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  • 1.
    Ammert, Niklas
    Linnéuniversitetet, Fakulteten för konst och humaniora (FKH), Institutionen för kulturvetenskaper (KV).
    On Genocide and the Holocaust in Swedish History Teaching2015Inngår i: Historical Encounters: A journal of historical consciousness, historical cultures and history education, E-ISSN 2203-7543, Vol. 2, nr 1, s. 58-69Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Teaching about the Holocaust and other genocides is emphasized in Swedish History teaching. In Sweden there is a public authority commisioned to work with issues related to tolerance, democracy and human rights. It is this context and under these conditions, that Swedish History teachers select a variety of topics for their students to learn, as part of the History curriculum. In addition to the Holocaust, they teach about crimes against humanity committed under communist regimes, the genocide of Tutsies in Rwanda, and mass murder and ethnic cleansing in former Yugoslavia. Teachers use a multiplicity of uses of history and teaching methods. They conduct a scientific use of history when focusing on the historical contexts and explaining the background, motives and consequences of genocide. Teachers also stress the students’ personal reflections and standpoints in a moral use of history. The teaching aims at developing understanding and empathy among students.

  • 2.
    Ammert, Niklas
    Linnéuniversitetet, Fakulteten för konst och humaniora (FKH), Institutionen för kulturvetenskaper (KV).
    Patterns of reasoning: A tentative model to analyse historical and moral consciousness among 9th grade students2017Inngår i: Historical Encounters: A journal of historical consciousness, historical cultures and history education, E-ISSN 2203-7543, Vol. 4, nr 1, s. 23-35Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Students find ethical and moral issues central and interesting when they interpret history. History can offer explanations and references to moral values that are still valid - or not valid - in our time. At the same time moral values provide conceivable contexts that connect students to the past. Views on interrelations between the past and the present seem to interact with the students' moral foundations, questions, interpretations, understanding or repudiation. On a societal level similar phenomena can be identified when groups of people turn to history either to handle challenges or to apologize or heal wrongs from the past. Furthermore National curricula prescribe ethical dimensions in school education, not least for the subject of history.

    In this pilot study swedish 9th grade students discuss a text from Christopher Brownings' book Ordinary Men. The students' answers are analysed in a theroetical model including different aspects of historical consciousness and different apsects of moral reasoning. The aim is to study if there are patterns of interrelations and, if so, how these patterns are manifested.

  • 3.
    Ammert, Niklas
    Linnéuniversitetet, Fakulteten för konst och humaniora (FKH), Institutionen för kulturvetenskaper (KV).
    What do you know when you know something about history?2014Inngår i: Historical Encounters: A journal of historical consciousness, historical cultures and history education, E-ISSN 2203-7543, Vol. 1, nr 1, s. 50-61Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    What does it mean to know something about history? If you know “your” history, what is it that you know? For many, it is definitely about being able to provide dates, to state what happened or how people lived in the past; while for others it means being able to conduct genealogical research or being able to navigate in a video game that takes place in an historical environment. In a school context, the issue of knowledge is always central. Pupils and teachers meet in, around and through knowledge, and moreover, knowledge is assessed daily. This article addresses how pupils in the last years of the nine-year period of Swedish compulsory schooling regard knowledge about history. The aim is to investigate how Swedish 15 years old pupils in Grade 9 describe knowledge about history, as well as what type of knowledge about history pupils appear to hold.

  • 4.
    Ammert, Niklas
    et al.
    Faculty of Arts and Humanities, Linnaeus University, Sweden.
    Edling, Silvia
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap.
    Löfstrom, Jan
    History and Social Studies Education, University of Helsinki, Finland.
    Sharp, Heather
    School of Education, University of Newcastle, Australia.
    Bridging historical consciousness and moral consciousness: promises and Challenges2017Inngår i: Historical Encounters: A journal of historical consciousness, historical cultures and history education, E-ISSN 2203-7543, Vol. 4, nr 1, s. 1-13Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This special issue is the result of the workshop, Towards an integrated theory ofhistorical and moral consciousness, supported by Riksbankens Jubileumsfond (The SwedishFoundation for Humanities and Social Sciences) and Suomen kasvatuksen ja koulutuksen historianseura (The Finnish Society for the History of Education) and held at the University of Helsinki, in2015. History teaching and social studies education are increasingly expected to develop, amongother things, students’ historical consciousness. This goal is highly relevant for students’ ability todeal constructively with controversial issues of history which is an important civic competence inthe situation where in many societies’ political arguments concerning, for example, citizenshiprights, ethnic and cultural diversity, and democracy are only too often fuelled by simplistic narrativesof historical change and continuity. However, there is a blank spot in the existing research onhistorical consciousness in that intersections between historical and moral consciousness remainvery much unexplored. This special issue seeks to identify promising theoretical and conceptualpoints of convergence for future interdisciplinary studies of historical and moral consciousness.Contributors are from the fields of history, educational research, social psychology, and philosophy.

  • 5.
    Ammert, Niklas
    et al.
    Linnéuniversitetet, Fakulteten för konst och humaniora (FKH), Institutionen för kulturvetenskaper (KV).
    Edling, Silvia
    University of Gävle.
    Löfström, Jan
    University of Helsinki, Finland.
    Sharp, Heather
    University of Newcastle, Australia.
    Bridging historical consciousness and moral consciousness: Promises and challenges2017Inngår i: Historical Encounters: A journal of historical consciousness, historical cultures and history education, E-ISSN 2203-7543, Vol. 4, nr 1, s. 1-13Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This special issue is the result of the workshop, Towards an integrated theory of historical and moral consciousness, supported by Riksbankens Jubileumsfond (The Swedish Foundation for Humanities and Social Sciences) and Suomen kasvatuksen ja koulutuksen historian seura (The Finnish Society for the History of Education) and held at the University of Helsinki, in 2015. History teaching and social studies education are increasingly expected to develop, among other things, students’ historical consciousness. This goal is highly relevant for students’ ability to deal constructively with controversial issues of history which is an important civic competence in the situation where in many societies’ political arguments concerning, for example, citizenship rights, ethnic and cultural diversity, and democracy are only too often fuelled by simplistic narratives of historical change and continuity. However, there is a blank spot in the existing research on historical consciousness in that intersections between historical and moral consciousness remain very much unexplored. This special issue seeks to identify promising theoretical and conceptual points of convergence for future interdisciplinary studies of historical and moral consciousness. Contributors are from the fields of history, educational research, social psychology, and philosophy. 

  • 6.
    Edling, Silvia
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap.
    Historical and moral consciousness in the light of Ewa Ziarek’s ethics of disensus: one approach to handle plurality in education2017Inngår i: Historical Encounters: A journal of historical consciousness, historical cultures and history education, E-ISSN 2203-7543, Vol. 4, nr 1, s. 36-51Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In the light of current tendencies where the fear of foreigners is increasing in seemingly stably democratic societies. This paper aims to revive the presence of the body as a central condition and experience for human interaction. The body as an inevitable source for conscious/unconscious responses to others helps to understand how various forms of violence such as xenophobia and hate crimes come into expression. The purpose of this contribution is to theoretically explore and empirically exemplify the relationship between historical consciousness and moral consciousness as an educational concern by turning to the writings of Ewa Ziarek and her notion of ethics of dissensus. Through the concept of ethics of dissensus she brings a fresh dimension into the discussion of how the relationship between historical and moral consciousness can be understood. She does this by providing concepts and understandings of how (history) education can be approached without overlooking the complicated presence of difference between the past-presentfuture, between two subjects and between the inner and the outer life. Accordingly, Ziarek’s reasoning suggests the need to leave the simplified playing field of ’either-or’ and engage in the communicative negotiation that constitutes the fragile middle-ground between two extreme poles in history education.

  • 7.
    Insulander, Eva
    et al.
    Stockholms universitet.
    Lindstrand, Fredrik
    Konstfack, IBIS - Institutionen för bild- och slöjdpedagogik.
    Selander, Staffan
    Stockholms universitet.
    Designing the Middle Ages: Knowledge emphasis and designs for learning in the history classroom2016Inngår i: Historical Encounters: A journal of historical consciousness, historical cultures and history education, E-ISSN 2203-7543, Vol. 3, nr 1, s. 31-42Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Contemporary teaching and learning implies that pupils encounter curricular content in the form of multimodal representations such as film, museum visits, PowerPoint presentations, roleplay and digital games. Spoken language is no longer the only mode for knowledge representation and meaning-making. This means a new demand for teaching (and assessment), since the school tradition is heavily based on verbal language and assessments of verbal representations. In this article, we will present an analysis of the use of resources and different media in classroom work about the Middle Ages, and discuss the need for the development of assessment tools.

  • 8.
    Insulander, Eva
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Lindstrand, Fredrik
    Selander, Staffan
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Designing the Middle Ages: Knowledge emphasis and designs for learning in the history classroom2016Inngår i: Historical Encounters: A journal of historical consciousness, historical cultures and history education, E-ISSN 2203-7543, Vol. 3, nr 1, s. 31-42Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Contemporary teaching and learning imply that pupils encounter curricular content in the form of multimodal representations such as films, museum visits, power point presentations, role play and digital games etc. Verbal language is no more the only mode for knowledge representation and meaning-making. This means a new demand for teaching (and assessment), since the school tradition is heavily based on verbal language and assessments of verbal representations. In this article, we will present an analysis of the use of resources and different media in classroom work about the Middle Ages, and discuss the need for the development of assessment tools.

  • 9.
    Mårdh, Andreas
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Inquiring into the political dimension of history classroom practices: Suggestions for epistemological criteria and analytical concepts2019Inngår i: Historical Encounters: A journal of historical consciousness, historical cultures and history education, E-ISSN 2203-7543, Vol. 6, nr 1, s. 15-28Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In this paper, three epistemological criteria are suggested against which analytical frameworks for studying the political dimension of history classroom practices can be deemed viable. The suggested criteria - (I) the primacy of practice, (II) the primacy of empirical openness and (III) the primacy of the political - are articulated by conducting critical and affirmative readings of previously established concepts, primarily historical consciousness. To clarify their application, the criteria are positioned in relation to the premises and concepts of a potential framework; namely, the logics of critical explanation (Glynos & Howarth, 2007), the viability of which is argued for theoretically and empirically.

  • 10.
    Nersäter, Anders
    Högskolan i Jönköping, Högskolan för lärande och kommunikation.
    Student understanding of causation in History in relation to specific subject matter - Causes behind the scramble for Africa2018Inngår i: Historical Encounters: A journal of historical consciousness, historical cultures and history education, E-ISSN 2203-7543, Vol. 5, nr 1, s. 76-89Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The purpose of this paper is to contribute with knowledge for what students might need to learn to master casual reasoning regarding specific subject matter (the scramble for Africa). The History-didactical framework originates from the Historical Thinking tradition. Data has been derived from a Learning Study and consists of a total number of 138 pre- and post-assessments. Results showed the following aspects to be critical for the participating students' ability to reason on causation in relation to the scramble: 1. Discern that the scramble had causes. 2. Discern that claims for what caused the scramble need support from evidence. 3. Discern that the scramble had both long-term and short-term causes. 4. Discern the chronological structure relating to the scramble not to confuse causes and consequences. 5. Discern that the scramble had composite causes of differing importance. 6. Discern that the scramble was caused by interaction between societal structures and the actions from historical actors. A value in these findings is that they can contribute with empirically tested knowledge for what students might need to learn when causation is investigated in relation to specific subject matter. Another value is that the critical aspects found are extracted through a combined analysis of the character of the ability, curricular demands and the analysis of students' conceptions before and after research-lessons. Thereby they can hopefully support planning and implementation of teaching.

  • 11.
    Samuelsson, Johan
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för samhälls- och kulturvetenskap (from 2013).
    History Wars in Sweden?: A syllabus debate about nation, history, and identity2017Inngår i: Historical Encounters: A journal of historical consciousness, historical cultures and history education, E-ISSN 2203-7543, Vol. 4, nr 2, s. 30-47Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    History teaching and learning in schools has been the subject of history culture wars in countries such as Sweden, Australia, the US, and Canada. In a Swedish-specific context, this and similar debates should be viewed in relation to the fact that throughout the twentieth century, governments in Sweden, as well as other countries, have regarded history teaching in schools as an important builder of national consciousness. At the same time, Sweden has undergone substantial demographic changes in recent decades. This article analyzes the different perspectives put forward in a debate on the school subject of history in Swedish education as a new syllabus was being introduced. Seixas' approaches to history are used in the analysis. The debate was initiated by historians who criticized the syllabus for the absence of the period of Antiquity. Leading politicians also participated. The collective memory approach was a central perspective on history in schools in the debate.

  • 12.
    Sandahl, Johan
    Stockholms universitet, Humanistiska fakulteten, Centrum för de humanistiska ämnenas didaktik (CeHum).
    Civic Consciousness: A Viable Concept For Advancing Students’ Ability to Orient Themselves to Possible Futures?2015Inngår i: Historical Encounters: A journal of historical consciousness, historical cultures and history education, E-ISSN 2203-7543, Vol. 2, nr 1, s. 1-15Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In history didactics the concept of historical consciousness has become an important theoretical framework in developing a meaningful history education. One significant aspect of historical consciousness is to give students a “usable past” to orient to possible futures. Previous research has shown that history is important when students think about the future but that their use of history in meaning-making is simplistic and based on present-day-thinking. Much research has focused on advancing students’ ability to use history in orientation to possible futures, but less attention has been focused on contemporary studies and its role in the process of orientation. By introducing a tentative concept, civic consciousness, the issue of students’ orientation is explored by studying students’ perspectives on democracy in past-present-future. The data consists of 142 narratives and reveals a pattern of normative stances, process orientation and action orientation. These aspects are considered to be important components of civic consciousness and these have implications for how social studies educators should address the challenges of preparing students for the future.

  • 13.
    Thorp, Robert
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Deconstructing Karlsson, Part 1: Historical Consciousness2017Inngår i: Historical Encounters: A journal of historical consciousness, historical cultures and history education, E-ISSN 2203-7543, Vol. 4, nr 2, s. 1-10Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This paper presents an analysis of how leading Swedish historian and history didactical researcher Klas-Goran Karlsson presents the concept of historical consciousness in some of his most recent publications and seeks to analytically deconstruct his view of the concept. The study finds that Karlsson presents definitions of the concept that may not be compatible to each other. Using this result, the paper then tries to present and argue a view of the concept that harmonises with the one presented by Karlsson.

  • 14.
    Thorp, Robert
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogiskt arbete. Stockholms universitet.
    Deconstructing Karlsson, part 1: historical consciousness2017Inngår i: Historical Encounters: A journal of historical consciousness, historical cultures and history education, E-ISSN 2203-7543, ISSN 2203-7543, Vol. 4, nr 2, s. 1-10Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This paper presents an analysis of how leading Swedish historian and history didactical researcher Klas-Göran Karlsson presents the concept of historical consciousness in some of his most recent publications and seeks to analytically deconstruct his view of the concept. The study finds that Karlsson presents definitions of the concept that may not be compatible to each other. Using this result, the paper then tries to present and argue a view of the concept that harmonises with the one presented by Karlsson. 

  • 15.
    Thorp, Robert
    Umeå universitet, Humanistiska fakulteten, Institutionen för idé- och samhällsstudier. Dalarna University, Sweden; Georg Eckert Inastitute for International Textbook Research, Germany.
    Popular history magazines and history education2015Inngår i: Historical Encounters: A journal of historical consciousness, historical cultures and history education, E-ISSN 2203-7543, Vol. 2, nr 1, s. 102-112Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This paper argues that popular history magazines may be a welcome complement in history teaching. By outlining a theoretical framework of uses of history, the paper analyses popular history magazine articles from five European countries all dealing with the outbreak of World War I. The study finds that while the studied articles provide a rather heteregoneous view of the causes of the Great War, they can be used to discuss and analyse the importance of perspective in history, thus offering an opportunity to further a more disciplinary historical understanding.

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