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Historieundervisningens existentialiserande potential
Stockholm University, Faculty of Social Sciences, Department of Education. (Pedagogisk filosofi)ORCID iD: 0000-0002-0723-442X
Högskolan Dalarna.
2017 (Swedish)In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 2, 59-74 p.Article in journal (Refereed) Published
Abstract [en]

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. 

Place, publisher, year, edition, pages
Karlstad, 2017. no 2, 59-74 p.
Keyword [en]
Existentialisation; historicity; Cold War; history education; history teachers; historical consciousness
Keyword [sv]
Existentialisation; historicitet; kalla kriget; historieundervisning; historielärare; historiemedvetande
National Category
History
Research subject
History
Identifiers
URN: urn:nbn:se:su:diva-143927OAI: oai:DiVA.org:su-143927DiVA: diva2:1105589
Projects
Teaching the Cold War: Memory Practices in the Classroom
Available from: 2017-06-04 Created: 2017-06-04 Last updated: 2017-06-09Bibliographically approved

Open Access in DiVA

fulltext(145 kB)10 downloads
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CiteExportLink to record
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Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
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Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
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  • Other locale
More languages
Output format
  • html
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