| 1. |
- Belyaev, Denis, et al.
(författare)
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Strengthening the Northern dimension 1955-1970
- 2015
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Ingår i: The Barents region. - Oslo : Pax Forlag. - 9788253036519 ; , s. 335-365
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Bokkapitel (refereegranskat)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.
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| 2. |
- Golubev, Alexey, et al.
(författare)
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The impact of World War II
- 2015
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Ingår i: The Barents region. - Oslo : Pax Forlag. - 9788253036519 ; , s. 304-334
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Bokkapitel (refereegranskat)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.
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| 3. |
- Nilsson, Ingela, 1966-
(författare)
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Nationalism i fredens tjänst : Svenska skolornas fredsförening, fredsfostran och historieundervisning 1919-1939
- 2015
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The overall aim of this thesis is to contribute to the field of research that examines the relationship between peace efforts and nationalism. The relationship will be studied from perspectives of educa- tional history and history didactics. More precisely, by focusing on history education, this disserta- tion will analyse the demands for a comprehensive peace education in schools that were put forward by a long list of actors in the Western world during the interwar period, and as such discuss to what extent, and in what ways, nationalism influenced the content and design of this peace education. The main theoretical framework of this thesis is the concept of nationalism, and the position of nationalism as a hegemonic ideology during the first half of the 20th century. Another central un- derstanding is the assumption that the educational system, specifically history education, played a central role in creating, maintaining and strengthening collective identities as well as the prevailing ideological hegemony. The empirical investigation has been limited to studying the demands and ideas presented by Nordic peace educators, mainly The Swedish School Peace League (SSF), regar- ding peace-educating history teaching. As such, the empirical aim has been to investigate the SSF’s views on the relationship between nationalism and peace education, i.e., how internationalism and pacifism were to be taught, as well as how this understanding affected the League’s ideas regarding history teaching. The results have also been analysed from a gender perspective, based on the as- sumption that contemporary notions of gender in relation to nationalism, war and peace in different ways had an impact upon the content and format of the proposed peace education. The study shows that the SSF regarded nationalism as the very foundation and prerequisite for any peace education. SSF thus tried to reconcile nationalism, internationalism and pacifism under one and the same ideological approach; “patriotic pacifism”, which in turn strongly influenced the endorsed peace-educating history teaching. Furthermore, the study highlights boys’ central role in the peace education project, which essentially set the long-term goal of creating a new pacifist and internationally oriented male ideal and yet, despite these aims, continued an intimate association with the “national”. Key concepts in SSF’s peace education were unite and supplement, and thereby they redefined central meanings of hegemonic nationalism. SSF’s patriotic pacifism and its impact on the association's demands for a peace-educating history teaching can best be described as an “intra-hegemonic counterforce”.
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| 4. |
- Persson, Anders, 1974-
(författare)
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Lärartillvaro och historieundervisning : innebörder av ett nytt uppdrag i de mätbara resultatens tid
- 2017
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Swedish compulsory school has recently been subjected to a number of political reforms. Between 2011 and 2014, for example, earlier grades, more national tests and a new curriculum plan (Lgr 11) were to be implemented. This thesis aims to examine those changes as they were experienced by teachers who teach history in Swedish upper primary schools. The theoretical framework is in-spired by existential philosophy, primarily as formulated in the works of Martin Heidegger and Hanna Arendt. In this way, the study highlights the teachers’ lived experience by making use of the concepts yearning, appearance, acting and mood.The study comprises of 36 interviews with 26 informants. The interviews were carried out and transcribed during 2014. The questions focus on both the existential being of the teachers’ lives as well as the ideological function of the history subject. This highly renders in the issue of how lived experiences of a specific school reform corresponded to the teachers’ own perception of a mean-ingful history education. Both the yearnings that were expressed by the participants and their de-scriptions of what they have experienced, have been related to the overall educational ideological functions stated by Gert Biesta (socialisation, subjectification and qualification) and Jonas Aspelin (existentialisation).Although the teachers’ narratives were greatly varied in some aspects, their interpretations of the new assignment seemed to be quite homogenous. Most of the teachers portrayed a situation characterised by performativity. Measurable knowledge and more frequent documentation seemed to be prioritised. Some of them stressed that they experienced less autonomy. In terms of history, the new curriculum was associated with more content knowledge, cognitive skills and procedural abilities. From the teachers’ perspective, pure qualification, rather than subjectification and social-isation, characterised the new curriculum.Still, the teachers’ feelings towards the curricular changes showed a great deal of divergence. Some of them embraced most of the new aspects. They claimed that clearly formulated require-ments in the history curricula provided them with security. They declared that their history teaching to some extent became more professional. In line with such beliefs, some teachers asserted that the strengthened focus on analytical skills improved their teaching. Particularly those who ex-pressed that they preferred such analytic procedural approaches described their experience in terms of confirmation and approval. Others appeared to struggle with the changes. While a few teachers even tried to resist the curricular changes, some found themselves forced to endure what appeared to be a totally new situation. They expressed disbelief, frustration and pain. Notably it was those most devoted to the existentialisational function of history teaching that usually seemed to express such alienation. As argued, they appeared to long for a lost possibility to engage their pupils, to bring history alive and to make meaning of the past.
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