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To Bridge Time: Historical Consciousness in Swedish History Textbooks
Linnaeus University, Faculty of Humanities and Social Sciences, School of Cultural Sciences.ORCID iD: 0000-0002-8096-7291
2010 (English)In: Journal of Educational Media, Memory and Society, ISSN 2041-6938, E-ISSN 2041-6946, Vol. 2, no 1, p. 17-30Article in journal (Refereed) Published
Abstract [en]

Since the early 1990s, the concept of historical consciousness has been central to didactic research in Sweden. It has mostly been used as a theoretical framework on a macro-level or as an attempt to identify students' historical consciousness. This article applies the theoretical concept of historical consciousness to tangible source material: history textbooks from the twentieth century. It focuses on whether Swedish history textbooks for lower secondary school have articulated contexts that may be conducive to developing historical consciousness. The article employs a number of theoretical concepts—narratives, multichronology, identity, and values—in order to analyze perspectives that can be utilized to trigger historical consciousness.

Place, publisher, year, edition, pages
Berghahn Journals , 2010. Vol. 2, no 1, p. 17-30
Keywords [en]
HISTORICAL CONSCIOUSNESS; IDENTITY, MULTICHRONOLOGY, NARRATIVE, SWEDEN, TEXTBOOK, VALUES
National Category
History Didactics
Research subject
Humanities, History Education
Identifiers
URN: urn:nbn:se:lnu:diva-6773DOI: 10.3167/jemms.2010.020102Scopus ID: 2-s2.0-84859333517OAI: oai:DiVA.org:lnu-6773DiVA, id: diva2:329279
Available from: 2010-07-09 Created: 2010-07-09 Last updated: 2018-05-28Bibliographically approved

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Citation style
  • apa
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  • de-DE
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  • nn-NB
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  • asciidoc
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