while avoiding the bias that presentism can bring.
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7.
  • Ammert, Niklas, 1968- (author)
  • What do you know when you know something about history?
  • 2014
  • In: Historical Encounters. - Callaghan : HERMES History Education Research Network. - 2203-7543. ; 1:1, s. 50-61
  • Journal article (peer-reviewed)abstract
    • What does it mean to know something about history? If you know “your” history, what is it that you know? For many, it is definitely about being able to provide dates, to state what happened or how people lived in the past; while for others it means being able to conduct genealogical research or being able to navigate in a video game that takes place in an historical environment. In a school context, the issue of knowledge is always central. Pupils and teachers meet in, around and through knowledge, and moreover, knowledge is assessed daily. This article addresses how pupils in the last years of the nine-year period of Swedish compulsory schooling regard knowledge about history. The aim is to investigate how Swedish 15 years old pupils in Grade 9 describe knowledge about history, as well as what type of knowledge about history pupils appear to hold.
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8.
  • Berg, Mikael, Universitetslektor, 1970-, et al. (author)
  • The Didactic Function of Narratives : Teacher discussions on the use of challenging, engaging, unifying, and complementing narratives in the history classroom
  • 2023
  • In: Historical Encounters. - : HERMES History Education Research Network. - 2203-7543. ; 10:1, s. 44-59
  • Journal article (peer-reviewed)abstract
    • At a time when society is characterised by a polarised social climate, it is teachers who need to contribute to a nuanced orientation of the world. This article looks at the ways historical narratives can be used as a collective didactic resource in the historical-cultural context of contemporary society. Its purpose is to analyse the didactic function that underlies historical narratives in relation to students’ understanding of society. Our study builds on three focus group interviews with six upper-secondary-school teachers of history and social studies. The method used is the stimulated-recall interview whereby teachers talk about various teaching situations. Four uses of historical narratives were identified, each with its own didactic function. The first is the use of the “challenging” narrative, the function of which is to disrupt and realign students’ understanding of society. The second is the use of the “engaging” narrative: its function is to involve and activate students in their present understanding of society. The third is the use of the “unifying” narrative, the function of which is to bridge contradictions within society. The fourth and final narrative is the “complementing” narrative, whose function it is to broaden and open students’ understanding of society. To address students in terms of their present understanding of society, teachers employ these four narratives as didactic resources. In such a way, these uses of historical narratives tie in with the teachers’ overall aim to contribute an alternative perspective to students’ current understanding of society.As such, the results reveal the general theoretical knowledge teachers have relating to their profession.
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9.
  • Blom, Karen Ann (author)
  • The banal significance of family history research : Experiences and narratives from participants of Swedish non-formal family history courses
  • 2024
  • In: Historical Encounters. - : University of Newcastle. - 2203-7543. ; 11:1, s. 18-29
  • Journal article (peer-reviewed)abstract
    • Is family history research always life-changing and sensational? Or is there something significant in the banal that the participants in this study reported? This study aims to explore the spectrum of experiences of family history research, focusing specifically on the banal. I argue that it is in examining the banal everyday motivations, experiences, and findings that a greater understanding of how the average individual negotiates and builds meaning through their use of cultural heritage, family history, and the past. The everyday banal is what is reproduced and remains after the effervescence fades away and the normal redundancy in traditional society continues. The banal withstands the sands of time and effectively (re)produces narratives and binary tropes of identity and the past. This study examines the narratives collected from semi-structured interviews with seven participants from two Swedish non-formal courses in family history research. These narratives are important as they reveal participants’ engagement with historical consciousness and the relationship between the past, present and future. Moreover, the stories they tell are significant in revealing that participants learn family history research for numerous reasons, including “something to do” alongside those who wish to have a deeper historical understanding. Family history research is a collective and collaborative activity despite the individualised nature of focusing on one’s ancestors. Participants’ research led to discoveries that were not always revolutionary, reinforcing, for example, banal traits seen in themselves and banal activities they carry out today. This study found that while the reasons for participation, the act of attending class, and participants’ research may not necessarily result in the extraordinary–thieves or kings–for these individuals participating in family history research, the banal reasoning and banal results are significant.
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10.
  • Clark, Anna, 1978- (author)
  • Inheriting the Past : Exploring Historical Consciousness Across Generations
  • 2014
  • In: Historical Encounters. - Newcastle : HERMES, History Education Research Network concentrated at The University of Newcastle. - 2203-7543. ; 1:1, s. 88-102
  • Journal article (peer-reviewed)abstract
    • Despite significant research into the meaning and operation of historical consciousness, there is still much to be understood about its hereditary function. For example, what does historical inheritance look like? How does it influence our individual and collective historical consciousnesses? And, just as critically, what happens to historical consciousness when history is deliberately withheld, when that inheritance is suspended or severed? As a way into some of these questions about passing on the past, this paper draws on a qualitative research project into historical consciousness in Australia to explore how so-called ‘ordinary people’ see themselves as part of a historical narrative. It reveals that historical inheritance is critical to our historical consciousness, and it notes the profound impact of forgetting on participants, raising important questions about the role of ‘silence’ and ‘absence’ in the formation of historical consciousness.
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11.
  • Edling, Silvia, 1974- (author)
  • Historical and moral consciousness in the light of Ewa Ziarek’s ethics of disensus : one approach to handle plurality in education
  • 2017
  • In: Historical Encounters. - 2203-7543. ; 4:1, s. 36-51
  • Journal article (peer-reviewed)abstract
    • In the light of current tendencies where the fear of foreigners is increasing in seemingly stably democratic societies. This paper aims to revive the presence of the body as a central condition and experience for human interaction. The body as an inevitable source for conscious/unconscious responses to others helps to understand how various forms of violence such as xenophobia and hate crimes come into expression. The purpose of this contribution is to theoretically explore and empirically exemplify the relationship between historical consciousness and moral consciousness as an educational concern by turning to the writings of Ewa Ziarek and her notion of ethics of dissensus. Through the concept of ethics of dissensus she brings a fresh dimension into the discussion of how the relationship between historical and moral consciousness can be understood. She does this by providing concepts and understandings of how (history) education can be approached without overlooking the complicated presence of difference between the past-presentfuture, between two subjects and between the inner and the outer life. Accordingly, Ziarek’s reasoning suggests the need to leave the simplified playing field of ’either-or’ and engage in the communicative negotiation that constitutes the fragile middle-ground between two extreme poles in history education.
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12.
  • Elsaied, Nafesa, et al. (author)
  • Using history to protect children from extremist ideologies : The example of Noor Magazine in Egypt
  • 2023
  • In: Historical Encounters. - : HERMES History Education Research Network. - 2203-7543. ; 10:1, s. 114-129
  • Journal article (peer-reviewed)abstract
    • In the past few years, cultural institutions in the Arab world have increased their interest in introducing history for children through different media channels, including printed magazines. One of these recent publications is Noor Magazine. One feature of Noor Magazine is its focus on the dissemination of Egyptian and Arabic and Islamic history along with its aim to protect children from extremist ideology. The present study aims to analyze the history presented in Noor Magazine in relation to how it may promote social welfare. The results of the present study show a rather great diversity among the included historical topics, which range from ancient Egyptian history to modern history, Arabic and Islamic history, and also world history. In regards to how this history is presented, there is a strong focus on politico-pedagogical, ideological, and moral uses of history, where children are presented with positive and character-building examples from the historical past to serve contemporary interests. A final prominent result is a focus on a traditional grand-narrative approach to the historical past where children are invited to learn about historical facts, rather than critically assess or engage with the historical narratives they are presented with and thus foster inclusive historical culture.
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13.
  • Insulander, Eva, et al. (author)
  • Designing the Middle Ages : Knowledge emphasis and designs for learning in the history classroom
  • 2016
  • In: Historical Encounters. - Newcastle, Australia : Faculty of Education and Arts, University of Newcasle. - 2203-7543. ; 3:1, s. 31-42
  • Journal article (peer-reviewed)abstract
    • Contemporary teaching and learning implies that pupils encounter curricular content in the form of multimodal representations such as film, museum visits, PowerPoint presentations, roleplay and digital games. Spoken language is no longer the only mode for knowledge representation and meaning-making. This means a new demand for teaching (and assessment), since the school tradition is heavily based on verbal language and assessments of verbal representations. In this article, we will present an analysis of the use of resources and different media in classroom work about the Middle Ages, and discuss the need for the development of assessment tools.
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14.
  • Lahti, Janne (author)
  • Settler colonial violence in the American Southwest and German Southwest Africa
  • 2023
  • In: Historical Encounters. - : University of Newcastle. - 2203-7543. ; 10:2, s. 63-72
  • Journal article (peer-reviewed)abstract
    • This article takes a comparative approach to settler colonial violence in the American Southwestand German Southwest Africa. The Anglo invasion of central Arizona in 1864 and the Germanconflict against the Herero in 1904 highlights the nature of frontier violence and identifiessimilarities and differences across two points in space and time that have seldom been comparedby historians. Those writing of the US-Apache conflicts have failed to look to colonial theatersaround the world, their transnational attention focusing instead on the borderlands of UnitedStates, Mexico, and independent Indians. Similarly, research on the violence in GSWA has notengaged systematically with international parallels and has instead focused on identifyingpossible links between GSWA and the Nazis and the Holocaust. This article seeks to address theseshortcomings by analysing the comparative strands of settler colonial violence.
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15.
  • Mårdh, Andreas, 1987- (author)
  • Inquiring into the political dimension of history classroom practices : Suggestions for epistemological criteria and analytical concepts
  • 2019
  • In: Historical Encounters. - : HERMES History Education Research Network, School of Education, The University of Newcastle. - 2203-7543. ; 6:1, s. 15-28
  • Journal article (peer-reviewed)abstract
    • In this paper, three epistemological criteria are suggested against which analytical frameworks for studying the political dimension of history classroom practices can be deemed viable. The suggested criteria - (I) the primacy of practice, (II) the primacy of empirical openness and (III) the primacy of the political - are articulated by conducting critical and affirmative readings of previously established concepts, primarily historical consciousness. To clarify their application, the criteria are positioned in relation to the premises and concepts of a potential framework; namely, the logics of critical explanation (Glynos & Howarth, 2007), the viability of which is argued for theoretically and empirically.
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16.
  • Nersäter, Anders (author)
  • Student understanding of causation in History in relation to specific subject matter - Causes behind the scramble for Africa
  • 2018
  • In: Historical Encounters. - : University of Newcastle. - 2203-7543. ; 5:1, s. 76-89
  • Journal article (peer-reviewed)abstract
    • The purpose of this paper is to contribute with knowledge for what students might need to learn to master casual reasoning regarding specific subject matter (the scramble for Africa). The History-didactical framework originates from the Historical Thinking tradition. Data has been derived from a Learning Study and consists of a total number of 138 pre- and post-assessments. Results showed the following aspects to be critical for the participating students' ability to reason on causation in relation to the scramble: 1. Discern that the scramble had causes. 2. Discern that claims for what caused the scramble need support from evidence. 3. Discern that the scramble had both long-term and short-term causes. 4. Discern the chronological structure relating to the scramble not to confuse causes and consequences. 5. Discern that the scramble had composite causes of differing importance. 6. Discern that the scramble was caused by interaction between societal structures and the actions from historical actors. A value in these findings is that they can contribute with empirically tested knowledge for what students might need to learn when causation is investigated in relation to specific subject matter. Another value is that the critical aspects found are extracted through a combined analysis of the character of the ability, curricular demands and the analysis of students' conceptions before and after research-lessons. Thereby they can hopefully support planning and implementation of teaching.
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17.
  • Nolgård, Olle, et al. (author)
  • A global history in a global world? : Human rights in history education in the Global North and South
  • 2020
  • In: Historical Encounters. - 2203-7543. ; 7:1, s. 24-49
  • Journal article (peer-reviewed)abstract
    • In this study, we analyze similarities and differences in 957 students’ perceptions of the history of human rights in six countries: England, India, New Zealand, South Africa, Sweden and the United States of America. This is investigated through the lens of the intended, implemented and achieved curricula. Our aim is to better understand what historical events students perceive as central in the history of human rights in different countries and how this may relate to education about, through and for human rights across borders. While the findings indicate a global culture of human rights, we identify several challenges in the teaching and learning of universal human rights in history education. In some instances, notions of nationalism and exceptionalism in society and history culture pose great challenges to the teaching and learning of human rights. In others, a strong focus on the global world have complicated the identification of human rights issues in the local context. Our findings also highlight the neglect of certain historical narratives, most notably the history of indigenous and minority groups. These findings are significant to researchers, teachers and decision-makers interested in furthering human rights and international understanding through education.
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18.
  • Nordgren, Kenneth, 1962- (author)
  • The sidewalk is a history book : Reflections on linking historical consciousness to uses of history
  • 2021
  • In: Historical Encounters. - : University of Newcastle. - 2203-7543. ; 8:1, s. 1-15
  • Journal article (peer-reviewed)abstract
    • The ongoing discussion about what constitutes historical consciousness is intensifying within the growing international community of history-education researchers. What started as an exploration of how life outside schools affects our historical thinking has become a key concept for structuring formal education. This shift has largely been positive; however, there are reasons for caution. If practical adaption means outlining, classifying, and measuring levels of achieved awareness, it also presents a risk of losing the initial reason for considering the wider influence on our perceptions and orientations. My reflection in this article concerns this paradox and how it can affect a complementary concept, use of history. Using examples from everyday historical representations in public life, namely song lyrics, the BLM, and Sweden’s approach to Covid 19, I demonstrate why history education requires a broad understanding of historical consciousness and a readiness to work with public uses of history.
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19.
  • Rosenlund, David (author)
  • Source criticism in the classroom : An empiricist straitjacket on pupils’ historical thinking?
  • 2015
  • In: Historical Encounters. - : HERMES History Education Research Network - The University of Newcastle, Australia. - 2203-7543. ; 2:1, s. 47-57
  • Journal article (peer-reviewed)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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20.
  • Samuelsson, Johan, 1968- (author)
  • History Wars in Sweden? : A syllabus debate about nation, history, and identity
  • 2017
  • In: Historical Encounters. - Callaghan, NSW, Australia. - 2203-7543. ; 4:2, s. 30-47
  • Journal article (peer-reviewed)abstract
    • History teaching and learning in schools has been the subject of history culture wars in countries such as Sweden, Australia, the US, and Canada. In a Swedish-specific context, this and similar debates should be viewed in relation to the fact that throughout the twentieth century, governments in Sweden, as well as other countries, have regarded history teaching in schools as an important builder of national consciousness. At the same time, Sweden has undergone substantial demographic changes in recent decades. This article analyzes the different perspectives put forward in a debate on the school subject of history in Swedish education as a new syllabus was being introduced. Seixas' approaches to history are used in the analysis. The debate was initiated by historians who criticized the syllabus for the absence of the period of Antiquity. Leading politicians also participated. The collective memory approach was a central perspective on history in schools in the debate.
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21.
  • Sandahl, Johan, 1974- (author)
  • Civic Consciousness : A Viable Concept For Advancing Students’ Ability to Orient Themselves to Possible Futures?
  • 2015
  • In: Historical Encounters. - 2203-7543. ; 2:1, s. 1-15
  • Journal article (peer-reviewed)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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22.
  • Sönnergren Gripe, Albin, 1984-, et al. (author)
  • Students' historicisation of the environmental crisis : A narrative of industrialisation, ignorance and greed
  • 2024
  • In: Historical Encounters. - 2203-7543. ; 11:1, s. 1-17
  • Journal article (peer-reviewed)abstract
    • As the field of history education begins to acknowledge the need to respond to the challenges of the Anthropocene, questions arise concerning students' ability to use history to make sense of pressing environmental issues. To address this, 67 Swedish upper secondary school students were asked to historicise issues like global warming and share their ideas concerning the present and the future. Within the framework of Jörn Rüsen's narrative theory, this article analyses how and to what extent these students experienced and interpreted the past and used history to orient themselves in relation to such issues. It also develops on the outcome of this process. While most students historicised the situation, many students made limited use of history. Their typical narrative can be described as a linear story of historical industrialisation driven by the hunger for progression and wealth and facilitated by ignorance. It was told with little detail or reference to evidence and in a way that generally seemed unsupported by historical thinking. Moreover, their typical narrative mostly aligned with the standard science-based Anthropocene narrative, lacking cultural and political perspectives. Although their orientations varied, students focused on technical solutions and lifestyle adjustments rather than civic engagement and politics. Students were worried about the future. However, the narrative of technological and scientific progression and the belief that people in the past lacked awareness and technological alternatives gave students hope. On the other hand, viewing them as informed or inherently selfish contributed to pessimism. Supported by theoretical work, the findings indicate ways school history may support students' ability to deal with Anthropocene issues, helping them to experience and interpret the past and the present in a more nuanced and elaborate way. They also highlight the need for content that aids students' ability to anticipate Anthropocene scenarios and reflect on strategies for engagement.
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23.
  • Thorp, Robert (author)
  • Deconstructing Karlsson, Part 1: Historical Consciousness
  • 2017
  • In: Historical Encounters. - Newcastle, NSW. - 2203-7543. ; 4:2, s. 1-10
  • Journal article (peer-reviewed)abstract
    • This paper presents an analysis of how leading Swedish historian and history didactical researcher Klas-Goran Karlsson presents the concept of historical consciousness in some of his most recent publications and seeks to analytically deconstruct his view of the concept. The study finds that Karlsson presents definitions of the concept that may not be compatible to each other. Using this result, the paper then tries to present and argue a view of the concept that harmonises with the one presented by Karlsson.
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24.
  • Thorp, Robert (author)
  • How to develop historical consciousness through uses of history – A Swedish perspective
  • 2020
  • In: Historical Encounters: A Journal of Historical Consciousness, Historical Cultures, and History Education. - Newcastle, NSW. - 2203-7543. ; 7:1, s. 50-61
  • Journal article (peer-reviewed)abstract
    • Historical consciousness is a popular concept in history education that has often been considered as difficult to apply in educational practice. Taking its departure in the Swedish Schools’ Inspectorate’s recent critique of how Swedish history teaching cannot contribute to a development of students’ historical consciousnesses, this article discusses how we can theoretically understand how a development historical consciousness may happen. Using the results of this discussion, it is then suggested how historical consciousness could be developed in history education.
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25.
  • Thorp, Robert (author)
  • Popular history magazines and history education
  • 2015
  • In: 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
  • Journal article (peer-reviewed)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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26.
  • Thorp, Robert (author)
  • Towards an epistemological theory of historical consciousness
  • 2014
  • In: Historical Encounters: A journal of historical consciousness, historical cultures, and history education. - The University of Newcastle, Australia : HERMES History Education Research Network. - 2203-7543. ; 1:1, s. 20-31
  • Journal article (peer-reviewed)abstract
    • This paper presents a theoretical analysis of the concept of historical consciousness. It argues that a focus on the epistemological problems of the concept can be a way of constructing a theory of the concept that both incorporates the diverse perspectives that exist in research about the concept and specifies how a historical consciousness can be developed in an individual.
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27.
  • Åström Elmersjö, Henrik, 1978- (author)
  • History Beyond Borders : Peace Education, History Textbook Revision, and the Internationalization of History Teaching in the Twentieth Century
  • 2014
  • In: Historical Encounters. - Newcastle : HERMES, History Education Research Network concentrated at The University of Newcastle. - 2203-7543. ; 1:1, s. 62-74
  • Journal article (peer-reviewed)abstract
    • This article summarizes the findings of the "History beyond borders: The international history textbook revision, 1919-2009" project, which explored the internationalization of history education. The different studies within the project focused on ideas of peace education, relations between different revisioning projects, the interaction between different historical cultures, and the relation between guidelines from international organizations and national curricula and syllabi. The findings indicate that there were pronounced connections between peace associations and history teaching, and that the national perspective was built in to methods of internationalization. The process of implementation was extended throughout the twentieth century. The different arenas, projects and organizations that engaged in the process were also connected in the making of a European educational space which they both influenced, and were influenced by.
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28.
  • Åström Elmersjö, Henrik, 1978-, et al. (author)
  • History teachers and historical knowledge in Quebec and Sweden : Epistemic beliefs in distinguishing the past from history and its teaching
  • 2022
  • In: Historical Encounters. - : University of Newcastle. - 2203-7543. ; 9:1, s. 181-195
  • Journal article (peer-reviewed)abstract
    • This article looks at upper secondary school history teachers’ understandings of how historical knowledge is constructed and at the impact this might have on their classroom practice. The article has two objectives: (1) to examine how teachers view the relationship between the past and history – as a basic entry point peek into their epistemic thinking; and (2) to explore their reflexiveness regarding epistemic issues and what their view might mean for their perspectives and their teaching of history, and by extension, whether they see themselves as being political in the process or not. As part of an international, comparative study on history teachers and their epistemic positioning in the teaching of rival histories, we use a mixed-methods approach to present empirical data from Quebec and Sweden. Forming a cross-cultural dialogue, this comparative focus permits us to identify and discuss nuances that emerge in teachers’ thinking in two completely different societies that nevertheless share similar democratic and political outlooks when it comes to the teaching of school history. In discussing the relationship between the past and history, it appears that teachers have different understandings of what historical knowledge is, how it is constructed, and the implications these meanings have for their practice. The findings demonstrate that there is a main difference and an important similarity between both sites. The difference is one where Swedish teachers are more inclined to make a clear distinction between the past and history, than their Quebecois counterparts who tend to be less prone to making this distinction clear. The similarity, in turn, refers to a majority of participants who are located in between these two extremities – objectivist and critical – and who demonstrate a case of epistemic “wobbling”. In describing the reasons for this difference, namely Quebec’s overt quest for nation-building among its various historical communities, the political nature of history teaching comes to light. In digging deeper in this difference to better qualify the emergent wobbling, the results furthermore illustrate a strong connection between criticality and reflexivity in teachers’ thinking and practice. More specifically, those who clearly distinguish between the past and history demonstrate an ability to account for history’s subjectiveness and are therefore more attuned to questioning their own role in the whole teaching process.
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