My purpose was to gain knowledge about how the Kalmar Union was presented in Danish and Swedish text books for upper secondary school during the period 1960-2000's. In order to fulfill my purpose three Swedish and three Danish textbooks for upper secondary school was analyzed. To concretise the purpose, I was looking for differences and similarities between how the Danish and Swedish history textbooks presented history about the Kalmar Union. I was also looking for continuities and changes in how the Danish and Swedish history textbooks present history about the Kalmar Union during the period 1960-2000’s. Prior research showed that there was currently different conclusion regarding the Kalmar Union. Both similarities and differences have emerged between both the Danish and Swedish textbooks. Primarily the Swedish textbooks were more consistent with each other than the Danish textbooks had been. The books during the same decade differed in the extent that Swedish textbooks described the need to break free from the oppression from Denmark a lot more often. The Danish textbooks had rather more examples that explained cohesion during the Kalmar Union and how the Union was created. That indicated that history  could be presented in different ways in different countries. I could therefor conclude that the history about the Kalmar Union presented in textbooks upper secondary school in Sweden and Denmark during the period 1960-2000’s actually tended to focus on different areas. The textbooks from the same countries seemed to be more similar to each other over time. For example the textbooks in Denmark tended to be more similar to each other during a longer period of time than they were with the textbooks in Sweden at the same period of time. The textbooks in Sweden also tended to be more similar to each other during a longer period of time. Distinct historical cultures like Sweden and Denmark, still tend to produce events in ancient history through the Kalmar Union from a national perspective. Keywords: The Kalmar Union, Danish textbooks, Swedish textbooks, History textbooks, Upper secondary school, Margareta, Erik of Pomerania, Swedish-Danish relations.

This study has examined how Swedish and Danish textbooks for upper secondary school has portrayed the historical Kalmar Union from the 1880s until modern day. This has been done partly through a hermeunetic text analysis and partly through a quantitative method that examined how many pages covered the Kalmar Union i each textbook. The analysis covered books from the 1880s, 1930s and modern textbooks, after which the results of an earlier study that covered the 1960s to the early 2000s was applied in order to get an overview of the full time period.  The results of the quantitative analysis showed that book from both countries write less and less about the union. Additionally, the Danish textbooks from the earlier decades drew more attention to the union compared to the Swedish books from the same time. Regarding the comparative text analysis, the results showed that the textbooks has become less and less biased over time. A nationalistic tendency that highlights the greatness of the own country can be seen clearer in the oldest texbooks but can still to some extent be seen even in today´s textbooks. This tendency is most visible when the creation of the union is described as the Danish textbooks tend to highlight the Danish queen´s personal qualities while the Swedish textbooks tend to highlight the collective benefits a union brought to all of Scandinavia. In doing so the Swedish textbooks portray it as a mutual decision while the Danish explanation portray it as a result of Danish superiority.

Sverige är ett land där det finns stora skillnader mellan historien för olika delar av landet. Skåne-landen, bestående av Skåne, Blekinge och Halland, tillhör de områden som senast blev svenska och således skiljer sig också den regionala historien från den nationella. På grund av de stora skillnaderna är det också av vikt att olika perspektiv på historien beaktas i undervisningen, vilket också Skolverket framhåller. Läroböcker har en central roll för den genomförda undervisningen och genom läroböckernas ställning används ofta deras innehåll för att tolka och precisera läroplanens mer abstrakta beskrivningar. Därigenom förmedlas ett särskilt historiskt innehåll som betraktas som mer värt än annan kunskap vilket medför att en historisk kanon uppstår. Den historiska kanon är också ett redskap för makt och därmed är det också en maktfråga gällande vad som inkluderas i den historiska kanon. Syftet med den här studien är därför att undersöka den historiska kanonen och dess maktförhållande gentemot den skåneländska historien. Det sker genom studerandet av hur historieframställningen av Kalmarunionen och tiden där omkring framställs i läroböcker för grundskolans årskurs 4–6 med ett särskilt fokus på ett skåneländskt perspektiv. Vidare undersöks det också vilka skillnader som kan utläsas mellan de olika läroböckerna. Undersökningen är genomförd genom en kvalitativ innehållsanalys av tre läroböcker utgivna av olika förlag, Liber, Natur &amp; Kultur och Sanoma utbildning, och författade av olika läroboksförfattare. Studiens resultat visar att den skåneländska historien huvudsakligen exkluderas i den historiska kanon och att en normativt negativ syn beträffande Danmark och det danska, som Skånelanden vid den här tiden utgjorde en väsentlig del av, förmedlas. De skillnader som framkommer mellan de olika läroböckerna berör främst olika förklaringsdjup och skillnader mellan hur negativt läroböckerna framställer Danmark och det danska. / <p>Godkänt datum 2021-06-09</p>

This thesis is a study of the norms and values of political culture during the 15th century.  The political culture gives the struggle for power in the Kalmar Union in the 15th century its characteristics.  The aim of this study is to identify the political culture and how it contributed to the political polarisation and disagreement within the Kalmar Union during the reign of King Karl Knutsson (Bonde) 1448-1470 and Regent Sten Sture 1470-1503. The theoretic approach is based partly on Eva Österberg’s definition of political culture, but mainly the theory is based on Harald Gustafsson’s thoughts and identified eight arguments for legitimising power used in political correspondence during the 16th century. These arguments are examples of how someone could express themselves to legitimise their power. The method used in this study identifies what non-vocal structures and values that are expressed in the official material of legal documents including treaties and open letters to or from the common people. Firstly, the context of the document is identified and information like who wrote it, when and why, secondly the study analyses how the operators’ addresses and use titles to one another. Thirdly the study identifies words and phrases that express positive values for legitimation. The values that has been found have been analysed in comparison to the law in order to identify if the values could be found in the laws as well. To conclude the study found that there are differences in how the operators expresses themselves and the emotional connection to the situation, although non-vocal structures like norms enforce the operators to apply a certain amount of respect. The political culture and the diplomatic mission creates the standards used in addressing their opponent. Therefore the choices of words are important and the study identifies five larger values that comes to light, they are law and justice, unity, assurances, commitments and duties and good characteristics. All of these can be identified during the entire research period and supported by the values expressed in the law.