”Representation matters: history education through the intersectional lens” is a critical intersectional content analysis based on a qualitative interview study with three grade school teachers and one high school teacher of history. The purpose of the interviews was to chart teachers ́ perspectives on history education and to analyze their history textbooks. The participants’ thoughts were thereafter connected to our pre-constructed theoretical interpretive framework. The result that appeared through the empirical data was that the teachers experience the subject of history as a male dominated arena where women are dedicated minimal attention. Furthermore, the teachers illuminate the fact that Swedish history education is characterized by Eurocentric values, since other cultures and ethnicities remain unattended. In addition, stereotyping is a frequent occurrence. Schools constitutes as childrens’ main social platform and by exposing the pupils to stereotypical illustrations of women and people of color, the children are socialized into normative hierarchical power structures at an early age. The teachers provide testimonies of encounters with children who express hopelessness and exclusion because of deficient representation. This study also shows that the teacher is completely in charge of the pupils’ learning. This means that the teachers own identity and level of interest affect the selection of history which is conveyed to the pupils. Therefore, to rely on the teachers’ good judgement makes education arbitrary and undermines the equivalent school system.

The ambition with this research overview has been to gather what is observed regarding diversity in history classes. During recent years societies have changed on a global scale towards being more culturally diverse. There is a belief that individuals with different backgrounds are in need of special treatment. This, visionary multiculturalism or föreställda mångkulturen (as it is called in Swedish), can have both positive and negative effects on teachers and students. Teachers still seem to battle with how they should teach in diverse and heterogeneous classrooms, making the area relevant for research and investigation. Therefore, we pose the question: What does research claim regarding cultural diversity in history education? Collection of research was carried out using both Swedish (Libsearch and Swepub) and international (ERC) databases. Relevant research dissertations and articles were selected from Sweden, Finland, and Australia. This paper dives into two different areas of research: the praxis of teaching and identity. We found the history subject tends to be eurocentric, and teachers tend to turn to traditional teaching and use coursebooks for guidelines. Open attitudes towards diversity were visible in theory but absent in practice; moreover, intercultural objectives are implied in the syllabus for history. Students’ linguistic deficiencies are considered a challenge that gives rise to primitive knowledge teaching. Furthermore, links seem to be implied between low socioeconomic standing and diverse cultural backgrounds. Lastly, students state they feel they have a bisected identity which further problematizes teaching in a diverse classroom.

The purpose of this research overview is to analyze previous research and see how theeducational approach Content and Language Integrated Learning (CLIL) has affected students’ language development and subject knowledge. The study is aimed at the Swedish upper secondary school and focuses on language learning and knowledge development in the subject of ´History. The paper is based on the research question: How has the CLILapproach been implemented in history education for the purpose of promoting students’language development as well as subject knowledge, and how is this perceived from a teacher- and student perspective? Several search engines were used for the gathering of research articles for this overview, such as; ERIC, SWEPUB, Libsearch and to a small extent Google Scholar. In order to find the most relevant data, several inclusion and exclusion criteria were applied to the searches. During the process of evaluating relevant articles, a smaller version of an annotated bibliography was created to speed up the work process. The research shows that there are not any clear guidelines on how effective CLILeducation should be implemented and that the subject of History does not seem to benefit from the implementation of it. However, most researchers agree that further investigation regarding the content-part of CLIL is needed to get an understanding of how the implementation of such educational approaches affect both language development and subject knowledge.

The main purpose of this multiple case study is to investigate how high school history teachers in Sweden use historical explanations in their classroom teaching.  Specifically, the study explores how explanations are constructed in the clasroom interactions, and what thinking tools, if any, the teachers use to help students grasp central aspects of the historical explanation in question. The case study is based upon observation data from the classrooms of five Swedish high school teachers. A theoretical underpinning of this study is that historical explanations are best understood as cases of complex causality. In order to describe these cases as they are presented in the context of a classroom, a model for analysis is used which draws upon research conclusions from several fields, chiefly instructional theory (Gaea Leinhardt), theory of history (C.Behan McCullagh) and historical thinking (Peter Seixas). The study presents each teacher as a separate case in one chapter, while another chapter focuses on what different tools each teacher uses in his/her explanations. In the last empirical chapter, the teachers’ explanations are discussed in relation to how they emphasize and relate to diffent historical thinking concepts. The study shows that while explanations are intimately interconnected with causality, their use is intertwined with other historical thinking concepts. Furthermore,  teachers use a multitude of different tools when working with  explanations. While certain tools aim at reinforcing students’ thinking about causality, they may simultaneously weaken the explanation’s value for something else, such as historical empathy. Thus, the importance of planning for specific teaching objectives is emphasized by the study. / Förmågan att resonera om orsaker och konsekvenser för att därigenom förklara historiska skeenden är en central förmåga i historisk kunskap. Hur gör lärare när de arbetar med historiska förklaringar i undervisningen? Den frågan är utgångspunkten för denna studie, som bygger på klassrumsstudier av fem yrkesverksamma historielärares undervisning. Särskild vikt läggs vid att identifiera olika redskap som lärarna använder för att tydliggöra olika aspekter av förklaringar i undervisningen.  Undersökningen visar hur förklaringar i undervisningspraktiken påverkas av faktorer som kursinnehåll, elevgrupp och undervisningens målsättningar. Ett antal didaktiska redskap för att arbeta med förklaringar identifieras. Vidare visar undersökningen också hur förklaringar i undervisningspraktiken kan vara sammanflätade med andra aspekter av historisk kunskap, som historisk empati och källhantering.

This study intends to highlight jazz dance in Sweden and its early establishment during the 1960’s and the 1970’s. The questions of issue are, ”How has the tradition of Swedish jazz dance been conveyed?”, ”What are some expectations and perceptions on jazz dance among upper-secondary school students who study dance?” and ”Is there a correlation between the tradition of Swedish jazz dance and upper-secondary school students’ perceptions on the genre?”. The study is a combination of a literature review and a focus group interview. The literature review maps the establishment and development of jazz dance in Sweden. The focus group consists of three upper-secondary school students who study dance. As a result, both the literature review and the focus group advocate for a historiographical perspective in jazz dance education. The students wish to see education in jazz dance techniques as well as jazz history during the practical classes. According to the pioneers, the cultural heritage and history of jazz is essential for the understanding of the artform. Therefore, it is relevant for teachers in jazz dance to educate their students on the theoretical aspects of the genre to connect the physical practices to the heritage.

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This thesis explores the inherent complexities and contradictions embedded in the radical turn in South African historiography with regards to the decolonisation of the discipline of history in South African universities under apartheid from 1960 to 1991. By choosing to deconstruct radical history in a white liberal university, the study seeks to further demonstrate the limits of intellectual decolonisation and its underlying assumptions in the academic field during apartheid. It interrogates radical history as a form of academic resistance and leads a reflection on the political role of the intellectual in the context of the anti-apartheid struggle, asking more broadly: to what extent can radical academic history be considered “de/colonised knowledge”? Building on the links between ideology and curriculum, this study aimed to measure the coloniality of history using history examination questions as tools to investigate the methodological, theoretical and ideological assumptions of historians. Theoretically, the study relied on the role of the historian as a recontextualising agent of disciplinary knowledge taught and examined within a historically white higher education institution to study its concomitant underlying historiographical silences at the time. Methodologically, it deployed quantitative and qualitative research methods, using interviews and semi-structured questionnaires with a targeted cohort of authentic interlocutors to triangulate the discursive analysis of institutionalised “de/colonised” historical knowledge. This interdisciplinary study was thus inscribed in a critical deconstructionist approach to knowledge which contributed to a finer conceptual and empirical understanding of the coloniality of history as a discipline and its reproduction in the South African higher education context. The study hopes (1) to contribute to understanding the nuanced intersections between the history of intellectual colonisation and decolonisation and how these tensions impacted on history education in the apartheid university, (2) to provide an original interdisciplinary mixed method of analysis of institutionalised “de/colonised knowledge”, and (3) to contribute new critical insights into blind spots in South African radical historiography in higher education during the period 1960 to 1991, which could shed light on the various understandings of the imperative for decolonisation today in the discipline.

Denna studie undersöker mellanstadielärares erfarenheter om hur de arbetar för att främja elevernas motivation och måluppfyllelse i ämnet historia och hur motivationen påverkas. Lärarna som intervjuades fick beskriva sina upplevelser och erfarenheter av att arbeta med historieämnet i klassrummet. Syftet med denna studie var att få en inblick i hur lärare kan göra historieämnet intressant och eleverna engagerande och motiverade samt belysa vilka undervisningsupplägg, arbetssätt och arbetsformer som dominerar i historieundervisningen. Studien utgår ifrån pragmatismen och självbestämmandeteorin, eftersom pragmatismen sammanför det psykologiska tankesättet och beskrivs som en faktor av hur en individ lär sig, utvecklar och strävar efter en inre och yttre kapacitet. Självbestämmandeteorin beskriver tydligt hur motivationen kan påverkas av yttre faktorer och där syftet är att utveckla en inre motivationen för att bli mer självstyrd och självständig i sitt utförande.  Det som betonades i intervjuerna utifrån mellanstadielärarnas tankar och erfarenheter, var att eleverna bäst lär sig genom praktiska arbeten, dramatiseringar, estetiska lärprocesser och diskussioner i par, grupp och helklass. Fokus för lärarna låg i att skapa ett historieintresse och engagemang hos eleverna för att främja deras motivation. Det framkom även andra viktiga aspekter som kan påverka elevernas motivation och engagemang, vilket lyfts i resultatdelen. Studien visade på behovet av att som mellanstadielärare levandegöra historieämnet för att eleverna ska utveckla goda förmågor. Detta genom att göra lektionerna verklighetstrogna, måla upp bilder för eleverna, men även skapa en känsla av den tid som varit. Variationen är även den del i undervisningen som ligger till grund för intressanta och tongivande lektioner i historia för att skapa historieintresserade elever. Vidare i resultatet kom mellanstadielärarna fram till att elevernas tidigare erfarenheter lyfts in i undervisningen för att eleverna ska utvecklas tillsammans som grupp och individer, viket följaktligen skapar nya historieintressen. Slutsatsen av denna studie visade på att om lärarna är intresserade och engagerade i historieundervisningen, och skapar utvecklande och intressanta lektioner, då främjas motivationen hos eleverna något som genererar i en ökad måluppfyllelse.

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No description available.