In an increasingly multicultural society, history teachers face new challenges for which they need didactic tools to overcome. The realisation that students harbour their own stories in the history classroom is key for a prosperous history education. Further, the curriculum for the Swedish Upper Secondary school dictates an education based on intercultural principles. However, former studies show that history teachers are in need of guidance for how to implement interculturality in their teaching. Additionally, studies also suggest that teacher education programs that are permeated with an intercultural outlook provide a positive effect on history teachers’ intercultural ability. Through our study, we have focused on bringing to light history teacher educators’ view of intercultural competence in history education. The purpose of our study is based on the axiom that student teachers’ intercultural competence is affected by their educators’ intercultural outlook and practice.    Through a qualitative interview study, we have analysed teacher educators’ views and perception of their work with intercultural competence. We analysed the empiricism through a model of intercultural aspects based on our interpretation of Pirjo Lahdenperä’s and Kenneth Nordgren’s theories of intercultural competence. Our interpretation shows that the participants showcase a similar understanding for intercultural competence, specifically with emphasis on the aspects that regard mutual understanding between cultures. Furthermore, through our study we claim that the different aspects rely on each other in a symbiotic relationship. Nevertheless, the result indicates a profound and vast understanding of intercultural competence amongst the teacher educators. Hence, resulting in a prospering environment for its students to develop intercultural competence and, therefore, implement it in their role as history teachers.

Change all but defines the late nineteenth and early twentieth centuries in American history. In the midst of these tumultuous times, America experienced a revolution of reform meant to develop and enhance all areas of life from politics to society, which led historians to call this time period the Progressive Era. However, the progress of the nation was not always the winning ideology. At times, the backlash against progressive ideas restrained innovators and caused them to disappear into the mires of history. One reformer who experienced this backlash was Fred Morrow Fling. Although he was an internationally-known historian, he remained a rather invisible history education reformer because his ideas were overshadowed by the enormous human events of his lifetime, including the work of other reformers and his unexpected death in 1934. As a trained scientific historian, Fling was a pioneer of historical method and the application of what became known as “source method” in the classroom and he espoused a radical approach to critical education that sought to embed a scientific approach into the teaching of history that has clear parallels with best teaching practices today. Thus, using traditional historical research methods and archival records from both Bowdoin College and the University of Nebraska, the author presents in this dissertation a biographical portrait of Fling’s life. Through the analysis of these historical documents and the evidence of his life recorded in publications and the public press, this portrait will serve to uncover both how Fred Morrow Fling’s conception of history education influenced his practice as a history professor and researcher and how Fred Morrow Fling’s philosophy of education formed and developed over his lifetime. Specifically, this author will consider: how can the philosophy of history education created by Fred Morrow Fling inform our current history education practices today? By investigating Fling’s life, researchers will finally be able to acknowledge Fling’s myriad contributions to history education, which are vital to composing a fuller picture of the history of social studies education.

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檔案是重要的歷史記憶，透過檔案，我們可以還原歷史的原貌。檔案所孕涵的意義與歷史教育有十分緊密的關連性。近年高中歷史教學相當注重學生的歷史思維，而檔案正是幫助培養歷史思維的最好教材，運用在高中歷史教學，正其時也。 隨著近年台灣意識的高漲，台灣史在歷史教育的地位與比重也隨著水漲船高，因此本研究便以檔案為基礎，台灣史為主題，期望能於本研究中，找出適合提供歷史教學使用的台灣史檔案，並藉此呼應現行教綱對於高中歷史教學的思維革新，為檔案創造出更具意義的加值空間。 本研究採用「內容分析法」與「訪談法」進行研究，在內容分析上分成兩個面向，分別針對現行高中歷史教材與現有台灣各檔案機關現藏檔案進行分析，分析出高中台灣史教學的重要議題、檔案以及檔案如何運用在高中歷史教學上。之後再針對舉有實際教學經驗的高中歷史教師進行訪談，借重其教學上的經驗，最後實際撰寫檔案運用在高中台灣史教學的主題教案。 研究結果有以下幾點發現：一、高中歷史教育的觀念與內容漸趨改變，由記誦之學轉為思辨之學；二、高中歷史教科書中開始出現檔案內容的運用；三、高中台灣史教學的比重將有所調整，跳脫以政治史為主體的觀念；四、台灣史檔案的典藏分佈於各檔案典藏機構，以清代、日據及政府遷台後三大部分為主；五、高中教師在備課時缺乏檔案資源之相關資訊；六、檔案運用在歷史教學上需增加檔案的「可親近性」。 根據研究結果，提出以下幾點建議：一、鼓勵檔案典藏機構可優先選取特定主題，逐步進行歷史教育方面的檔案加值工作；二、檔案典藏機構可與高中歷史教師加強合作，主動提供相關資訊；三、建置中學歷史教師教材資源整合的資料庫平台。 / Archives are the important historical memory. We can return to the original history by archives. The meaning of archive is a large relationship with history education. History education in high schools make a point of students’ historical thought in recent years. Archives are the best material to develop historical thought, so it’s the moment to use archive in the history education for high school. With the rising of Taiwan consciousness, Taiwan history is getting more and more important in history education. This thesis based on the archive as the foundation, with the subject of Taiwan History. To creative a suitable archive for history teaching Taiwan History is expected, echoing the high school history teaching of the innovation, and more valuable space for archives. This thesis applied “the content analysis method” and “deeply interview approach” to find the application of archives in Taiwan history teaching of the high schools. There are two aspects of content analysis method, one is about high school history teaching material, and the other is about archives as far as information goes. These analyses will find the important subjects and archives of Taiwan history teaching in high school. Then, deeply interviews were conducted to high school history teachers experienced in order to draw up the “teaching plan” about the subjects of Taiwan history teaching in high school. Based on the research findings, the conclusions of this study are: 1. High school history education idea gradually changes the memory learning by rote to intellection . 2. the archives is beginning to use in high school history textbook. 3. The high school Taiwan history teaching proportion adjusted with takes the political history away as the main body. 4. Taiwan history archives preserve from various organizations. 5. High school history teachers lack of the information about archive resources 6. When we use the archives in history teaching, we should increase simplicity of archives. Finally, according to the results of the study, several suggestions are provided: 1. Encourage the archive institution to proceed to work about increase the values of archives. 2. The archive institution can strengthen the cooperation with high school history teacher. 3. Establish information base platform to conform the teaching sources of high school history teachers.

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.

L’enseignement fait l’objet de nombreux débats au Québec et à travers le monde, pratiquement depuis qu’il existe. L’implantation du nouveau programme de formation au Québec durant les années 2000 a donné lieu à des débats particulièrement vigoureux. En effet, ceux-ci ont mené à la révision des programmes d’histoire du Québec au secondaire moins de dix ans après leur mise en application. Au cœur de ces discussions se trouvait la place de la nation et de la mémoire collective. Pour plusieurs, le nouveau curriculum négligeait de transmettre aux élèves les principales connaissances historiques liées aux origines et à l’évolution de la nation québécoise. Notre recherche tente de mieux comprendre le rôle que joue l’identification à la nation dans l’enseignement de l’histoire et l’impact que peut avoir le programme de formation sur cet aspect de la pratique enseignante. Pour apporter des éléments de réponse à cette question, nous avons mis en place deux dispositifs méthodologiques : un qualitatif et un quantitatif. Nous visions ainsi à cerner les représentations sociales des enseignants à propos des finalités de l’enseignement de l’histoire et de la place que doit y tenir l’identification à la nation. Pour ce faire, nous avons situé les réponses des participants à l’aide des finalités de l’enseignement de l’histoire évoquées par Audigier (1995): patrimoniales et civiques, intellectuelles et critiques ainsi que pratiques. La phase qualitative de notre étude consiste en des entrevues avec huit enseignants d’histoire du Québec au secondaire. Fondées sur les écrits à propos des représentations sociales, les entrevues présentent le profil de huit enseignants qui intègrent, à leur façon, la nation dans leur enseignement. Les données recueillies lors de cette phase de la recherche nous ont permis de créer un sondage à l'aide duquel nous avons recueilli des données pour la phase quantitative de la recherche. Ce sondage, mené auprès de 36 enseignants d’histoire du Québec au secondaire, montre que les finalités patrimoniales iii et civiques de l’enseignement de l’histoire sont toujours bien présentes dans les représentations sociales des enseignants, malgré le changement de programme. / History education has been the object of many debates in Québec and around the world almost since it was introduced in schools. The adoption of a new history curriculum in Québec in recent years sparked a particularly intense debate. These discussions even triggered a revision of the new curriculum, not even ten years after it was put into place. Nation and collective memory are at the heart of the discussions. For many, the new curriculum does not adequately transmit basic historical facts about the origins of the nation to students. Our research tries to better understand the place of national identification in Québec history education and the impact that the curriculum can have on that aspect of teaching. We have put into place two different methodologies to try to find answers to that question: one qualitative and one quantitative. We thus aim to identify the history teachers' social representations about the objectives of history education and the role national identification plays in it. To do that, we have analyzed the subjects' responses according to Audigier's (1995) framework, which identifies three types of objectives to history education: national and civic, intellectual and critic as well as practical. The qualitative phase of our research consists of height interviews with history teachers at the secondary level. These interviews present the profiles of height teachers who integrate the national past in their own way into their teaching practices. The data collected during that phase of the research allowed us to create a survey that served as the main tool of the quantitative phase. In total, 36 history teachers took the survey and the results show that national and civic objectives of history education remain at the forefront, despite the curriculum change.

The thesis focuses on portraying historical events in musical theatre pieces. It explores especially the historical musical Hamilton that became a phenomenon in the field. The musical narrates the story of Alexander Hamilton and historical events that led to the foundation of the United States of America. The first part of the thesis analyses how the musical Hamilton portrays historical phenomena, events and personalities. It also explores various methods how they are staged. The results of this analysis will be used for comparison of musical Hamilton with other contemporary musicals. In the final part the thesis points out the possibilities of usage of modern musical theatre in history education.

In today’s history teaching in Sweden, role-play and historical re-enactment receive little attention. Even though many students find history as a subject boring and irrelevant, very little is done to improve the mode of teaching. My theses is that this could be done by presenting new ways of teaching and at the same time find a way to make more students interested in history. The main aim is to investigate if there are ways to offer students an experience of history by carrying out different interactive exercises with a touch of roleplay and historical recreation. In this essay, three exercises of that type have been constructed based on how historical role-plays have been used at museums and historical centres, the opinions of people who are engaged in re-enactment and living history, and on the curriculum for the Swedish upper level secondary school. The three exercises (a role-play exercise, a lecture by an invited re-enactor, and a theme week) have been analysed by four teachers who teach at upper level secondary school and high school. They responded very positively to the exercises, and judged the exercises to be fully viable in a classroom context. In conclusion, there are ways to implement re-enactment and role-play in history education to make the teaching more varied and interesting for the pupils. I argue that history is something you have to experience if you are to understand its full extent.

The purpose of this thesis is to study the literacy formed when a class blog is used as a tool for students studying history and explore how this particular literacy is used to generate historical knowledge. The study was conducted during the course of a project in which ninth-grade students contributed entries to a common blog in the form of a diary written by individuals who experienced the Second World War. Its three major objectives were to study the students' perception of the blog in relation to their gender and level of historical knowledge; how they and their teacher esta-blished and used the formed literacy; and how the students related to this in the production of historical knowledge. In analyzing the results, a concept of literacy was used based on seven writing practices all linked to the new medium and history education. The study was based on a questionnaire, interviews and various student texts. In order to perform a content analysis on the study results a theoretical frame­work for historical conscious-ness was included. The results show that in using the writing practices a literacy character­ized by colla-borative authorship was formed. The study concludes that this affects both what and how the students learn. Together they show each other that history is comprised of many small stories, not necessarily strictly co­herent with the general history as told by their textbooks. Examining the students’ blog entries made a new learning process visible that enabled the enhancement of their historical consciousness. / Under senare år har sociala medier introducerats i undervisningen som verktyg för lärande, men hur interagerar dessa nya möjligheter till kommunikation och sam-arbete med en formell undervisningssituation i historia? I Högstadieungdomar skriver historia på bloggenbeskriver och undersöker Cecilia Johansson ett möte mellan sociala medier och historieundervisningen när högstadieelever skriver inlägg i form av dagboksanteckningar från Andra Världskriget på en klassblogg. Det kollaborativa författarskap som många elever uppvisar tycks ha påverkat både hur och vad eleverna lär sig. Dessutom synliggörs en lärprocess där ett historie-medvetande ges förutsättningar att utvecklas. / <p></p><p></p>

The present study analyzes attitudes made manifest when media technology is used in teaching at Swedish upper secondary schools. It examines discourses related to the subject of history by comparing contemporary circumstances with those of the mid-1980s, making research in both educational history and history education indispensible to its execution. The study considers the impact of technology on human interaction as an essentially social construction. Furthermore, it addresses questions about the role media technology plays in current discourses, about the actors that are manifested in these discourses and about their didactic implications. Since the investigation focuses on discourse, it is an interpretive work. Analytical tools have been borrowed from the field of discourse theory to facilitate a broad understanding of discourse and communication. The analysis is conducted in order to reconstruct chains of analogy and nodal points of communication in media technology and teaching, with specific attention paid to matters related to the subject of history. Secondary school policy documents, curricula relevant to each period, teacher´s periodicals and interviews with history teachers are combined to reconstruct discourses on technology in education. Interviews were conducted with six history teachers, three of whom taught in the 1980s, while the remainder began teaching in the past fifteen years. The periodicals studied are Lärarnas tiding and Skolvärlden, including every issue published in the years 1983, 1985, 1987, 2008, 2010 and 2012. Four discourses on media technology in education have been reconstructed from this material. Two of the discourses are relevant to the mid-eighties, and have been called the discourse on the school of the future and the discourse on film, junk culture and education, respectively. The discourses reconstructed from the years around 2010 are named the discourse on the contemporary school and the discourse on good teaching. These discourses generally nurture an optimistic belief in what media technology can mean to school and teaching. The reasons for using technology in the classroom are based on notions of what is required from society or what is relevant to the students. The roles of media technology in education are affected by several groups of actors, including government officials, marketers, school leadership and teachers. The process was however never significantly affected by formal policy. One aspect central to a positive view of media technology in education was that it would improve the quality of teaching, especially in the case of history, characterized by storytelling and lecturing. Certain didactic considerations became visible in the study of these discourses, which risked being shallow and trend sensitive, insofar as it might be difficult for teachers to find suitable forums for peer-to-peer subject specific reflections on media technology.