<p>This thesis deals with the question of how and to what degree Swedish history books for schools changed between the early 20^th century and the 1960s. The theoretical foundation for this study is a perspective which treats historical accounts as narratives, bringing meaning and orientation to the present. According to this perspective, historical accounts may be divided into four different types of narratives, <em>traditional, exemplary, critical </em>and<em> genetical.</em> The basis for this division is how the narratives use the past to make the present understandable.</p><p>The following conclusions are reached:</p><ol><li>That Swedish history books for schools have changed less, and in a moore gradual way than those dealing with general history. </li><li>There is a growing use of genetical narratives at the expense of mainly exemplary ones. Also over time there is a tendency towards variance in narrative form. </li><li>The most significant dimension of change is in regards to the presentation of specific historical epochs within the books, not of the books as a whole. </li></ol>

This thesis deals with the question of how and to what degree Swedish history books for schools changed between the early 20th century and the 1960s. The theoretical foundation for this study is a perspective which treats historical accounts as narratives, bringing meaning and orientation to the present. According to this perspective, historical accounts may be divided into four different types of narratives, traditional, exemplary, critical and genetical. The basis for this division is how the narratives use the past to make the present understandable. The following conclusions are reached: That Swedish history books for schools have changed less, and in a moore gradual way than those dealing with general history. There is a growing use of genetical narratives at the expense of mainly exemplary ones. Also over time there is a tendency towards variance in narrative form. The most significant dimension of change is in regards to the presentation of specific historical epochs within the books, not of the books as a whole.

Forskning på museer har de senaste åren varit en omdiskuterad företeelse och hur denna ska bedrivas. Den här undersökningen behandlar synen på forskning utifrån ett länsmuseum med utgångspunkt i basutställningen på museet. Att tolka informanternas svar var inte helt oproblematiskt alla gånger, men detta har inte bara varit en nackdel utan det har även lett till vissa slutsatser. Undersökningen har resulterat i en inblick i forskningssynen utifrån främst en viss arbetsgenre på museet och även argumenten för vissa urval som gjordes till basutställningen har påvisats. Det har sedan kunnat dras vissa slutsatser vad gäller forskningsbegreppet och den problematik som kretsar kring denna, samt om hur urvalsprocessen gått till. Bland annat tas frågan om definitionsproblematiken av forskningsbegreppet upp, och även vilka faktorer som spelar in i urvalet av material till den studerade utställningen. / Research in museums has during the recent years been a controversial phenomenon about how it should be conducted. This study deals with the perception of research in a county museum, based on the permanent exhibition at the museum. To interpret the informants' responses were not entirely unproblematic all times, but this has not only been a drawback, but has also led to some conclusions. The investigation has resulted in an insight to the research approach based on primarily one professional genre at the museum and also some selections that were made to the permanent exhibition has been demonstrated. It has thereof been drawn certain conclusions about the concept of scientific research and the problems that revolve around this and how the selection process worked out. Inter alia, the problematic of defining research is discussed, and also the factors that determine the selection of materials for the studied exhibit.

The purpose of this study was to examine the relationships between several aspects of family environment and adolescent substance use. Participants included 372 (M = 15.45 years, range = 15-17) adolescent males with and without a paternal history of Substance Use Disorder (SUD). Participants completed measures of family functioning, family communication, parentadolescent communication, living arrangement, temperament, and substance use. Results indicated that family functioning and communication predicted a significant reduction in the number of drugs used, frequency of drug use, and problems associated with drug use beyond the effects of demographic covariates. Additionally, temperament and family history of SUD were examined as moderators of the associations between family environment and adolescent substance use. Neither temperament nor family history of SUD significantly altered these relationships. The results of this study highlight the importance of elucidating family environment and the role it may play in prevention and interventions efforts for adolescent substance use.

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 purpose of this thesis is to examine the use of historic memory  in relation to the riot’s in Gothemburg 14-16/6 2001. The empirical study is done through an examination, using a mainly qualitative method, of two Swedish tabloid papers (Aftonbladet and Expressen) published at the the time of the riot’s. The aim and goal for this study was to examine the process/struggle which took place over how the memory of this event was shaped. This study will show a more versatile, a true picture of that process. Also how different it was portrayed in the two tabloids and how those stories changed character daily depending on what happened.

The genocide in Srebrenica is described as "UN's darkest hour" and is the largest genocide in modern time after the Holocaust. 2020 marks the 25th year anniversary since the genocide took place in Srebrenica.  The purpose of this study is to answer how history teachers present genocide in their teaching and how teachers discuss the genocide in Srebrenica. This study is based on a qualitative method through data collection that is obtained from interviews with five different teachers who work in Swedish schools. The study's theoretical frame of reference is based on historical awareness, use of history and non-use of history to promote understanding of teaching choices and teaching methods. This study presents that the teachers use students' emotions through discussions and movies when depicting genocide. The Holocaust is presented as the premiss of the teaching regarding genocide. The genocide in Srebrenica is only mentioned or exemplified in connection with, and in relation to, other genocides such as the Holocaust. The teachers confirm that there is a lack of time, uncertainty, and knowledge regarding the genocide in Srebrenica. The consequence of this is that a large part of the society neither relates to nor barely knows about this genocide. Europe's and the UN's biggest stain becomes hidden, and the victims do not get the attention and justice they deserve. When ignorance exists in relation to the genocide in Srebrenica, we will not be able to reach the message that is often associated with The Holocaust - Never again.

The war in Vietnam was a conflict that happened during the Cold War. In the 1960s USA chose to join the war with the hope of stopping the spread of Communism. The war did not go as planned; instead the outcome was that the Americans lost. During and after the war in Vietnam several songs have been made. Some as protest of the war, others the opposite and had a positive attitude about USA and their participation in the war. In this thesis seven songs regarding the war in Vietnam have been analyzed. The aim of the thesis was to investigate the use of history in different lyrics about the war in Vietnam. An oriented interpretation textual analysis has been applied to the content. The theoretical part of the thesis that was chosen is the use of history as a theory. The theory of the thesis is based on Klas-Göran Karlsson’s typology where he list Scientific, Existential, Morally, Ideological, Non-use, Political-pedagogical and Commercial use of history. To search for the answer in how the artists applied a use of history, the typology of Karlsson and also added Robert Thorp’s four different ways which are Traditional, Exemplary, Critical and Genetic. The result of the thesis was that the war in Vietnam does not appear as clearly in the earlier songs as it did in the songs from the 1980s. Regarding the use of history the result showed that the songs apply the use of history in different ways to state their message.

It is said that we live in a society of communication, or a society of media, even. If that is true, that everyday live is affected by media, then the children of our society are also affected, and so is school. The purpose of this study was to see how four different teachers use media in their history education to spread knowledge about history to their pupils and to make them more historically aware. In doing so I was hoping that I, and others, can make use of their methods and experience of using media in the education. The results of this study shows that teachers seem to find pictures the best and most important media for pupils to understand history better. The teachers also all seem to think media in the history education can have a greatly positive impact on the pupils’ understanding of history.

This paper analyses – via a case study of Gabriel Djurklou’s Ur Nerikes folkspråk och folklif – the late 19th century regional Swedish cultural heritage discourse, which in the context of nationalism aimed to define an identity and evoke a sense of national kinship. The study focuses on how the use of history served to establish a conception of Swedishness based upon a specific, symbolic idea about the landscape; an idea that included aspects of both culture and nature. Michel Foucault’s theory of power and archaeological method is used to illustrate how the discourse selectively composed an idealistic national image by including certain objects and excluding others, how it determined which relational positions its subject could take in regards to other subjects and the discursive objects, and how subjects were created through a process of objectification. The idea of national identity embraced the rural landscape and peasantry, and it was spread via textual descriptions of the regional landscapes. The paper concludes that the discourse gained and exerted power through its texts, and the analysis illustrate specific ways in which history was used to evoke the sense of kinship by creating an idea about national identity.