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Historiemedvetande – Ett problematiskt begrepp: Historielärares uppfattningar om begreppets definition och användning
Karlstad University, Faculty of Arts and Social Sciences (starting 2013).
2016 (Swedish)Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesisAlternative title
Historical Consiousness – A problematic concept : History teachers ideas about the concepts definition and use (English)
Abstract [sv]

Trots att begreppet historiemedvetande uttryckligen har funnits med i läroplanen sen år 2000 så finns det fortfarande inte en enhetlig definition av begreppet i svensk skola. Syftet med den här studien är att belysa den problematik som uppstår på grund av inkluderingen av detta begrepp och det fria tolkningsutrymme som blir resultatet. I detta arbete presenteras en översikt av det aktuella forskningsläget kring begreppet historiemedvetande med särskilt fokus på den svenska skolan och den kritik som riktats mot begreppet. Studien har genomförts genom kvalitativa intervjuer med fem olika högstadie- och gymnasielärare som fått berätta om hur de tolkat och operationaliserat begreppet. Resultaten visar att de olika tolkningarna resulterat i olika fokuseringar och upplägg av undervisningen. Detta leder i sin tur till att undervisningens likvärdighet kan ifrågasättas.

Abstract [en]

Despite the fact that the term historical consciousness has been explicitly included in the curriculum since the year 2000, there is still not a homogeneous definition of the term in Swedish school. The aim of this study is to illustrate the problems that occur because of the inclusion of this term and the freedom of interpretation as a result. Presented in this paper is an outline of the current field of research regarding the term historical consciousness with particular focus on the Swedish school and the criticism against the term. The study has been conducted by qualitatively interviewing five high school and upper secondary school teachers who has given their accounts on how they have interpreted and operationalized the term. The results show that the different interpretations has resulted in different focusing and approaches to teaching. This in turn leads to the fact that the equality of education may be questioned.

Place, publisher, year, edition, pages
2016. , 44 p.
Keyword [sv]
Historiemedvetande, Karl Ernst Jeismann, Klas-Göran Karlsson
National Category
History
Identifiers
URN: urn:nbn:se:kau:diva-42973OAI: oai:DiVA.org:kau-42973DiVA: diva2:936908
Subject / course
History
Educational program
Secondary Education Programme: Upper-Secondary School: History (300 ECTS credits)
Supervisors
Examiners
Available from: 2016-06-30 Created: 2016-06-14 Last updated: 2016-06-30Bibliographically approved

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651d6a83cdf494f9f2a933e4d17cc444aeb9ebabab6e83389f4465e406a18b373b39ec36f84b4f5872ae9a3d3a1c52e4be947bed56955748364e53cfee4afaba
Type fulltextMimetype application/pdf

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CiteExportLink to record
Permanent link

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Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf