Utgångspunkten för vårt arbete har varit att undersöka om ekologisk mat används som ett verktyg till undervisning i miljöhistoria. Dagens didaktiska forskning kring miljöhistoria motiverar ämnets betydelse på flera plan. I skolans verksamhet är det tänkt att ämnet ska kunna användas för tolkning av de lokala och globala förhållandena i världen. Vi börjar arbetet med att lyfta fram olika forskares motiv för miljöhistoria i skolans verksamhet. På fältet intervjuar vi verksamma lärare och elever för att se hur stora deras kunskaper kring ekologisk mat och svensk jordbrukskultur är. I arbetet lyfter vi fram och diskuterar begrepp som miljöhistoria, historiemedvetande, ekologiskt tänkande och lokalhistoria vilka är vanligt förekommande för oss som blivande lärare i historievetenskap och lärande. Resultaten i undersökningarna visade på ett svagt intresse för ekologisk mat och svensk jordbrukskultur bland lärare, elever och hushåll. I intervjuerna kom vi fram till att eleverna har ett visst historiemedvetande gällande koppling från dagens ekologiska jordbruk till hur jordbruk sköttes förr i tiden innan kemiska besprutningsmedel och konstgödsel fanns tillgängligt. / The starting-point for our study has been to investigate if organic food is used as a tool in the teaching of environmental history. The research of teaching in environmental history motivates it’s purpose in many levels. The subject is supposed to be used in schools for interpretation of the local and global environmental situations in the world. We begin our study by uplifting different researchers motive for teaching environmentalhistory in schools. By interviewing teachers and students on the field it’s possible to see how good their knowledge is in organic food and Swedish history of agriculture. In our study we discuss subjects like environmental history, historical consciousness, ecological thinking and local history which are common subjects for us as future history teachers. The result of our investigations showed that there is weak intrest for organic food and Swedish agriculture among teachers, students and households. From our interviews we could tell that our students has a certain history consciousness to the connection between organic farming and Swedish history of agriculture before pesticides and industrial fertilizers.

Gender equality has long been a part of the curriculum for the Swedish school system. The subject is meant to permeate all aspects of school operation and teachers' education in the classroom. History as a subject is no exception. Although it is part of the school curriculum and practice, there is a lack of studies concerning the topic. Moreover, there is a lack of studies concerning how students perceive and think about these practices and subjects.  This study examines how Swedish students experience and express thoughts about gender equality in an historical, contemporary and future perspective. The method in hand has been a content analysis, used on 110 student-answers from the Swedish National test within the history-subject of 2015. Within this method, narrative theories constructed by Jörn Rüsen have been used to study and categorize students' historical consciousness in the form of their temporal orientation. In order to examine how students perceive gender equality, we have primarily made use of the political definition provided by the Swedish government and the separation between quantitative and qualitative gender equality described by Victoria Wahlgren.   Results of this study shows that students' attitudes regarding gender equality today are often linked to their identification within the subject of history. The same is also true for their thoughts about the future. Differences between boys and girls are identified, with girls being more nuanced about modern gender equality. This difference underlines the connection and importance of knowledge about the past in order to understand questions at hand. Differences regarding gender can be seen in how students define gender equality. In general, all students seem more focused on quantitative gender equality questions. Nevertheless, girls tend to discuss the subject in a more qualitative way.  Finally, there is a discussion of how these results influence history teachers' practices. Aspects such as the consequences these practices may have on students of different genders is also discussed. Furthermore, we want to highlight the need for additional research about gender equality in school operation and historical education.

I denna undersökning ämnar vi ta reda på hur progressionen ser ut gällande framställningen av kvinnor i historieläromedel från 1960-talet till år 2007. Vi har fokuserat kring dem som oftast marginaliserats i innehållet till fördel för de politiska aktiva så som drottningar och andra politiker. Här är det istället bondhustrur, den hemarbetande kvinnan, sömmerskor, hantverkare och andra yrkesarbetande kvinnor som undersöks för att ta reda på om de har en större plats i dag jämfört med på 1960-talet. Vi vill också ta reda på vilket sätt de framställs och har framställts. Är de aktiva och driver handlingen framåt eller ett bihang till den politiska historien? Vi har sett i vår analys att en positiv förändring skett, men att det finns mycket kvar att göra. / In this study, we intend to find out what the progression looks like when it comes to representations of women in childrens history text books from the 1960´s to year 2007. We have focused on the most frequently marginalized working women for the benefit of the political active women as queens and other politicians.Here it is, instead, peasant wives, the woman home workers, seamstresses, burghers, craftsmen and other working women in these groups who´s being studied and whether they have a larger place today compared to the 1960's. We also want to find out how they are constructed and produced. Are they active and operates forward or a appendage of the political history? We have seen in our analyze that the progression is good, but there’s still much work to do.

The purpose of this study has been to research what is included in the First World War teaching in English compulsory school. The teaching of this historical event is performed in a context where the war is yearly commemorated and given attention in society at large in various ways. Through conducting interviews with six history teacher working at a school in northeastern England the study was set out to investigate how teaching of the war is performed in general as well as with specific focus directed towards potential challenges in connection to the remembrance events, the collectively remembered public history and issues such as gender and colonial representation. The study shows that there is a clear focus on the past in the teaching of the war with trench warfare and life during the war being issues that are discussed. Connections are further made to the present where the importance of remembrance is stressed. The main challenge experienced by the teachers regarding the First World War is the lack of living witnesses due to the time distance. In consequence, the war is seen as less relevant to learn about among the pupils. However, remembrance symbols can in this instance be a tool in order to entice interest for the study of the war and the common perception among the teachers is that the pupils enjoy the study of the First World War.

Detta arbete behandlar huruvida läromedlen Utkik 7-9 Historia och SO direkt historia ämnesboken, som används för historiekunskap i årskurs 7-9, följer läroplanens värdegrundsuppdrag om att främja det mångkulturella samhället eller indirekt motarbetar det. Fokus i den kvalitativa undersökningen av läromedlen är att studera utifrån vilka perspektiv utomeuropeisk historia berättas och om dessa perspektiv öppnar upp eller förhindrar utvecklandet av historiemedvetande och historisk empati, som således bör främja nutida mångkultur. Undersökningen har därför gjorts utifrån de två perspektivbegreppen eurocentrism och interkulturellt lärande, två ytterligheter när det gäller historieframställning och där interkultur arbetar mer i främjandet av mångkultur. Vidare sker en komparativ analys för att se om något av läromedlen gör ett bättre jobb i uppfyllandet av värdegrunden. För att ge bakgrund till arbetet används utdrag från Skolverkets hemsida samt från grundskolans läroplan. Undersökningsfrågorna baseras i olika typer av tidigare forskning utförd av Niklas Ammert, Lars Nyström (med flera), Peter Gran samt Maria Johansson. Resultatet av undersökningen visar att läromedlen inte lever upp till läroplanens krav eftersom de båda till övervägande del präglas av eurocentriska perspektiv snarare än interkulturella. Detta förhindrar således för elever att utveckla ett historiemedvetande och historisk empati. / This essay examines whether or not the textbooks Utkik 7-9 Historia and SO direkt historia ämnesboken, which both are used as teaching materials in compulsory school history (grades 7-9), meet the values of the curriculum concerning the support of a multicultural society. The qualitative study therefore investigates from which perspectives non-European history is described, and if those perspectives enable or prevent the development of historical consciousness and historical empathy, two qualities that benefit multiculturalism. Therefore, the examination has its foundation in the two perspective concepts eurocentrism and intercultural learning, which are each others opposites when it comes to historical representation. In short, intercultural learning has a bigger focus on embracing multiculturalism. A comparative analysis is also carried out to examine if one of the two textbooks do a better job fulfilling the values of the Swedish curriculum. Extracts from the compulsory school curriculum and from Skolverket's website will be used as background for the investigation. The survey questions are based on different research done byNiklas Ammert, Lars Nyström (and others), Peter Gran, and Maria Johansson. The result from the study shows that both textbooks fail to meet the requirements of the curriculum since they are predominantly characterized by a eurocentric perspective rather than an intercultural one. Therefore they also prevent students from developing historical consciousness and historical empathy.

<p><strong></strong>This essay is a case study based on two sources of empirical data, qualitative interviews and responses from a questionnaire, which examines upper secondary school students’ attitudes to history teaching in a museum context. The students’ answers are further analyzed in relation to the concept of historical consciousness. Thus, history teaching in the museum, from a student perspective, and the students’ capacity of expressing a historical consciousness in their answers, constitute the core of this essay. The motive for a case study like this, is the emphasis of historical consciousness in the course syllabus as well as the emphasis of cooperation between different educational institutions in the goverment’s goals of cultural politics. My study shows, that a majority of the students appreciate the museum as a learning context, they define it as an entertaining but also as an informative, involving and including milieu. The study further shows, that the students have difficulties expressing a historical consciousness, but also the complexity of the concept itself and the problems to identify and “measure” it. My conclusion is, that in order to stimulate an interest and understanding for the history subject – and perhaps even a historical consciousness – it is important that history as a school subject, is not confined within the four walls of a classroom, but is learnt and experienced through and within the center of our daily lifes.</p>

It is said that we live in a society of communication, or a society of media, even. If that is true, that everyday live is affected by media, then the children of our society are also affected, and so is school. The purpose of this study was to see how four different teachers use media in their history education to spread knowledge about history to their pupils and to make them more historically aware. In doing so I was hoping that I, and others, can make use of their methods and experience of using media in the education. The results of this study shows that teachers seem to find pictures the best and most important media for pupils to understand history better. The teachers also all seem to think media in the history education can have a greatly positive impact on the pupils’ understanding of history.

This dissertation addresses the issues of collective memory in relationship with mass media. The key concepts from both fields are included. The emphasis is put on distinction between collective memory concept and other key concepts like history or historical consciousness. Subsequently the theories presenting correlation between the media and the collective memory are introduced; a lesser empirical part is also included. The main goal of this dissertation is to connect two seemingly separated issues into one compact concept, to demonstrate possible way how media forms collective memory and to support these conclusions by results from the empirical research. Keywords Collective memory, historical consciousness, media impact

Made available in DSpace on 2017-07-21T20:32:05Z (GMT). No. of bitstreams: 1 Carolinepacie.pdf: 856485 bytes, checksum: 490db046e9fcdae465371354d157d42f (MD5) Previous issue date: 2007-02-28 / This work discusses historical consciousness and history teachers´ identities. It is necessary to develop researches about historical consciousness and also to research about history teachers´ identities and professional constructions. The established work goals are to understand the history teachers’ narratives and try to detect the identity construction process by the lights of the historical consciousness theory. The theorists who base the historical consciousness’ and narratives’ comprehensions are Jörn Rüsen and Agnes Heller. The theorists who base identities’ comprehensions are Zygmunt Bauman, Stuart Hall and Edson Silva. The research done has two methodological phases. Phase one: interviews (oral and writing) to five history teachers with three kind of questionnaires: a) half-structured, including questions about historical process and relationship with the past, present and future; b) structured, including life data and teacher’s formation; c) closed, including three small narratives with decisional alternatives. Generally, the questions concern about learning history and the role of history in the history teachers’ lives. Phase two is a survey with 67 history teachers about historical knowledge, politics and religion. The analysis are performed in three moments: a) vertical analysis, the five history teachers are individually analyzed; b) phase two data quantification, with graphics compositions and statistics about 67 history teachers and c) horizontal analysis, corresponding to a comparison between vertical analysis and statistics, pretending to make a synthesis. It was observed that historical narrative can be understood as part of making sense and meaning process. This process is a help to creating historical identities. The predominant type of historical sense generation was the genetics and, after that, the critics. History teachers use the historical narratives as survival strategies confronting with ambiguities and challenges (professionals), where dreams and contingencies are in the middle of a coherent process. History teachers are able to build professional meaning more or less critically, considering dominant representations about their profession. Politics is a great factor of identity between history teachers, like religious (but not so much). The meaning between history, politics (utopia) and religious is formed (more frequently) with historical knowledge and prevailing personal life. / Discute-se o fenômeno da consciência histórica e da formação de identidades de professores de história a partir do depoimento de cinco professores de história e de dados estatísticos envolvendo outros 67 professores de história, obtidos através de questionário. Movem o trabalho: necessidade de pesquisa sobre o fenômeno da consciência histórica e os questionamentos a respeito da formação de identidades e representações por parte de professores de história, com e apesar da formação institucional. Objetiva-se compreender como os professores mobilizam a consciência histórica através de suas narrativas, identificando, com o auxílio dos dados mais amplos, componentes que influenciam nos processos de criação e manutenção de identidades. Os principais referenciais utilizados são os escritos sobre consciência histórica, narrativa e identidade de Jörn Rüsen e Agnes Heller e as considerações de Bauman, Hall e Edson Silva sobre identidades. A metodologia utilizada diferiu em duas fases. A fase um corresponde à coleta de depoimentos orais e escritos através de três tipos de questionário: a) semi-estruturado com perguntas referentes à relação do professor com o processo histórico e as três dimensões temporais, sob o ponto de vista da mobilização de identidades; b) estruturado, relativo à trajetória de vida e formação do professor e c) fechado, incluindo narrativas históricas e alternativas de tomada de decisões. As questões tratam de momentos da história de vida, questionamentos sobre o papel do professor de história, compreensões a respeito de processo histórico e sobre tópicos da história que se mostram fundamentais para os entrevistados. A fase dois corresponde à aplicação de um questionário com perguntas abertas e fechadas a todos os professores de história da rede estadual de ensino na zona urbana de Ponta Grossa. As análises são realizadas em três momentos: a) análise vertical, em que cada professor da fase um é analisado em relação a si próprio b) quantificação dos dados da fase dois através de gráficos, analisados dentro de suas categorias próprias e c) horizontal, buscando semelhanças, diferenças e complementaridades entre os depoimentos e os dados quantitativos. Observou-se que a narrativa histórica pode ser entendida como parte do processo de atribuição de sentido e significado à passagem do tempo e à manutenção/modificação da identidade histórica, sendo que a forma de atribuição de sentido predominante foi a genética, seguida da crítica.. Percebeu-se também que narrativas históricas levam às estratégias de convivência com ambigüidades e desafios (freqüentemente profissionais) frente aos quais se oscila entre o sonho e o contingente. Considera-se que os professores são capazes de constituir significado para sua profissão perante as representações dominantes em diferentes graus de intensidade crítica. A política é um fator de identificação forte entre os professores de história, a religiosidade aparece em menor grau e, freqüentemente, o professor pinça em cada uma apenas os elementos passíveis de coerência com sua concepção de saber histórico e suas vivências pessoais, mesmo que em alguns casos aconteçam processos inversos.

This study explores how young people's engagement with history outside of the classroom shapes the development of their historical consciousness. Drawing on public discourses around the First World War (WW1), I address the implications of this engagement for history teachers and young peoples' learning. Recognising the active and dynamic construction of memory and meaning by young people, I develop the concept of social remembering. Building on socio-cultural perspectives, I examine the 'lived experience' of young people's memory work. Using WW1 as a context, and adopting an innovative mixed methods approach, the research was conducted over two stages. The first stage of the research used a quiz and survey to explore the extent and nature of young people's social remembering. In the second stage of the study I examined young people's memory work outside the classroom. I worked with several small groups of students to construct their own ethnographic accounts of societal and familial remembering and their emerging historical consciousness, fashioning these into ethnographic portraits. The research highlights the role that social remembering plays in young people's identities, including the ways in which they value and use history, attribute historical significance to events and orientate themselves in time. It shows how different forms of social remembering can both include or exclude young people and impact positively or negatively on young people's historical consciousness. An understanding of social remembering outside the classroom can support history teachers in the development of pedagogies that build on students' meaning making associated with public events such as commemorations. I argue that teachers can use the intersections between social remembering and disciplinary history to engage and support students in their study of history. Although the study originated within the context of history education, it has wider value, offering a ground breaking methodological approach to exploring young people's understandings of the past and in contributing to the historiography of historical memory.