Abstract  Alvastra pålbyggnad, en rituell samlingsplats? Alvastra pile dwelling, a ritual gathering place? The aim of this essay is to examine whether or not Alvastra pile dwelling in Östergötland, Sweden was used as a rituell gathering place for people living here during the prehistoric time that is refered to as neolitikum 4000-1700 B.C. This analysis is done by examining the objects that was discovered during the excavations in 1909-1930 and 1976-1980 and by comparing Alvastra pile dwelling to other similar places in Sweden and enclosures called pallisades during this period. The conclusion is that there are objects that can be interpreted to have been part in ritual contexts in connection to Alvastra pile dwelling and thus the place could have function as a ritual gathering place during this period.

Denna uppsats åsyftar att utreda huruvida två spelfilmer, Schindler’s List och La vita é Bella kan ageraundervisningsmaterial för årskurs nio på grundskolan utifrån tre teoretiska begrepp som starkt betonas iLGR11, nämligen historiemedvetande, historiebruk samt källkritik. Det medvetna valet att behandla tematFörintelsen baseras på dess relevans i kursplanens centrala innehåll. Utifrån en nära granskning av blandannat narrativ, scener, dialoger och porträttering av karaktärer har det i uppsatsen framkommit att bådaspelfilmerna erbjuder ett stort tolkningsutrymme och fungerar därför väl i undervisningssyfte. Resultatet av studien är att spelfilmerna aktiverar och stimulerar åskådarens historiemedvetande genomatt de ger uttryck för de olika historiebruken som handlar om hur historia brukas, av vem och i vilket syfte.Historiemedvetandet som kan ses som en dubbel tankeoperation, påverkar den information som inskaffasmen blir samtidigt självt påverkat av den inhämtade kunskapen. Den inhämtade kunskapen behöverdäremot granskas ur ett källkritiskt perspektiv för att historiska felaktigheter inte ska tolkas som korrekta.Källkritiken är viktig för att den sentida människan ska kunna tolkas och förstås utifrån hennes egnapremisser. Detta i förlängning påverkar elevens historiemedvetande, då tolkning av det förflutna påverkarförståelsen av samtiden och uppfattningen om framtiden. / <p>Betygsdatum 2019-01-18</p>

As a future teacher in history you need to know that you have the task, not only teaching your students about the past, you also have the task to teach your students about values that should permeate our society. How all people should be treated equally, regardless of gender, ethnicity, sexual oritentation or faith. In our Swedish society today, the media has greater impact than before. By that I mean that the Internet, smartphones, and all apps that revolve around social media have grown enormously. Students are influenced by the media every day. It’s also important that the students understand how companies choose to express themselves. Throughout the years, the woman has been seen as a "housewife" while the man was considered to be the one that was supposed to provide the family. I want to investigate how Swedish companies choose to produce the different sexes through their marketing. Briefly, the result was that the company chooses to show gender depending on who the advertisement is intended for. In advertising directed against men, the woman is used as a stereotype woman. But it does not mean that the advertisement is discriminatory. This is where you have to make a distinction between what is stereotypical and what is discriminatory. The interesting thing is that the woman in the first advertisements is produced as a housewife. In today's society when the norms have changed, she has left the housewife role but is still being represented as the typical woman.

This is a study about the literature used in the Swedish and the Serbian schools and whether there are any differences in the information given about four historical events given to scholars. The events are about how the first world war started, how the first world war ended, how the second world ended and lastly how Yugoslavia dissociated. The purpose of this study is to collect all the information and compare the Swedish with the textbooks from Serbia and lastly to analyze the differences. The questions at issue is what is written in the textbooks about the four historical events and what the differences are between the two counties. The conclusion to this study is that there is not as much differences between the two countries as expected. The Serbian textbooks are more cultural, and the Swedish textbooks are more from a political point of view. But they still talk about the same historical events, and even though some of the textbooks does not write as much as the others. There are more similarities than differences, for example is the information about the attack on Franz Ferdinand death in Sarajevo almost the same. The difference is the amount, the author, has chosen to write.

The purpose of this essay is to make visible, how and to what extent, women are illuminated in selected textbooks. All textbooks in this study are aimed at high school. In this essay, a qualitative method has been applied to generate opportunities to draw conclusions from the examined material. The textbooks are scrutinized individually and then compared to each other. Finally, the textbooks are set against the curricula to answer the overall question of the thesis, How well do the textbooks correspond with the curricula? Using theoretical formulas, the study shows that women are marginalized in all textbooks. It is the men's history that is served which generates that women become more like a complement. This study also shows that when women are co-authors, the representation of women in the textbooks increases. Although women are underrepresented it has over a 50-year period become more equal and it is our responsibility as future teachers to continue the gender equality work at school.

Gick #MeToo för långt? Denna uppsats försöker sprida välbehövligt ljus över kvinnors förändrade rättsliga förutsättningar 1950–1980 genom att diskutera ämnet ur ett radikalfeministiskt perspektiv. Är det möjligt att ökningen av våldtäktsanmälningar i Sverige under perioden är ett tecken på, inte nödvändigtvis kvinnors förtryckta position, utan snarare deras växande ekonomiska och politiska makt? Uppsatsen argumenterar för att så är fallet och att ökningen reflekterar kvinnors förändrade förutsättningar som rättssubjekt under 1900-talet. Vidare dras slutsatsen att en korrelation mellan ökningen av våldtäktsanmälningar och kvinnors förvärvsarbetesfrekvens kan observeras och att detta är en viktig del i kvinnokampen, samt att #MeToo-rörelsen med fördel kan ses i ljuset av detta.

The aim of the essay is to investigate rock art in Sweden as a cultural heritage. The material in the essay is rock art. The method is a literature study that compiles and analyzes other researchers’ views of the material (rock art). I limit the essay to rock art in Sweden. The essay has 3 questions: 1 How can cultural heritage be used? 2 Which laws protect rock art? 2 Are there archaeological traces of the fact that the rock art continued to have significance after no new rock art were created? The theoretical point of departure of the essay is historical perspective. The physical traces of the past are seen as different functions and have different meanings for different periods of time. The result of the essay is that rock art are seen as memories preserved in physical form (in books) and the actual ritual to punch the pictures or that performing rituals are seen as bodily preserved memory for example memorial ceremonies. The Heritage Board of Sweden works with the protection of culture, with knowledge dissemination and knowledge building, conservation and care authority work and archaeological assignments. County Administrative Board is responsible for protecting, informing and protecting the regional cultural environment as building and settlements, ancient objects and churches, cultural landscapes and industrial history sites. The Heritage Law determines the protection of valuable buildings such as ancient monuments, ancient finds, church cultural monuments and some cultural objects. The rock art form Stone Age may have affected where new rock art were placed under the Bronze Age, which affected the location of Rockies during the younger Bronze Age. Recent visits created a movement pattern in the landscape that may have lived and structured peoples activities also after the tradition of making new pictures had ceased. Rock art premises may have affected where new rock art were placed during the early Bronze Age, which affected the location of Rockies during the younger Bronze Age.

Karl- Erik Nordström 2018. A strong and sacred Landscape. Central Places and Cosmology during the Iron Age   This study intends to address a specific aspect of the landscape, not only as something that can be linked to economic, political and legal factors but also spiritual and cosmological. Much of these thoughts have been taken from certain studies of "the strong landscape" that shape the beliefs and identities. Such ethnoarchaeological approach has grown to a great extent in recent decades and is represented internationally by several authors from the 70s and 80s, who in their Bronze Age studies highlight the importance of contemporary world of imagination.   Something that characterized much of the research tradition in the period after 1945 is building history and research around central places. The central site concept, which includes "a place of specific qualities", was not developed until the 1970s.   One thing that can not be avoided in this case is the adaptation to the harsh climate and the environmental problems that develop during the Iron Age, which in many cases have been devastating but can also involve reorganization, better use of resources and a more centralized structure. The emerging economic, political, legal and religious centers that the central places make up can be seen as an expression of this. Here, spiritual and cosmological performances about landscapes, towns, farms and houses have also been developed.   This aspect of the landscape as a cosmological unit I intend to study closer to the rich iron age community in Sundhede outside Hudiksvall. Here, a number of villages and smaller regions are grouped around a high-rise city center and here we also find outfields, which extract the substance that had an important significance during this time and also gave a spiritual cosmological significance, namely the iron. With this I hope to contribute to further knowledge of the role played by the landscape during the Iron Age, not least metaphysical.

The essay examines a study trip to Krakow and the mediation of the Holocaust memory to 15 students. It is partly structured after three places that the students move between, experience arenas, which are the death and concentration camps, Poland and Sweden. The students are also moving according to four different dimensions: first place, but also time, morality and existential. The survey is based on a ritual theoretic view of social memory production and the formation of new witnesses. With inspiration from the Norwegian study Pilgrim, tourist and student: Norwegian school trips to death and concentration camps by Kyrre Kverndokk, has also this study trip been studied as a ritualization process based on which students will obtain a state of catharsis. With a qualitative research method, information has been gathered through participatory observations, group interviews and a poll. The result shows that the students attributed the camps to death, destruction and evil, but that they were struggling to live in the victims’ situation because it was too far from their own lives but also difficult to understand such evil. The students did on the other hand identified the spectator role since Sweden was seen as one of the countries that looked at and let the Holocaust happen. The students positioned themselves as new witnesses and told about their experiences in their free time and on their own initiative. The study indicates, among other things, that the Norwegian approach to the Holocaust differs from Swedish, which influences the meaningful learning process.

The thesis explores contradictions that farmers see between current mode of production, and how they imagine that modes of production would need to change if there were no fossil fuels. Based on qualitative interviews with farmers, the aim of the study is to contribute to a discussion on strategies to increase the farms’ capabilities to produce food without fossil fuels. This topic is relevant from both environmental and contingency perspectives. I understand society of today as mainly driven by capitalist logic, meaning that the logics of capital are what most people perceive as the normal and rational way to organize society. The analysis is based on a theoretical framework that sees the dominant energy source as specific and conditional for the historical organization of different societies, focusing on the role of fossil fuels as specific to the current capitalist society. The analytical tools are derived from the concept mode of production, which puts focus on how the farm production is organized in regard to labor, skills, inputs and machines. By using a specific focus on how farmers describe contradictions between the current mode of production of farms and in the case of a sudden lack of fossil fuels, I elucidate features of current food production that are made logical and rational by using fossil fuels, but which seem less logical when there are no fossil fuels. I argue that the threat to food security is not due to the fossil fuel dependency per se, but due to how fossil fuels have and are enabling 1) social relations where the purpose of food is to be a commodity rather than to be nutrition for people, 2) spatial concentrations of refineries, distribution and consumers, 3) social relations with dispossession of means of productions for consumers and concentration of ownership of land for producers, 4) technical relations which drive deskilling of knowledge on how to produce food. For policymaking, this means that exchanging fossil fuels with other energy sources would not necessarily increase food security, as long as the above mentioned mechanisms are reproduced. To increase food security, agricultural policies need to aim at making food more than a commodity and decrease the distance between production and consumption, both in spatial terms but also in terms of knowledge and skills. These strategies are not necessarily compatible with the logics of the capitalist mode of production.