The aim for this study was to see the epoch antiquity’s part in the course History 1a1 in the textbooks, the regulatory documents, and the active history teachers in the municipality of Umeå. The method that has been used is hermeneutic method in cooperation with use of history. The study relay on the theory of history culture made by Klas-Göran Karlsson, but also on the theory of history consciousness. The study’s conclusion is that the epoch antiquity should take a small part of the course History 1a1, but that there is space for the teachers who want to give it more time. The books show the same results when some of them have a small part aimed for the antiquity and some of them have a few more pages. The teacher’s opinions show the same pattern when the majority thinks that the course should have a small part of the course, while others think it should have a bigger part. The result of what content the antiquity should have got a similar response in the three parts of the study. Governance and culture are the two themes that is said to be the most important part of the epoch’s content, the teachers agree but also think that historical consciousness is a matter of importance. The historical consciousness is also a big part of the regulatory documents and can be seen in the textbooks as well. The regulatory documents find the knowledge of source criticism and use of history to be of importance, but none of them appears in the textbook’s chapter of antiquity nor in the opinions of the teachers.

The study aims to investigate what didactic strategies teachers use to prevent and counteract anti-Semitism in the classroom. The study aims to use a qualitative method to investigate the experiences, strategies, and how they perceive the concept of anti-Semitism. We used semi-structured interviews with four history teachers at three different schools in Southern Sweden. The interviews were analyzed based on their conceptual definition of anti-Semitism; stories important in history teaching linked to history culture. The study contains theoretical definitions of the concepts of anti-Semitism, historical consciousness, history culture, and narrative. The empirical material showed that teachers largely shared views of the concept of anti-Semitism as negative and expressions described as Jew-hatred. The history teachers also had similar views on which didactic choices and strategies they considered beneficial in the work to combat anti-Semitism. Further, the empirical material also showed that study trips were considered good strategies in countering anti-Semitism, especially in the future perspective, when students in recent years understood the purpose of the trips. The results also showed that economic conditions mainly govern the possibility of travel, but that everyone considered it a good thing. The results of the survey are not representative of history teachers throughout Sweden, their understanding and didactic choices cannot be generalized. However, this study can help shed light on how to work to counter anti-Semitism and strategies for dealing with Holocaust education.

This study explores the early history of Sydney's Rocks area at two levels. First, it provides a much-needed history of the city's earliest, oldest-surviving and best-known precinct, one which allows an investigation of popular beliefs about the Rocks' convict origins, and which challenges and qualifies its reputation for lowlife, vice and squalor. Second, by examining fundamental aspects of everyday life - townscape, community and commonality, family life and work, human interaction and rites of passage - this study throws new light on the origins of Sydney from the perspective of the convict and ex-convict majority. Despite longstanding historical interest in Sydney's beginnings, the cultural identity, values, habits, beliefs of the convicts and ex-convicts remained largely hidden. The examination of such aspects reveals another Sydney altogether from that presented by governors, artists and mapmakers. Instead of an orderly oupost of empire, a gaol-town, or a 'gulag', the Sydney the Rocks represents was built and occupied largely according to the tastes, priorities and inclination of the people, with relatively little official regulation or interference. While the Rocks appeared 'disorderly' in the eyes of the elite, it nevertheless functioned according to cultural rules, those of the lower orders - the artisans, shopkeepers, publicans, labouring people, the majority of whom were convicts and ex-convicts.

This study explores the early history of Sydney's Rocks area at two levels. First, it provides a much-needed history of the city's earliest, oldest-surviving and best-known precinct, one which allows an investigation of popular beliefs about the Rocks' convict origins, and which challenges and qualifies its reputation for lowlife, vice and squalor. Second, by examining fundamental aspects of everyday life - townscape, community and commonality, family life and work, human interaction and rites of passage - this study throws new light on the origins of Sydney from the perspective of the convict and ex-convict majority. Despite longstanding historical interest in Sydney's beginnings, the cultural identity, values, habits, beliefs of the convicts and ex-convicts remained largely hidden. The examination of such aspects reveals another Sydney altogether from that presented by governors, artists and mapmakers. Instead of an orderly oupost of empire, a gaol-town, or a 'gulag', the Sydney the Rocks represents was built and occupied largely according to the tastes, priorities and inclination of the people, with relatively little official regulation or interference. While the Rocks appeared 'disorderly' in the eyes of the elite, it nevertheless functioned according to cultural rules, those of the lower orders - the artisans, shopkeepers, publicans, labouring people, the majority of whom were convicts and ex-convicts.

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.

This series is devoted principally to short scholarly editions of unpublished or little-known sources on African history.

Short monographs on African history and culture, mainly by graduates of the University of Leipzig.

This study is based on the fact that different groups have different historical frames of references, that are based on a group's unique historical cultural structure, within which the individual operates. Research shows, among other things, that people who are perceived to have had a positive significance for their own nation are sometimes highlighted for political reasons. Research also shows that students perceive their textbooks as the only historical truth, which contributes to internalization of a certain history culture. The purpose of the study is to compare different textbooks from Sweden and Norway and in the light of the countries' different experiences compare how the Second World War is presented. The method used is comparison of relative tendency based on two main themes. The theory in the study is based on Jörn Rüsen's description of history culture as divided into three dimensions, which has not been done in a similar way before. History culture has rather been a support concept for, for example, gender. The results show that there are aspects that are portrayed unanimously positive, such as Winston Churchill, while Sweden is described to varying degrees as submissive and weak, which is a contrast to Norway, that is described as fighting and steadfast. Finland is described both positively and negatively in the source material. Furthermore, the results show that analysis of textbooks based on the concept of history culture is feasible even if it has certain problems, and that an approach using history culture can be applied to remedy some problems that previous research has described in relation to history culture in schools. / Denna studie tar sin utgångspunkt i faktumet att olika grupper har olika historisk referensram, vilket grundar sig i en för gruppen unik historiekulturell struktur, inom vilken individen verkar. Forskning visar bland annat att personer som uppfattas ha haft en positiv betydelse för den egna nationen ibland lyfts fram av politiska orsaker. Forskning visar också att elever uppfattar sina läroböcker som den enda historiska sanningen, vilket leder till att de internaliserar en viss historiekultur. Syftet med studien är att jämföra olika läroböcker från Sverige och Norge och mot bakgrund av ländernas olika erfarenheter jämföra hur andra världskriget framställs. Metoden som använts är komparation av relativ tendens utifrån två huvudsakliga teman. Teorin i studien utgår från Jörn Rüsens beskrivning av historiekultur som delad i tre dimensioner vilket inte gjorts på liknade sätt tidigare, historiekultur har snarare varit stödbegrepp till exempelvis genus. Resultatet visar att det finns företeelser som lyfts från enhälligt positivt som exempelvis Winston Churchill, medan Sverige i olika grad beskrivs som undfallande och svagt vilket är en kontrast mot Norge som beskrivs som kämpande och ståndaktigt. Finland beskrivs både positivt och negativt i källmaterialet. Resultatet visar också på att en analys av läroböcker utifrån en teori om historiekultur är görbar även om den har vissa problem. Det visar också att en historiekulturell ansats kan tillämpas för att råda bot på problem som tidigare forskning beskrivit i förhållande till historiekulturen i skolan.

The first aim of this SAG is to present and study three different researchers: Dahl (2021),Thorp (2016) and Johansson (2012) on how the subject of the use of history can beimplemented into history teaching and evolve students' way of thinking towards a betterhistorical consciousness. The second aim of this paper is to reflect on how the term uses ofhistory can be best implemented in a multicultural classroom. The third aim is to determinehow the terms use of history, historical consciousness and multiculturalism is defined inacademic research. To make these definitions we used the researchers Aronsson (2002),Karlsson (1999), Nordgren (2006, 2016), Rüsen (2004), Jeismann (1979), Koselleck (2004),Jensen (2003) and Runblom (2006). The material we have been using are doctoraldissertations and licentiate degrees which have been gathered from the digital platformsResearchgate, ERIC and DiVA. In our paper’s result the focus has been to present and reflectthe theoretical approaches that each researcher has obtained through their respective studiesregarding multicultural education, uses of history and historical consciousness. These resultsbecame the basis of a discussion of advantages and disadvantages regarding the optimal wayto construct an education plan for teachers. In our conclusion we presented the case that noneof the researchers' work was complete in itself and can be used in conjunction with each otherto better create a whole sided perspective on the best plan for history teaching. We also cameto the conclusion that terms uses of history, historical consciousness and multiculturalismcan be defined in a variety of ways. There are some disputes between each researcher in howthe relation between historical consciousness and uses of history can be defined. Thoughmost of them agree that multiculturalism includes a variety of aspects such as normality,individuality and that creation of identity is a big part of the multicultural classroom.

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