Trots att begreppet historiemedvetande uttryckligen har funnits med i läroplanen sen år 2000 så finns det fortfarande inte en enhetlig definition av begreppet i svensk skola. Syftet med den här studien är att belysa den problematik som uppstår på grund av inkluderingen av detta begrepp och det fria tolkningsutrymme som blir resultatet. I detta arbete presenteras en översikt av det aktuella forskningsläget kring begreppet historiemedvetande med särskilt fokus på den svenska skolan och den kritik som riktats mot begreppet. Studien har genomförts genom kvalitativa intervjuer med fem olika högstadie- och gymnasielärare som fått berätta om hur de tolkat och operationaliserat begreppet. Resultaten visar att de olika tolkningarna resulterat i olika fokuseringar och upplägg av undervisningen. Detta leder i sin tur till att undervisningens likvärdighet kan ifrågasättas. / Despite the fact that the term historical consciousness has been explicitly included in the curriculum since the year 2000, there is still not a homogeneous definition of the term in Swedish school. The aim of this study is to illustrate the problems that occur because of the inclusion of this term and the freedom of interpretation as a result. Presented in this paper is an outline of the current field of research regarding the term historical consciousness with particular focus on the Swedish school and the criticism against the term. The study has been conducted by qualitatively interviewing five high school and upper secondary school teachers who has given their accounts on how they have interpreted and operationalized the term. The results show that the different interpretations has resulted in different focusing and approaches to teaching. This in turn leads to the fact that the equality of education may be questioned.

Historcal consciousness is an ambiguous concept that is depicted throughout in the 2011 curriculum. The purpose of this essay is therefore to examine how a selection of history teachers interprets and integrates the concept of historical consciousness in their teaching. Semi-structured interviews is the method that is applied. The results are analyzed in relation to three definitions of the concept historical consciousness, which are established by Karl-Ernst Jeismann, Bernard Eric Jensen and Jörn Rüsen. Furthermore, the results are discussed on the basis of previous research regarding history teachers teaching methods on historical consciousness and student’s prerequisites for developing historical consciousness. In the results it appears that all history teachers interpret the concept of historical consciousness in fairly different ways. However, the history teacher’s interpretations consist of a common grounded understanding regarding the knowledge of connections between different time dimensions. Furthermore, it is demonstrated that the history teachers describe several different approaches to developing student’s historical consciousness, and that various interpretations and approaches described by the history teachers can be linked to Jeismann's, Jensen's and Rüsen's definitions of the concept.

Some may say that the chilling breezes of the Cold War are running through Europe following the Russian invasion of Ukraine in February 2022 and the world is once again reminded of the dark history of the second half of the 20th century. The multifaceted concept of historical consciousness sears through the Swedish curriculum since 2011. Those two components combined lay the foundation of why this essay aims to study how Swedish history teachers operate to develop the students’ historical consciousness through their education about the Cold War. The method used to conclude the result in this essay is semi-structured interviews. The results are subsequently analyzed using three varying definitions of historical consciousness, which are defined by Karl-Ernst Jeismann, Bernard Eric Jensen and Jörn Rüsen, as well as a theory of implementation issues (implementeringsproblem) established by Evert Vedung and Lennart Lundquist. Additionally, the result is also discussed in relation to previous research regarding teachers’ concept of historical consciousness, how teachers integrate the Cold War in their history education as well as how they correlate their teaching to the curriculum.Although the result shows that the teachers’ answers vary, they all share the same view on historical consciousness as a time dimensional concept which can be linked to the definitions of Jeismann, Jensen and Rüsen. The implementation issues shown in the result are mainly a consequence of the lack of time to implement historical consciousness in the teaching as well as a lack of full understanding of the concept and its close ties to the curriculum. A vast majority of the teachers in the study also believe that the Cold War is one of the most important parts of history education.Our conclusion is that history teachers find historical consciousness difficult to define and that the obstacle against educating the students towards a better historical consciousness is time as well as their own interests.