Denna undersökning utreder hur och varför Föreningen Gamla Halmstad startade 1923 i Halmstad som en kollektiv historiekulturell minnesgemenskap och bevarande organisation. Undersökningen svarar på vilka aktörer som dominerar vid föreningens tillkomst och vilka förändringar i gemenskapen som kommer till uttryck i dess årsbok fram till dess förste ordförandes död 1941 vad avser frågan om definition av gemenskapens kollektiva minne. Den svarar även på frågan om syftet med gemenskapen och förankrar den med vidare tillhörighet till kulturarv och med fosterlandsvänner. Teoretiskt används Ludwik Flecks kunskapsteori där de tre begreppen tankegrupp, tankestil, riktad perception är centrala liksom Flecks sammanhållning av fack och populärvetenskap. Som kompletteringar till Flecks kunskapsteori används social nätverksteori i den bearbetade Powellska traditionen och Jörn Rüsens historiekulturella teori med Jan Assmanns kompletterande minnesteori. Uppsatsens tillvägagångssätt operationaliserar gemenskapen till en processuell gemenskap där relationen mellan personer undersöks och där en undersökning av den historiska berättelsen ses som en pågående process som kan undersökas utifrån Jörn Rüsens historiekulturella dimensioner och Jan Assmanns minnesteori. Materialet för undersökningen utgörs främst av den årligen återkommande årsboken med för denna uppgift avgränsning till åren 1924 – 1941. Tillvägagångssättet gör det möjligt att i historiekultur inkludera såväl den i gemenskapen aktivt brukade som den lagrade kulturen vilken vid behov kan reaktiveras. Rörligheten mellan den aktiva sociala nivån och den arkiverade kulturella gör det möjligt att synliggöra vilka dimensioner av historiekulturen som under perioden 1923-1941 får företräde i årsboken som dess kulturella minne.

Utifrån syftet att belysa historiekulturens betydelse för individens känsla för delaktighet idet svenska klassrummet har arbetet tagit form. Med fokus på eleven har en kvalitativstudie gjorts genom att elever och lärare från en högstadieskola i västra Skåne intervjuats.Intervjuerna ämnade ge ett resultat som kunde svara på den övergripandeforskningsfrågan: Hur ställer sig historien som berättas i skolan mot elevernas egnaupplevda tillhörigheter? Tillsammans med en teoretisk dykning ner i identitet, upplevdatillhörigheter, interkulturell pedagogik och hur det står i förhållande till den svenskahistoriekulturen kunde den besvaras. Studien visade att många elever, oberoende avhärkomst, upplevde att den egna historien inte berördes tillräckligt i undervisningen.Utefter de teorier som presenteras om identitet, där den egna bakgrunden är en del, såställer sig detta resultat dåligt gentemot historieundervisningen. Vad som ses som ennaturlig progression från denna undersökning är hur den svenska historieundervisningenstraditionella innehåll kan utmanas och förändras. Genom att ha ett intersektionelltförhållningssätt, med globalt fokus, ses möjlighet att många av de tomrum eleverupplever i historien kan fyllas igen.

The purpose of this study has been to examine how the Israel-Palestine conflict has been conveyed in history textbooks intended for upper secondary school during the period 1956–2017. The focus has also been on identifying which perspectives and identities are revealed in connection with the history textbooks descriptions of the conflict. This study has a historical cultural approach and has been conducted through a qualitative content analysis. The analysis has also been specified by applying research on identity transmission in history textbooks, and has used Jörn Rüsen’s narrative typology, which consists of four narrative categories. This study shows that there have been changes over time in how the Israel-Palestine conflict is mediated. Until the early 1970s history textbooks were dominated by content that primarily conveyed a great power perspective that focused on portraying the perspectives of Great Britain, the United States and the Soviet Union. These perspectives can be identified in all textbooks during the entire analysis period. But during the 1970s and onwards, other perspectives began to become visible in the text textbooks, for example a Jewish, Palestinian, and Arab perspective. The study has also shown that the content of the textbooks tends to convey certain perspectives more than others. For example by either focusing on portraying the perspective of Israel or the Palestinians. Furthermore, has this study discovered that in connection with the description ofthe Israel-Palestine conflict, it is possible to identify different identities. In connection with the changing perspectives in the textbooks during the 1970s the Jewish and Palestinian identity becomes more prominent and portrayed in a more multifaceted way. Other identities such as an Arab and European identity can also be made visible in some textbooks. However, not the Christian identity. Some of these identities are based in different memory cultures, where the historical suffering of different groups is highlighted as a unifying factor. This study has shown that these identities tend to be linked to national, geographical, ethnic, or religious contexts.

Syftet med examensarbetet var att göra en kvalitativ historiedidaktisk studie av gymnasieelevers intresse för historia i allmänhet och förståelse av en specifik historiekulturell artefakt i synnerhet. Detta är inte minst intressant med hänsyn till läroplanens riktlinjer om undervisningens anpassning och beaktande av elevernas erfarenhets- och livsvärld. En klass i respektive Historia A, B och C – sammanlagt åttio elever – fick läsa historikern, författaren och akademiledamoten Peter Englunds essä ”Om fattigdomens historia”. Därefter fick de svara på ett frågeformulär med öppna frågor om läsningen och deras förhållande till historiekultur i stort. Analysen av resultaten kom att problematisera och lyfta fram två huvudsakliga kritiska faktorer i historieundervisningen och fyra förslag på didaktiska och pedagogiska strategier för att i möjligaste mån utgå från och möta eleverna i densamma. Förslagen skiftar mellan erfarenhetspedagogikens tillmötesgående och en främmandegörande pedagogiks kritiska bearbetning av elevernas erfarenhets- och livsvärld.

Vårt arbete handlar om hur historieämnet sett ut och förändrats i stora drag sedan folkskolans tid fram till idag. Vår fokus ligger dock på huruvida man inom historieämnet arbetar med en historieundervisning anpassad för de mångkulturella eleverna och hur man ska arbeta för att integrera de mångkulturella elevernas historiekultur i undervisningen samt skapa en historiekunskap vilken alla elever kan använda sig av. För att få en bredare inblick har vi även valt att få med hur det mångkulturella samhället kommit att påverka historieämnets karaktär. För att klarlägga detta har vi gjort intervjuer med tre personer med svensk bakgrund och tre med utländsk bakgrund och genomfört enkätundersökningar där vår undersökningsgrupp bestod av två femteklassare på skolor med elever med blandade etniciteter. Vi har även använt oss av litteratur vilka relaterar till vårt (undersökningsområde). Det generella vi kan se av vårt resultat är att historieämnets karaktär förändrats med tiden men dock inte upplägget av historieundervisningen. Även om man uppmärksammat de elever med annan etnicitet och kommit att kalla Sverige för ett mångkulturellt samhälle integreras inte de mångkulturella elevernas historiekulturella arv med den svenska historieundervisningen.

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This degree project is a study investigating how the historiography of king Henry VIII of England has changed between 1887-1995. The aim of the study was to gain insight into how the historiography of Henry VIII and the most important aspects of his reign were viewed at different periods of the 19th and 20th centuries and how it has changed over that period. To achieve this aim, Karlsson’s and Zander’s theory about the uses of history was used along with a qualitative method of analysis. The results show that a change did occur in the historiography around Henry VIII at the beginning of the 20th century when the traditional Whig-school of writing history was surpassed by the modernist school of writing. Henry VIII went from being represented as a great ruler with his peoples’ best at heart to a flawed individual whose decisions were often motivated by selfish reasons. Overall, the historiography of Henry VIII has changed from glorifying the king’s personality to showing a more factual picture of the king and the advisors at his court.

This compilation thesis contains an introductory chapter and four original articles. The studies comprising this thesis all concern aspects of how historical culture is constituted in historical media and history teachers’ narratives and teaching. It is argued that the teaching of history is a complex matter due to an internal tension resulting from the fact that history is both a product and a process at the same time. While historical facts, and knowledge thereof, are an important aspect of history, history is also a product of careful interpretation and reconstruction. This study analyses and discusses how history is constituted in history textbooks and popular history magazines, i.e. two common historical media, and in teachers’ narratives and teaching of history. The study finds that the historical media studied generally tend to present history as void of perspective, interpretation and representation, suggesting this to be the culturally warranted form of historical exposition. Moreover, the teachers studied also tend to approach history as if it were not contingent on interpretation and reconstruction. These results indicate that the history disseminated in historical media and history classrooms presents history in a factual way and disregards the procedural aspects of history. Applying the history didactical concepts of historical consciousness, historical culture and uses of history, this thesis argues that an essential aspect of historical understanding is an appreciation of the contextual contingency that characterises history. All history is conceived within a particular context that is pertinent to why and how a certain version of history is constructed. Furthermore, all history is also received within a particular context by people with particular preconceptions of history that are contextually contingent, in the sense that they are situated in a certain historical culture. Readers of historical media are members of societies and are thus affected by how history is perceived and discussed in these contexts. This thesis argues that an awareness of these aspects of history is an important factor for furthering a complex understanding of history that encompasses the tension highlighted above.

The purpose of this paper is to investigate historical consciousness through how pupils perceive history as a school subject. Jörn Rüsen´s three dimensions, the political, the cognitive and the aesthetic, of history culture has been applied in order to highlight pupils communicated historical consciousness. Historical consciousness can be regarded as the impact our interpretations of our past has on our understanding of the present and expectations of the future. Characteristic of historical consciousness is historical time and story. Historical time is subjective and builds on experiences and expectations in which all time dimensions operates in a contemporary era, and the story is a linguistic form of historical consciousness where we communicate experiences of the past, the present and expectations for the future. Pupils in grade 2 and 3 have been interviewed to clarify their perception and interpretation of history. The three dimensions of historical culture show that it is a politically contradictory story that takes precedence over the history of teaching. The results of the analysis show that the pupils historical consciousness is limited to the past and the present, while the future has not been explicitly addressed in the teaching. At the same time, the dimensions of historical culture have highlighted that the pupils themselves have the capacity to activate and develop their historical consciousness. Aided by imagination and the creation of stories the pupils allow themselves to approach the future through their own experiences and interpretations of the past. This sets a framework for expectations and dreams of the future. The same framework enables the pupils to approach the past by entering imaginative worlds interpreted as a resemblance of life in the historical past.

The purpose of this essay has been to explore Alexander the Great from two different perspectives in Greece. The village Proti Serron represents the local area and the national area named Macedonia represents the second perspective. Oral history has been used as a method in addition to literature and trips to museums and archaeological places. As a guideline for the essay and its contents a stereotyped schedule has been created. This schedule is presented below, and it is also possible to read it backwards. The villagers who identify themselves with Alexander the Great from their local area Proti Serron which is a part of the national area named Macedonia. This study proves that the villagers who has been interviewed, identify themselves with the place they live in as well as its history and that they feel that it is their duty to pass this knowledge forward. Alexander the Great is described as intelligent, humble, a man of strength and courage as well as a strategist and sovereign. This picture of the former king is also valid in the national area of Macedonia.