Swedish society has changed since the 20th century and a classroom today looks very different. The multi - cultural society has grown and in step with the growth, one can today shed light on various obstacles and problems in the teaching of the Swedish subject of history.  To get an overview of how the research is done, we have chosen to look at teaching strategies, history didactics and multiculturalism in the classroom. Among other things, we will delve into narrative orientation, social science orientation and more perspective orientation in history teaching.  The databases we have chosen to use are ERIC - EBSCO, ERC Education Research Complete and SwePub. We justify our search for research through databases such as ERIC and ERC because we wanted to include an international aspect in the knowledge overview in order to be able to follow history teaching in other countries besides Sweden.  Something that is common to all research is the lack of governing documents that are not adapted to the multicultural society. One consequence of this is that the countries’ historical canons and syllabi are not updated either. The material is limited to the local area and makes it difficult to bring new perspectives into the teaching, as well in Sweden as internationally.  Our overview of research leads us to the conclusion that the students are in need of teaching that contributes to a broader historical awareness, so that the student in question can analyze and reflect from several different perspectives.

The primary purpose of this research overview is to look into previous research on how teachers use physical or virtual visits to museums in order to stimulate learners’ historical thinking skills. In this paper we use Peter Seixas and Tom Morton’s (2013) definition of the framework historical thinking. The paper is based on the research question: What does previous research say about how history teachers can stimulate learners in historical thinking in a physical or virtual museum environment? In order to find the research for this overview several databases were used, such as ERC, ERIC, Swepub and the search engine Libsearch. To meet the requirements there were several inclusion and exclusion criteria applied in the search for relevant articles. The researchers agree that there is potential to stimulate learner’s historical thinking skills during physical or virtual museum visits, and they also call for the need of preparation and cooperation between schools and museums. The results of this paper may be used by teachers to assess whether a trip to a museum or exploring a virtual reality museum is worth all the relevant preparations.

This research focuses on how help materials impact on high school students history learning. The concentration lies in putting the students at the center of the research and highlighting their attitude to the method. The essay tries to report statistics and facts about the students' attitude to the learning method. The essay must seek answers to what specific abilities are developed within the didactic area of history and how cause-effect is reasoned. The essay is a preliminary investigation for possibly a more advanced investigation in the future. The sources were provided by student and teacher responses to an aided test. The essay seeks answers to the following questions in order to achieve the purpose of the research: How do aids in examinations affect students' learning? How do students relate to the specific learning method? How do the teacher relate to the specific learning method? Which perspectives on history appear in the student answers?      The survey was carried out in a vocational high school located in a medium sized city in Sweden. 12 students participated in the survey. In the essay, an inventory design study with structured interviews is applied. Structured interviews are often used as a research strategy in both qualitative and quantitative methods.      The results show that the students have a positive attitude towards the learning method and that the method has a positive effect on their subject knowledge within the subject of history. The study as a whole needs to be seen as an initial preliminary investigation into how the method of using aids in examinations affects the students' historical subject progression in history.

This thesis seeks to examine the subject of literary history in swedish upper secondary school, that is for students between the ages of sixteen and nineteen. The background of the choice of subject is that it in relation to its place in curriculum and in comparansion concerning reasearch about students reading and other question about literature, there is shortage of reaserach. The investigation is based on hypothesis that the teacher attitude towards the subject of literary history affects the teaching in greater extent than in other part of the swedish subject. To examine the teachers’, on the one hand, underlying ideas of the purpose of the literary history subject and on the other hand the teachers’ didactic view of how they design the teaching the attituted were divided into two subcategories, idealistic attitudes and realistic attitudes. The former represent teachers idea of the subject of literary history and the latter represent teachers attitude towards the subject in its teaching. The investigation was done by partially examining literary definitions and governing documents, but first and foremost by survey and interviews. Through the literature review the conlusion is drawn that the subject of literary history is challenged by aspects linked to the lack of a establiched methods of writing the history of literature and the question of its content. The empiric result shows that the dominant idealistic attitude towards the subject of literary history as important because it promotes students’ understanding of history in more general terms. By teaching literary history, the teachers want to bring out the likeness between the students’ present with the text’s past. Overall the opinion of participating teachers is that there should be more room for literary history in the subject of swedish. The result also shows a tendency that teachers who only organize their teaching chronologically feel that they have less opportunity to teach in the way they want to. This in comparasion to teachers who organize their teaching both chronologically and thematically, who to a greater extent feel satisfied. Based on the result the thesis in the end discusses the importance of further reaserach on the subject aswell as oppurtunities that a more established theoretical language could bring to the subject of literary history.

The increased multiculturalism and globalization in both Sweden and Swedish classrooms poses new demands on history education. This knowledge overview aims to answer questions regarding Eurocentrism, one in which we dive into the consequences of the eurocentric history view and the other where we look into alternative methods to work with or against Eurocentrism in history education. The Methods to execute this knowledge overview was through a systematic search for relevant research, in which the databases Swepub och Google Scholar was used. The collected material was also supplemented with material given by a professor at Malmö University. The result in this overview conveys that there is in fact an eurocentric view in the Swedish curriculum and in history textbooks, which reflects the education that some teachers conduct. It leads to limited history knowledge and therefore are the pupils not given an equitable education. Furthermore, the presence of Eurocentrism in history education leads to structural discrimination and symbolic violence against students of ethnic backgrounds other than Swedish, as their own experiences and identities are disregarded and excluded. Regarding the second question, research outlines various methods for teachers to address and approach Eurocentrism in education. These methods tackle Eurocentrism differently, including approaches like historical self-reflection and incorporating additional narratives. Most of the methods have their own set of pros and cons, requiring adaptation based on the student composition within the classroom.

It is certainly important for the Swedish school to prepare students for the adult world. It iscertainty a priority according to our curriculum, once students graduate, they should behaving democratic principles which includes an understanding and respecting all humankind, regardless of ethnicity, religion, and sexuality. For this to be achieved, the Swedish teachingin schools must incorporate teaching contents which allows students to understand socialstructures and norms that underlies in society that causes inequality. Such contents should bemore about racism, sexism and for this research primarily focus, homophobia. Often within subjects, LGBT+ has been invisible in Swedish teaching which causes students to be rather ignorant to their surroundings. Therefore, it is crucial and necessary to teach especially in the subject history for upper secondary schools. Hence, the fact that history contributes to shaping students’ identity. Thus, this research investigates how history teachers includes the LGBTQ+ in their history teaching. It is also in this study’s interest to analyze how heteronormativity underlies in teachers teaching ability in relation to history teaching. To research this matter, the method for this study is a qualitive method which has collected data in form of interviews from seven different teachers and different schools. The chosen theory was queer theory as the study primarily focuses on how sexuality is conceptualized and understood by teachers aswell as their reflection on heteronormativity. The result of the findings was that none of the teachers had taught about LGBTQ+ in history but simultaneously showed a great amount of interest in doing so near the future. However, the teachers expressed some uncertainty in how LGBTQ+ could be taught in a more practical sense. According to the teachers, this uncertainty that was an obstacle they needed to overcome, had many factors. Among the factors were that the teachers were uneducated in the history of LGBTQ+, time seemed to be against them and there are no proper teaching materials which the teachers can confine in. This gap has also caused teachers to be unprepared for conflicts in the classroom related toLGBTIQ+-questions. This finding shows that both the academic world along with the teaching programs must educate teacher students about such important matters for them to be prepared once their careers begin.

The presented study finds its relevance in the issue that history teachers face countless choices when planning their teaching about the European periodization. The study aimed to investigate what teachers choose to teach about in the European periodization, what processes of change and elaboration teachers choose to teach about, how the choices teachers make differ in the history courses 1a1 and 1b, and how teachers’ reason about and motivate the choices they make. This was examined through qualitative interviews with four history teachers who teach/taught in the history courses 1a1 and 1b at the upper secondary school. The analysis was based on these three functions of education: socialisation, subjectification, and qualification. Furthermore, the study aimed to analyze how the functions correlated with the teachers' reasoning about what they choose to teach regarding the European periodization to demonstrate what function the teachers' reasoning had for the students. One overarching conclusion drawn from the study is that when teaching about the European periodization, teachers choose to teach about processes of change and elaboration that clarifies to students why the world function as it does today. Teachers choose to teach about processes of change and elaboration that they believe are interesting for the students and not things they themselves are interested in. The choices teachers make in history 1a1 and history 1b differ in that there are fewer elaboration aspects and more overview in history 1a1 than in history 1b, which may result in the history teaching in history 1a1 being somewhat deficient.

The aim for this study is to analyze teachers’ view on coloring and their perception of student motivation at vocational upper secondary school programs history class in Sweden. Five semi-structured interviews were conducted with five history teachers who taught at the same school and have experience of teaching the history course for vocational programs. The interviews were analyzed in relation to self-determination theory and vertical and horizontal knowledge. The result showed that students following vocational programs were seen as less motivated towards the subject of history than the students following theoretical programs. However, upon closer analysis the differences were found to correlate more with the teachers’ perceptions of the student’s inner motivation than the programs being followed. These groups provided an inner motivation for the students and the deciding outcome for how hard they were going to work at the course. At the same time, they performed better in the subject of Swedish than in history. This can be interpreted as the students adopting an autonomous-or inner motivation because they were willing to work harder on a subject that they deemed as more important for their future vocation. The results also showed that teachers’ use of coloring knowledge related to the perception of their student’s future salary and that this image contributed to the students’ loss of inner motivation and to a focus on external motivation in relation to the students’ future vocation. Teachers perceive that students following vocational programs want knowledge that gives them an understanding of society. However, as vocational programs devote fewer hours to subjects such as history and Swedish, they do not have time to study these subjects in as much depth. The time limitations and coloring of horizontal knowledge made the vocational students experience fewer opportunities of vertical knowledge. This means the information that they saw as relevant and interesting, such as modern history, is limited. This is as consequence of the curriculum dividing students into vocational -and academic students. This potentially limits the students in their learning about democratic public discourse. Students following vocational programs are perceived by their teachers as less motivated to achieve higher grades, or to work to get a pass grade, even when their teachers perceive they have the ability to achieve a pass or higher grade. This connects to the course plan’s structure by people in power, giving them no chance for higher education when graduating, and the grades are in the hands of the teachers.

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.

Esta pesquisa teve como objetivo principal estudar como se dá a utilização da imagem pelos professores de História do ensino básico em escolas públicas da região central da cidade de São Paulo, por meio da análise do discurso dos professores. Utilizou-se, para esse fim, de uma metodologia de inspiração etnográfica e de outros referenciais para compreender a dinâmica da sala de aula e o discurso dos professores à luz da teoria das representações sociais desenvolvida por Roger Chartier e Serge Moscovici. Por meio dessa teoria procurou-se compreender como o professor de História do Ensino Básico lida com as imagens na sala de aula: se ele permite aos alunos lê-las, compreendê-las e interpretá-las. Para o desenvolvimento desse trabalho foram utilizadas as reproduções das obras de Pedro Américo e Victor Meirelles, artistas referenciais da época do II Império brasileiro, que estão na base da construção de uma identidade nacional e que estão presentes na maioria dos livros didáticos de história do Ensino Fundamental. / This ressearch aimmed realize a study of the use of images by History teachers in the Secondary School, in public schools of central region of São Paulo city, by the analysis of their speech. For this, it has been made use of a methodology of ethnographic inspiration and also another references to understand the dynamical in classroom and teacher?s speech, enlightened by social performances theory developed by Roger Chartier and Serge Moscovici. By this theory, it has been tried to understand, how History teacher of the Secondary School deal with the images in classroom: if he allows to the pupils really ?read?, understand, and interpret them. For the development of this work it has been made use of reproductions of pictures made by Pedro Américo and Victor Meirelles, painters of respect of the Second Brazilian Empire, that are in the foundation of an national identity and who are present in most of didactic History books of Secondary School. This ressearch aimmed realize a study of the use of images by History teachers in the Secondary School, in public schools of central region of São Paulo city, by the analysis of their speech. For this, it has been made use of a methodology of ethnographic inspiration and also another references to understand the dynamical in classroom and teacher?s speech, enlightened by social performances theory developed by Roger Chartier and Serge Moscovici. By this theory, it has been tried to understand, how History teacher of the Secondary School deal with the images in classroom: if he allows to the pupils really ?read?, understand, and interpret them. For the development of this work it has been made use of reproductions of pictures made by Pedro Américo and Victor Meirelles, painters of respect of the Second Brazilian Empire, that are in the foundation of an national identity and who are present in most of didactic History books of Secondary School.