<p>The purpose of this work is to do a qualitative study of the identity of the Baptist congregation in Asker and the mentality which is created in that congregation during the period 1858–1887. The question at issue concerns the content, the creation, the continuity, the changes, the rate of exclusion, the expressions, etc of the identity and the mentality.The dissertation is divided into five parts: Part one (chapter 1–2) includes issues of theoretical and methodological interest. The purpose of part two (chapter 3–5) is to give some background information, to sketch the landscape in which the Baptist congregation of Asker is placed. Part three (chapter 6–13) is the main part of the dissertation, in which the results of the study of the eight selected areas are presented and analysed. Part four (chapter 14–15) is the part where the results of the studies of the different areas are put together and the whole picture of the identity and mentality of the congregation is presented. The conclusion is that the identity is constructed out of two kinds of relations, an inner religious and several outer relations, such as the Lutheran state church, the society, the history and so on. These relationships construct the identity. The congregation mediate their identity through preaching, through special institutions and through the normative common life of the congregation. The mentality of the congregation is characterized by spiritual rationality, dualistic thinking, insecure security, limited democracy, and assured faith and efficiency In the last fifth part we find some words for further study and thinking, two appendixes and the list of sources and literature.</p>

Research shows that the pupils in school need anchoring in reality and motivation to become interested and understand history. Local history is the history about the community and makes it possible for the ordinary person to become part of historic events. The aim with this study is to clarify in which magnitude local history is taught in middle school, how and what is taught and if teaching local history contributes to the development of the pupils´ identity and knowledge. Interviews with teachers in middle school reveals that the teachers mainly teach local history by visiting different locations, for example museums. Teachers use local history when ordinary history lessons need clarification. The study contains a survey that shows that the larger part of the pupils who answered the survey knows what local history means. The pupils are also mainly interested in his or her family history compared to history in general and history about his or her hometown. / Forskning visar att eleverna i skolan behöver verklighetsförankring och motivation för att intressera sig och förstå historia. Lokalhistorien är historia om närsamhället och möjliggör för den vanliga människan att vara delaktig i det historiska skeendet. Syftet med denna studie är att förtydliga i vilken omfattning lokalhistoria undervisas på mellanstadiet, hur och vad som undervisas, samt om undervisning av lokalhistoria bidrar till elevers identitets- och kunskapsutveckling. Genom lärarintervjuer framkommer det att lärarna främst undervisar om lokalhistoria genom olika studiebesök, men också för att förtydliga undervisningen av historia. Studien innefattar en enkätundersökning med syfte att undersöka om elever som går i årskurs sex har intresse av historia och om deras reflektioner kring lokalhistoria. Enkätundersökningen visade att större delen av de elever som svarade på enkäten vet vad lokalhistoria betyder. Eleverna är också främst intresserade av sin familjs historia jämfört med historia allmänt och om sin hemstad.

Tedestam, Joel, 2021. Kommunerna och järnhästen. En studie om kommunerna i västra Smålands påverkan på nedläggningen av persontrafiken på järnvägslinjen Värnamo-Kärreberga. (The Municipalities and the Iron Horse. A study about the municipalities in western Småland and their impact on the shutdown of the passenger traffic on the railway line Värnamo-Kärreberga). C-level.    The purpose of this essay is to explore the actions taken during 1960 to 1970 by relevant municipalities in regards to the shutdown of the passenger traffic on the railway line Värnamo-Kärreberga in 1968. The study also aims to bridge the areas of municipal and railroad history using this event as a focus for both disciplines and it will hopefully provide a more nuanced picture of the event itself concerning the roles the municipal governments had during the shutdown. The study employs primarily the method of text analysis and the source material is based on city council protocols from the municipalities themselves as well as a couple private archives.    The shutdown of passenger traffic on the railway sparked different levels of reaction from the municipalities, ranging from the largely passive to the almost defiant. Tensions were high as the region were poised to lose part of a transportation system that had been operational since 1899 and had deeply impacted the region’s societal and economic development. In order to solve the problems however, the councils showed the pragmatism that was characteristic of the Swedish municipalities at the time.   Key words: Municipal history, railway history, communication history, local history.

Syftet med detta examensarbete har varit att påvisa vilken roll lokalhistoria kan spela i historieundervisningen utifrån en samtid präglad av globalisering och mångkulturalitet. Utifrån detta har vi genom intervjuer med behöriga gymnasielärare i historia undersökt vilka didaktiska fördelar de upplever att lokalhistoria kan medföra, samt vilken verkan lärares synsätt på lokalhistoria har i relation till inkludering och exkludering. Den didaktiska frågan varför stod i fokus igenom forskningsprocessen. Vi utgick från två övergripande definitioner kring lokalhistoria. Den ena bygger på en traditionell definition där studier av det geografiska närområdet ligger i fokus. Den andra utgår ifrån eleven och dess narrativ som det lokala i lärandesituationen. Denna definition står Alison Hales bakom och benämner som “the child as the local”. Lärarna lyfte fördelar såsom konkretion, relevans, levandegörande, identitetsfrämjande &amp; bidragande till utveckling av historisk empati med mera. Vad gäller inkludering och exkludering visar våra resultat på att enligt de tillfrågade lärarna kan båda definitionerna bidra till en större grad av inkludering i historieundervisningen. Utifrån en geografisk definition kan en känsla av ett gemensamt vi skapas, medan utifrån “the child as the local” blir elevernas narrativ representerade i undervisningen. En fördel med sistnämnda är att den kan främja interkulturell kompetens då eleverna får ta del av varandras historia och möjligen bidra till ökad respekt och tolerans gentemot varandra. Lärare bör använda båda definitionerna för att dra så positiva fördelar som möjligt utifrån ett arbete med lokalhistoria, i syfte att utveckla elevers historiemedvetande.

Studien har gjorts med syfte att undersöka forskningsläget samt mellanstadielärares uppfattningar huruvida elevernas intresse för historieämnet kan öka med hjälp av undervisning om lokalhistoria. Forskarna har inriktat sig på lärares uppfattningar om lokalhistoria och presenterar olika för- och nackdelar som lärarna pekar på, samt hur lokalhistoria kan användas i undervisning.  Metoden för den empiriska studien har varit kvalitativa intervjuer med ett antal lärare. Lärarna som intervjuas i studien arbetar eller har arbetat på mellanstadiet. De delar med sig av sina erfarenheter och uppfattningar gällande lokalhistorisk undervisning samt varför de valt att arbeta med lokalhistoria trots att det inte längre finns med i läroplanen för mellanstadiet.  Den empiriska studien överensstämmer med forskningsläget och båda visar en rad fördelar med lokalhistorisk undervisning. Fördelar som lyfts är att undervisningen blir intresseväckande för eleverna samt att de kan göra kopplingar mellan den “lilla” och den “stora” historien. De nackdelar som presenteras är bland annat brist på material samt ekonomiska resurser. Slutsatsen blir dock att lokalhistoria är ett arbetssätt som påverkar eleverna positivt och kan öka deras intresse för historieämnet.

The aim of this essay is to study the politics of elected women in Karlstad´s town council in the 1940s. This is done by examining the motions they put forward. The motions are examined through the records from the town councils’ meetings. To fulfil the essays’ purpose three questions are asked, the first one relates to the content of the motions, what do they contain? The second question asks whether the motions follow certain themes and if the themes coincide with the traditional roles in politics where women do politics in areas pertaining reproduction. This part of the essay is analysed trough a model created by Lena Wängnerud. Reproduction means social, caring areas such as healthcare, education, and welfare whereas the other end of the scale is production with areas such as finance, taxes, and commercial politics. The women put forward 23 motions over a 10-year period where more than half of them fell under the reproduction category. The third question asks where or not the women act within the frames for the gender system and gender contract theorized by Yvonne Hirdman. The study finds that the women in the town council often followed the norm, which is for them to put forward motions pertaining other women, children, elderly and the lesser fortunate. The study also finds that Karlstad had a high percentage of women in the town council, comparing to the rest of Sweden and both Denmark and Norway. Even though the women were many in percentages, compared to the rest of the country they were rather passive. Only a few women put forward several motions. The reason for this is unclear but being in a male dominated field could mean that the little power existing for women were given to a small minority of the women, who got to be the voice for all the women. The study does find that one third of the motions could be placed under the production end of the scale meaning they might not have been as bound to the gender contract as first thought.

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.

Syftet med vårt utvecklingsarbete har varit att skapa ett tematiskt arbete kring lokalhistoria för elever i en mångkulturell miljö. Vi har valt att utgå från stadsdelen Rosengård i Malmö då det är en mångkulturell miljö i vår närhet. Målet med temaarbetet som vi utformat har varit att göra det lokalhistoriska arbetet meningsfullt och givande för alla elever genom att koppla samman den lokala historien med elevers historier. Då identitetsskapande och historiemedvetande poängteras i både förslag till kommande kursplan för historia och kommande läroplan för grundskolan ville vi att arbetet skulle fokusera på just dessa begrepp. Vi har utformat ett temaarbete som är planerat att sträcka sig över en termin där vi genom olika moment och arbetssätt hoppas kunna fördjupa elevers historiemedvetande och identitet. I vår slutdiskussion har vi knutit samman de teorier kring historiemedvetande och identitetsskapande som vi utgått ifrån med det tematiska arbetets upplägg. Eftersom vi inte utfört arbetet i praktiken har vi inte kunnat utvärdera och analysera det utifrån empiri. Istället har vi gjort detta utifrån den litteratur och de teorier som vi använt oss utav. De slutsatser vi har kunnat dra utifrån arbetet är bland annat att elever vid vårt lokalhistoriska arbete skulle kunna öka sin lust att ta till sig historiekunskap och att detta i sin tur kan ge dem möjlighet till ett ökat historiemedvetande. Detta skulle dessutom kunna leda till att elever fördjupar och nyanserar synen på sig själva.

This study was done with the aim of seeing what space local history gets in the teaching of some selected middle school teachers in Ronneby municipality and what didactic considerations the teachers make in this work. Local history opens for collaboration with other institutions in society such as museums and associations, does the interviewed teachers have any experience with that and what are their thoughts on these collaborations? For the study, a qualitative interview study was chosen with five teachers  working in fourth-sixth grade in Ronneby municipality. The interviews were of a semi-structured nature to allow the teachers' own thoughts and reflections to emerge. Five teachers from four schools participated in the study, where the two teachers from the same school wished to participate together as both had taught the subject in different periods. The distribution between rural and urban schools is even. All the teachers in the study had worked with local history in their teaching in different ways and to varying degrees. Having various kinds of walks in the vicinity of the school was something everyone had done. Also, stories about the massacre in Ronneby 1564 was something that all teachers included in their lessons. Time, finances, and lack of knowledge were factors that the teachers saw as difficulties in working with local history. The teachers highlighted aspects such as increased interest in the students when the teaching comes close to the students; the possibility of concretization with the help of the local; as well as advantages of more practical teaching where several senses are activated. The rural schools had been involved and are still involved in projects with museums and local associations, while the urban schools were more dependent on the knowledge and initiative of the individual teacher. All the teachers were positive about collaborations and would have liked more external initiatives to contact the teachers, as it becomes easy to deprioritize if the teachers themselves must manage the contact.

The protests and strikes in Västervik 1917 have been considered to be the start of the hunger movement in Sweden. The events have been called the Swedish revolution. The Swedes who participated were inspired by the February revolution in Russia, and there were similarities, but the reformist side won and the outcome was the equal vote for most men and women. This essay analyzes the way four newspapers report from the events in relation to the political orientation of the newspapers, the involvement of women in the strikes and protests, and how the events in Västervik can be used for educational purposes. The two right wing newspapers wrote negatively about the worker´s movement and, the two left wing newspapers published articles that acknowledged the struggle of the workers and the abuse against the workers by the factory owners. Three of the newspapers (Smålands Allehanda, Smålands Folkblad and Västerviks Veckoblad) initially have relatively neutral articles and the comments about the opposing political side are relatively subtle. The revolutionary syndicalist newspaper Syndikalisten has a more aggressive tone because it functions as the official paper of SAC, the Swedish workers central organization. The inquiry shows that women were not that much involved in the strikes and protests in Västervik. They were active in the certain sectors, such as foodstuff, where they, in certain cases, could make a big difference. The events in Västervik 1917 can be used in school when the students work with the history of their local communities in a social learning environment.