The aim of this study is to find out to what extent Swedish teachers use locally significant history as a part of their teaching, how they define it, and how they value the use of it. By doing qualitative and open-ended interviews with two teachers at upper-secondary school and two high school teachers from different parts of Sweden, we managed to see a pattern in which all the teachers expressed similar experiences related to the subject. By coding, we discovered that the teachers' answers could be grouped in different themes regarding the teacher's own interest in the subject, local history as a tool for teaching along with its practical possibilities and obstacles. The geographical area in which the teachers worked, the financial aspect of arranging for field trips or visits as well as adapting to the Swedish curriculum for history were mainly discussed in the latter. Although there were slight differences between the answers, the four teachers expressed mostly positive attitudes towards using local history as a method in their teaching. If they were given the possibility to do so regarding funding, they expressed a desire to further implement it in their teaching. This would make it easier to arrange school trips or be able to hire people from historical and cultural institutions to come and visit the school.

The residents of Henry County, through the evolving practices of collecting and preserving local history, organized and developed a sustainable local historical society. The 1902 dedication ceremony, which signaled the beginning of the “museum” chapter of the HCHS, was only one of many steps in the institutionalization of local history in Henry County. The foundation of a sustainable local historical society is constructed upon permanent quarters and a historical collection. Additional requisite building blocks include wide public support, adequate and consistent funding, and a paid individual to facilitate and manage the museum, its collections, and various other day-to-day operations and activities. In Henry County, this blueprint for sustainability was greatly facilitated by the county’s territorial beginnings and its cultural development before the Civil War, as well as the county’s old settlers’ society movement and local history writing during the latter half of the nineteenth century. With this said, historical societies were “not created in a vacuum” but rather amid a complex historical framework encompassing local, regional, and national contexts. For Henry County, this framework consisted of many varied but constituent parts. The American Centennial in 1876, industrialization, Quakerism, the popularity of Civil War history and commemoration in Indiana that peaked around 1900, and a state historical movement and the simultaneous development of other historical organizations following the Indiana Centennial in 1916 were also instrumental in the county’s evolving dedication to preserving local history and the organization’s course toward sustainability.

Local history knowledge informs citizens of the political, social, economic, and cultural aspects of their communities. Community colleges are uniquely situated to address citizens' educational needs because of their historic mission to serve local people. The problem at a rural college located in a southeastern region of the United States was the perception of a lack of local history in the curriculum. Dewey, Schon, Brookfield, and Mezirow's perspectives on reflection guided this case study. Two research questions focused on how faculty and staff at the college perceived the role of local history and its relationship to the curriculum and how local history could be included in the curriculum. Using a qualitative case study approach, 12 faculty, administrators, and staff were selected through purposeful and maximum variation sampling. Qualitative data collected from open-ended questions and history and humanities course syllabi were inductively analyzed and coded towards an emergent approach. The most important findings related to (a) the high value of local history knowledge to educators, students, and communities; (b) the abundance of internal and external resources to address local history in the curriculum; and (c) the desire of faculty to participate in future reflective activities designed to improve teaching and learning. Based on these findings, a position paper was developed for administrators, faculty, and staff, which included 3 recommendations: curriculum review, community partnerships, and professional development and faculty reflective practices. This study identified strategies and resources that may more effectively support students' learning outcomes and developmental needs, in relation to local history knowledge, which positions the institution to employ the curriculum as a vehicle to encourage citizens to actively participate in a democratic society.

SammanfattningHuvudsyftet med detta arbete är att få en inblick i hur två skilda förortsskolor med helt olika elevsammansättning i Malmö använder sig av närområdet (lokalhistoria) i historieundervisningen. Vilka olikheter finns mellan dessa två skolor? Vilka är skillnaderna och om det finns skillnader, vad beror detta i så fall på? Jag har även velat få kunskap om hur elevernas intresse för historia/lokalhistoria ser ut. Vilka för- och nackdelar det finns med att använda sig av lokalhistoria? Den ena skolan är belägen i Malmös södra del i stadsdelen Hyllie. Här är majoriteten av eleverna svenska. Den andra skolan är belägen i Malmös östra del i stadsdelen Rosengård, där majoriteten av eleverna har invandrarbakgrund. Själva undersökningen har jag genomfört i form av enkäter som gått ut till tre lärare respektive tre nionde klasselever på de båda skolorna. De skillnader som finns på dessa skolor rör sig främst om sättet att lägga upp undervisningen på. I Hyllie arbetar historielärarna på ett mer traditionellt vis där lärobokens innehåll styr mycket av undervisningen. Där är det upp till varje lärare att använda sig av lokalhistoria. På Rosengård arbetar lärarna med tema i undervisningen som är tematiskt upplagd. Eleverna där arbetar mycket självständigt i en tidrymd på 5-6 veckor, dessutom arbetar de i årskurs sex med Malmö och deras närområde. De olika sätten att lägga upp undervisningen på, tycker jag avspeglar sig i elevernas intresse för ämnet. / AbstractThe main purpose with this essey is to get an insight in how two different suburbpreschools with totaly different pupilcompostion in Malmö is using the immediate surroundings (local history) in their historyeducation. What differences are there between these schools? What are the distiction and if there are any, and in that case, why ? I have also wanted to get some knowledge about how the pupils interest are on history/ localhisory now a days. What advantages and disadvanteges there are of using localhistory? One of the school is located in Malmös south district Hyllie. The majority of the pupils here are Swedish. The other school is located in Malmös east district Rosengård, were the majority of the pupils has a foreign background. The examination in it self I’ve done trough questionnaires wich I gave to three teachers in three 9th grades in both schools. The differences that exist in these schools are mostly the way that they plan their education. In Hyllie the teachers works in a more traditionell way, were the textbok controls a lot of the teaching. I’ts up to each and everyone of the teachers to use localhistory there. In Rosengård the teachers works with themes in their education wich is thematic inclined and the pupils work independent in a period of 5-6 weeks, in addition to that the 6th graders are reading about Malmö and their immediat suroundings. I think that the different ways they plan the education reflects in the pupils interest.

SammanfattningDetta arbete har som syfte att ge förslag på hur man kan använda sig av Malmös parker i undervisningen med tonvikt vid historia och med utgångspunkt i den offentliga grönskan.Metoderna jag använt mig av har varit litteraturstudier av olika slag samt föreläsningar, samtal och grupparbete under kursen Stadens historia på Malmö Högskola samt studiebesök på Malmö stadsarkiv och stadsbibliotek. Vidare redovisas stöd för tanken att arbeta utifrån parkerna lokalhistoriskt i styrdokumenten och inom historiedidaktiken. En modell för hur man kan använda parken som ett pedagogiskt redskap presenteras samt en förteckning över litteratur innehållande olika övningar och uppgifter att använda i samband med parkbesöken. / AbstractThe purpose of this project is to give proposals on how to use Malmö's parks in teaching, with accentuation on history and with a starting point in the municipal green areas.The methods I have used are literature studies of various kind, lectures, deliberations and group projects during the course The town's history at Malmö Högskola as well as visits to Malmö City archives and Malmö City library. Furthermore, support for the idea of working on the basis of the parks local history is presented in the governing documents and within history didactics. A model for how one can use the park as a pedagogical tool is presented as well as a list of literature containing various exercises and assignments to use in connection with the park visits.

This is a work of local history examining the course of Reconstruction in Collin County, Texas. National and state level surveys of Reconstruction often overlook the experiences of communities in favor of simpler, broader narratives. The work proceeds chronologically, beginning with the close of the Civil War, and tells the story of Collin County as national Reconstruction progressed and relies on works of professional and non-academic historians, oral histories, census data, and newspapers to present a coherent picture of local life, work, and politics. The results exemplify the value of local history, as local conditions influenced the course of events in Collin County as much as those in Austin and Washington D.C. The story of Reconstruction in Collin County is one of anomalous political views resulting from geographical exclusion from the cotton culture of Texas followed by a steady convergence. As Reconstruction progressed, Collin County began to show solidarity with more solidly conservative Texas Counties. The arrival of railroads allowed farmers to move from subsistence agriculture to cash crop production. This further altered local attitudes toward government, labor, voting rights, and education for Freedmen. By the end of Reconstruction, Collin County had all but abandoned their contrarian social and political views of the 1850s and 1860s in favor of limited rights for blacks and Redemption. The results show the importance of local history and how Collin County’s Reconstruction experience enriches and deepens how historians view the years after the Civil War. The author recommends further research of this kind to supplement broader syntheses.

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[pt] Este trabalho é resultado de uma proposta de pesquisa que visava elaborar uma série de atividades para serem desenvolvidas em sala de aula pelo professor com seus alunos em que seja possível observar a participação e a influência da região no contexto geral e vice e versa, nas séries finais do ensino médio, buscando estabelecer uma relação entre os conteúdos determinados pelo currículo escolar implementado ao longo do ano letivo e a história local, evidenciando assim as relações existentes entre os processos históricos nacionais e regionais. Estabelece-se, assim, a possibilidade de propiciar ao aluno a compreensão de que as regiões que formam o Estado, a nível regional, e o país, a nível nacional, estão integradas em todos os aspectos enfatizando as influências sociais, econômicas e políticas que exercem umas nas outras e assim descontruir a noção de hierarquia histórica que veio sendo construída ao longo do processo de concepção e implementação da disciplina história no ensino no Brasil. Além de promover entre os alunos o despertar ou a intensificação do sentimento de pertencimento que permitiria, ao meu ver, uma maior identificação do aluno com a disciplina e com o processo de construção da história, visto que somos todos agentes da história. Além de exercer através desta o papel da disciplina escolar história na formação da nacionalidade, das identidades e na construção da cidadania. Assim, partimos da perspectiva regional nos utilizando da produção historiográfica acerca de Baixada Fluminense já previamente publicada, estabelecendo uma relação com o contexto nacional conforme o conteúdo abordado no livro didático utilizado pela turma. Para tal, delimitamos o nosso local a região da Baixada Fluminense, por se tratar do meu lugar de origem, além de corresponder a minha região de atuação profissional, permitindo desta forma ao discente conhecer melhor a história da região onde vive e estuda. / [en] This work is the result of a research proposal that aimed to elaborate a series of activities to be developed in the classroom by the teacher with his students in which it is possible to observe the participation and the influence of the region in the general context and vice versa in the series in order to establish a relationship between the contents determined by the school curriculum implemented throughout the school year and the local history, thus highlighting the existing relationships between national and regional historical processes. It establishes the possibility of providing the student with an understanding that the regions that form the State at regional level and the country at national level are integrated in all aspects emphasizing the social, economic and political influences that exert each other and thus deconstruct the notion of historical hierarchy that has been built throughout the process of conception and implementation of the history of teaching in Brazil. In addition to promoting among students the awakening or intensification of the sense of belonging that would allow, in my view, a greater identification of the student with the discipline and the process of construction of history, since we are all agents of history. In addition to exercising through this the role of school discipline history in the formation of nationality, of identities and in the construction of citizenship. Thus, we start from the regional perspective using the historiographical production about Baixada Fluminense already published, establishing a relationship with the national context according to the content addressed in the textbook used by the class. To do this, we delimit our place in the region of Baixada Fluminense, because it is my place of origin, besides corresponding to my region of professional performance, thus allowing the student to know better the history of the region where he lives and studies.

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