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“Så man kan vara med”: om historieundervisningens värde och mening enligt elever på yrkesprogram
(History and Education)ORCID iD: 0000-0001-5222-6229
2015 (Swedish)In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 24, no 3Article in journal (Refereed) Published
Abstract [sv]

Artikeln behandlar hur elever på yrkesprogram förhåller sig till den historieundervisning som sedan 2011 är en obligatorisk del av gymnasiets yrkesprogram. Studien baseras på gruppintervjuer med elever kring deras uppfattningar om historiekursens utbildningsvärde. Analysen av elevernas utsagor tar sin utgångspunkt i begreppsparet vertikal och horistontell kunskap och resultaten visar att eleverna efterfrågar ett innehåll som berör dem och som hjälper dem att förstå samhället. Historisk kunskap uppfattas ha liten betydelse för det yrke de utbildar sig till idag, däremot värdesätts den i förhållande till deras framtida liv på en arbetsmarknad mer generellt. Det som dominerar elevernas tal är dock att historia ger kunskaper som behövs för att de ska kunna förstå samtiden, för att de ska erövra kunskap som de betraktar som allmän och som behövs för att ha en legitim röst i samhället. För att detta ska bli verklighet menar eleverna att historiekursen måste ha ett innehåll som fokuserar på den samtida historien och som sträcker sig fram till idag. Det ger möjlighet till en insikt som är betydelsefull för utbildningens demokratiska uppdrag: att dagens samhälle är historiskt skapat, och därför möjligt att förändra.

Abstract [en]

“So one can participate”: On the value and meaning of history education in the view of pupils on a vocational programme

History is a compulsory subject in Swedish upper secondary Vocational Educational and Training (VET) programs since the reform of the national curriculum in 2011. On a general level, the vocational/academic divide of upper secondary education contributes to social reproduction. This article argues that history education has an important role to play in the acquisition of powerful and critical knowledge for the students in VET, knowledge that can empower subjects and groups in society. Data consists of interviews with 46 students. The analysis draws on the concepts of horizontal and vertical discourse. The results show that the students do appreciate the potential of knowledge in history. However, history education must provide the students with the opportunity to interact with contemporary history in order to answer to the needs that the students in this study articulated, that is to understand present-day society.

Place, publisher, year, edition, pages
2015. Vol. 24, no 3
Keyword [en]
history education, vocational education and training, citizenship education, upper secondary education, critical knowledge, sociology of education
Keyword [sv]
historieundervisning, historia, yrkesutbildning, demokrati, medborgarfostran, kunskap, gymnasiet, yrkesprogram
National Category
History Educational Sciences Didactics
Research subject
history of education
Identifiers
URN: urn:nbn:se:umu:diva-99840OAI: oai:DiVA.org:umu-99840DiVA: diva2:788296
Note

Artikeln har vid publicering fått en annan titel än den hade vid publiceringen av avhandlingen.

Available from: 2015-02-13 Created: 2015-02-13 Last updated: 2017-12-04Bibliographically approved
In thesis
1. Historia för yrkesprogrammen: Innehåll och betydelse i policy och praktik
Open this publication in new window or tab >>Historia för yrkesprogrammen: Innehåll och betydelse i policy och praktik
2015 (Swedish)Doctoral thesis, comprehensive summary (Other academic)
Alternative title[en]
History for Vocational Education and Training : Content and Meaning in Policy and Practice
Abstract [en]

This thesis offers critical perspectives on a history syllabus for vocational education and training (VET) tracks in Swedish upper secondary schools and adds to our knowledge and understanding of the educative function of history education for the individual and for society. The overall aim of this thesis is to critically investigate discourses that are voiced in different fields about the construction and reproduction of the history curriculum in VET tracks. A general question addressed is how vertical (critical and theoretical) and horizontal knowledge is articulated by the discourses in terms of the meaning of history in a VET context. The following four research questions were the focus of the four different studies in this thesis: How were non-vocational subjects discussed on a policy level during the post-war period, and what meanings were ascribed to history education? What aspects of history as a field of knowledge are recontextualised into a pedagogic discourse for the VET curriculum? How do teachers perceive the history syllabus? What do the students express concerning the history syllabus and history education? The results of these studies are reported in separate papers, and the aggregated results are analysed in this thesis. The data consisted of government bills and committee reports, material from the National Agency of Education archives, and interview data gathered through interviews with 5 teachers and 46 students. The major theoretical inspiration comes from Basil Bernstein whose theories of classification and framing, pedagogic discourse, pedagogic code, and vertical and horizontal discourses are used in the analysis. With the aid of these concepts, the content and meaning of history education for VET are connected to macro levels of education, and the way in which education reproduces social order when certain forms of knowledge are distributed to different groups in society is discussed. Three major conclusions are drawn. First, history as a pedagogic discourse comes forward as versatile and contradictory when the results from the studies are aggregated. There is, however, a shared understanding that the meaning of history in VET is to educate the students to become democratic and active citizens. Secondly, the investigated discourses ascribe history education with the potential to distribute critical and powerful knowledge. The students see a value for history education in their future as citizens and for giving them access the public conversation of society. A final conclusion is that the pedagogic code, embedded in the history curriculum, can be interpreted in two different ways. The emphasis on competencies and the focus on the last two hundred years can be interpreted as (A) an expression of a wish for immediate utility and thus an instrumental view of education or (B) the recontextualisation of scientific theories, concepts, and practices into a pedagogic discourse as a means to give students access to disciplinary (powerful) knowledge.

Place, publisher, year, edition, pages
Umeå: Umeå universitet, 2015. 57 p.
Series
Umeå studies in history and education, 10
Keyword
History education, history of education, curriculum studies, curriculum reform, vocational education and training, upper secondary education, post-compulsory education, citizenship education, historiedidaktik, historia, läroplan, gymnasiereform, yrkesutbildning, sekundärutbildning, demokrati, medborgarfostran, gymnasieutbildning
National Category
History Educational Sciences
Research subject
history of education
Identifiers
urn:nbn:se:umu:diva-99842 (URN)978-91-7601-228-4 (ISBN)
Public defence
2015-03-13, Hörsal E. Humanisthuset, Umeå, 10:15 (Swedish)
Opponent
Supervisors
Available from: 2015-02-20 Created: 2015-02-13 Last updated: 2015-04-30Bibliographically approved

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