Les « années de plomb » en Italie demeurent un passé qui est souvent mobilisé dans des contextes très divers et dont l’interprétation divise et oppose de nombreux acteurs. Cette thèse analyse les usages de ce passé, des années 1970 jusqu’à nos jours, et montre comment s’est élaboré et imposé en Italie un cadre interprétatif dominant des événements de la période. A partir de matériaux empiriques variés (entretiens, autobiographies, archives, débats parlementaires), elle étudie les multiples arènes où s’élaborent les mises en récit des événements passés et les controverses qui marquent leur interprétation. A la différence des travaux qui mettent en avant le caractère « exceptionnel » ou « traumatisant » d’un passé pour rendre compte de sa récurrence dans les débats postérieurs, ce travail déplace la focale du passé au présent. Il porte l’attention sur les acteurs qui interviennent dans les débats sur le passé et sur les enjeux qui leur sont propres : magistrats, victimes, anciens militants, hommes politiques. Il montre comment le passé est construit et reconstruit sans cesse dans et par ces différentes mobilisations et controverses qui se déroulent dans des conjonctures éloignées. C’est donc dans la rencontre entre trajectoire d’acteurs (et groupes d’acteurs) et contextes sociopolitiques que l’on peut saisir et expliquer les vies ultérieures des années 1970 en Italie. / In Italy, the « years of lead » represent a controversial past: this period of recent history is often mobilized in various contexts and its interpretations divide and oppose different actors. This thesis analyses the public uses of history, from the 1970s until today, and shows how a dominant frame of interpretation of past events has been set. Various empirical materials (interviews, autobiographies, archives, parliamentary debates) allowed to study different areas where narrations of past events have been constructed and controversies are taking place. Differently from works that are explaining recurrent controversies about the past by its “exceptional” or “traumatic” character, this research is focusing on the present. It analyses the actors that are intervening in public debates about the past and on their specific issues: judges, victims, former activists, politicians. It sheds light on how the past is continuously constructed and reconstructed in and by contemporary mobilizations and controversies. Thus, this work associates the study of actors’ trajectories and sociopolitical contexts to explain the posterior lives of the 1970s in Italy

This thesis appears to be the first academic recognition of the public trust doctrine at Canadian common law. Surprisingly, despite the explosion of the doctrine in the United States, there has been little consideration of the doctrine by Canadian courts and only one Canadian article on the subject. To date, Canadian interest in the doctrine has been primarily statutory. In essence, the public trust doctrine means that despite its ownership of natural resources, the government holds certain resources, such as navigable waters, on trust or in a fiduciary capacity for the public. The origins of the doctrine are somewhat vague, but can be traced back to Roman law and the English public rights of navigation and fishing. A review of these public rights reveals that at both law and economics, certain resources are "special" and inherently public in nature. A long and dusty trail through Canadian law reports reveals that Canadian courts have recognized a public trust with respect to navigation and fishing as well as highways. Although the public trust concerning navigation and fishing has lain dormant since the late nineteenth century, the distinctive features of the public rights of navigation and fishing which led both American and Canadian courts to declare a public trust, have been mirrored in Canadian law. Coupled with the initial Canadian recognition of the public trust, the foundations therefore exist for a modern common law revival of the public trust doctrine in Canada. The likely consequences of recognition of the public trust at Canadian common law are : (1) the recognition of a substantive right, and therefore legal standing, in members of the public to vindicate public trust interests; (2) the imposition of an affirmative fiduciary obligation on government with respect to trust resources; (3) the imposition of an administrative process on government with respect to supervision and disposition of public trust resources; (4) restrictions on alienation of trust resources, in particular the restriction that legislation is required to modify or extinguish public trust resources and, (5) in an environmental context, recognition of the importance of the natural environment and the special and inter-related nature of trust resources. / Law, Peter A. Allard School of / Graduate

The aim of this essay is to analyze the portrayal of the Romani people in 23 history textbooks marketed towards the Swedish lower secondary school between the years 1964–2014, but also which uses of history emerge from within these descriptions. During this period, the curriculum has passed through five different stages with varying approaches towards ethnic minorities. The method used to compare different textbooks, passages and time-periods was a qualitative and comparative content analysis based on a model by Professor Lennart Hellspong. This was supported by a theoretical framework focused around the typologies of uses of history by Professor Klas-Göran Karlsson. The findings show that Romani people are portrayed in similar themes or contexts over different curriculum-stages and many of the written passages focuses on the victimization and mistreatment of Romani by either Swedish or international actors. A comprehensive account of an objective and cultural history is only found in a few of the most current textbooks. The Romani and their history are often overlooked in favor of the majority society’s historical narrative if not a specific duty is charged towards their inclusion in the schools control documents. In the year 2000 the Framework Convention for the Protection of National Minorities was ratified by the Swedish government and the subsequent revision of the curriculum made this inclusion a permanent fixture. However, some textbooks keep minority history brief and unsatisfying. The uses of history regarding Romani people vary over time and appear to be subject to the overarching sociopolitical landscape. An excluding and existential nationalistic narrative is identified to be common during the 1960’s but transforms towards a more including variety over time. Non-use and political-pedagogical use are both partial in varying degrees during all the curriculum-periods coupled with a perceived scientific presentation of historical facts, but not scientific use of history. The current curriculum introduces a widely moral and conciliatory use of history. This study confirms earlier research to an extent, but at the same time it extends to focus on the Romani people, a wider variety of books and a longer time-period compared with earlier studies on the subject. The findings open the possibility for future research on other Swedish or international minorities – or the Romani from other methodological or theoretical standpoints.

This study has a multicultural and intercultural orientation. The aim of the study is to investigate the thoughts and experiences of newly arrived Afghan pupils in encountering history and cultural heritage in Sweden. The study is therefore based on a student ́s perspective. Interviews used as a method that are of a qualitative nature. It is a type of group interview, called focus interviews. The method allows the participants ́ collective and shared thoughts, feelings and experiences to be expressed. The material of the essay consists of recorded interviews with two student groups, primary school students and high school students. The theoretical concepts that used are historical consciousness, use of history and historical culture. The result shows that it is not easy for youths to live according to the norms and values of the new society. Learning about the country ́s history and culture becomes possible by knowing the language. In the light of their experiences from their homeland they appreciate diversity and freedom of religion. For these young people history is an important and exciting subject, but it becomes more interesting if it is about their original country and history. During the study it became obvious that the pupils belong to the folk group of hazara. The older generation had a crucial role in their historical culture to tell their children about a unique history: discrimination, persecution and genocide of hazara people. The collective story is reinforced and communicated through the new generation. The history of the genocide that exists in the world of youths is very significant for the hazara people ́s identity and community. / Den föreliggande undersökningen har en mångkulturell och interkulturell inriktning. Syftet med studien är att undersöka nyanlända afghanska elevers tankar och upplevelser i mötet med historia och kulturarv i Sverige. Som metod används intervju som är av kvalitativ karaktär. Den typ av intervju som används kallas för fokusgruppsintervju. Metoden låter deltagarnas kollektiva och gemensamma tankar, känslor och erfarenheter att komma till uttryck. Uppsatsens material utgörs av inspelade intervjuer med två elevgrupper, grundskoleelever respektive gymnasieelever. Studiens teoretiska begrepp är Historiemedvetande, historiebruk och historiekultur. Av resultatet framgår det att det inte är lätt för ungdomarna att leva enligt det nya samhällets normer och värderingar. Att lära sig om landets historia och kultur blir möjligt genom att behärska språket. Mot bakgrunden av sina erfarenheter från hemlandet uppskattar de mångfalden och religionsfriheten. För ungdomarna är historia ett viktigt och spännande ämne men det blir mer intressant om det handlar om deras ursprungliga land och historia. Under undersökningen blev det tydligt att eleverna tillhör folkgruppen hazara. Den äldre generationen hade en avgörande roll i sin historiekultur att berätta för sina barn om en unik historia: diskriminering, förföljelse och folkmord mot hazarer. Den kollektiva berättelsen förstärks och förmedlas genom den nya generationen. Historien om folkmordet som existerar i ungdomarnas värld har stor relevans för hazarabefolkningens identitet och gemenskap.

Detta examensarbete är en beskrivning av hur Lödöse museum arbetar för att nå ut till skolor. Syftet är att beskriva och analysera museipedagogers arbete för att nå ut till skolor med fokus på hur Lödöse museum skapar en relevant verksamhet för skolor och historieundervisningen. För att finna svar på hur Lödöse museum arbetar har jag använt mig utav en fallstudie. En fallstudie handlar om att studera ett enskilt fall. Syftet är att jag som undersökare kan upptäcka nya kunskaper och insikter som inte hade uppenbarats genom en masstudie. För att få svar på syftet har jag använt mig utav metodvalen: Dokument Kulturstrategi Västra Götaland och regional kulturplan 2020-2023, rapporten Jämlik Kultur 2016-2017, intervju av museipedagog och observation. Resultatet av metoderna resulterade i en samstämmighet kring visionen om att nå ut till alla skolor i 49 kommuner, samt att Lödöse museum har ett rikt utbud för att kunna levandegöra skolans historieundervisning. / This thesis is a description of how the Lödöse Museum works to reach out to schools. The aim is to describe and analyze the work of museum educators to reach out to schools, with a focus on how the Lödöse Museum works, I have used a case study. A case study is about studying an individual case. The purpose is that I, as a researcher, can discover new knowledge and insights that had not been revealed through a mass study. In order to get answers to the purpose, I have used the method choices: The document Cultural Strategy Västra Götaland and Regional Cultural Plan 2020-2023, the report Equal Culture 2016-2017, interview by museum educator and observation. The results of the methods resulted in a consensus on the vision of reaching out to all schools in forty-nine municipalities. Where Lödöse Museum has a rich selection to be able to bring the school´s history to life.

The subject for this thesis is to examine the portrayal of the local farmer in four different museums in Scania. The purpose is to examine these two questions:1.Which narrative and museal strategies are used in the portrayal of the local farmer by the local history societies?2.How do the actors of the local societies relate to the living conditions and hierarchies of the rural society of Scania?The source material consists of guided tours and text material from the museums. The theoretical fields consists of history culture, use of history, historical narrative, museology and rural science act as our theoretical fields. Peter Aronsson, Anna Eskilsson and Maria Björkroth act as our main theoretical framework.Our research presents two central discourses in the portrayal of the local farmer. The stories that we have identified in our results are those of success, of exhibitionistic value. Stories that carry elements of success and exhibitionistic value are both desirable and displayed. The stories portrayed are also neglecting the gender aspect. They are genderblind.The local history societies of Scania in the year of 2014 could be seen as museal activities focused more on conservation and nostalgia than on activities aimed at new visitors and the challenges of the present day.

The purpose of this study is to explore the popular computer game Europa Universalis IV and how the use of history looks inside the game and its potential use during lessons.There is also a second purpose to this study and it is to shine some light on how students between the ages of thirteen and fifteen think about history-based videogames and their use in a classroom situation. In order to get the some answers from the students I created a survey that was sent out to two schools in Sweden. The survey contained, among other things, questions about the students’ own experiences with history-based games and if they had learned anything by playing them. Another thing the surveyasked about was their opinion on games being used during class and what advantages and disadvantages they bring forth. The result of both studies was really interesting in their own way. For the first part EU4 is a complicated game which uses history to a great extent, somtimes in a good and educational way, but also in a way to make money. Secondly, the survey that was sent out to the schools gave some inspired answers. They showed that our studnets today are aware of the different ways history can be used, as well as what the games can teach us. Finally, this survey also showed that our young students have wise thoughts about the pros and cons with computer games during class.

The purpose of our degree project is to create an understanding of how three history textbooks and the textbook publishers make use of the use of history. The questions that we have started from are: How is the use of history presented in the textbooks? Is the depiction of history use the same between the books? When we were investigating we used the method called text analysis, and we analyzed the textbooks SOL NOVA HISTORIA 9, Utkik historia 7-9 and Fundament historia 7-9. When we have analyzed we have used books on theory by professor of History Klas-Göran Karlsson and professor of social sciences didactics Kenneth Nordgren. The conclusion of our degree project is that the history textbooks seem to have traces of both our theorists but Klas-Göran Karlsson's theory is the one that has more room in comparison to Nordgren. The reason is because the history books' description of different ways of using history is often closer to Karlsson's typology than to Nordgren´s. We can also see this because one of the books has used one of Karlsson's typologies, the moral use of history. An example of a similarity that we have seen between the books is that the use of history is a conscious act that people or groups do in order to achieve their purpose. Another similarity is that the books use similar examples when it comes to using history. An example with a similar theme between the textbooks are on the usage of ancient history such as Alexander the Great and how the use of history has an impact on Macedonian and Greek identity today. An example of a difference between the books, is that the use of history is given different amounts of space. Another example of a difference that we have seen between the books is that one of them has mentioned in its description of the use of history that history can also be used unconsciously. This is interesting because our theorists have described the use of history as a conscious act.

This G-3 essay aimed to study how people on three American left leaning social medias appoint queer identities to historical people and the discourse around this appointment. This was studied through the theoretical lenses of queer theory and the use of history. The source material consisted of posts from Tumblr, Twitter and Reddit and it was studied both quantitatively and qualitatively through the method of conceptual history. The historical people examined were Queen Christina of Sweden and King James VI and I of Scotland and England. This essay discovered that a wide variety of queer identities were appointed to the royals. However, all queer identities appointed were identities that matched the discoveries scientists have made about the royals’ lives. Furthermore, between one third and half of all posts used sources to justify the appointment of queer identities. The use of history in all posts were found to be either existential in nature – showing a desire to find connections with other queer people through history – or moral – using history to argue against current injustice against queer people.

Läromedel i alla ämnen måste alltid vara anpassade efter den nuvarande kursplanen. I ämnet historia är läroböcker fortfarande materialet som huvudsakligen används i undervisning. Därför är det viktigt att dessa böcker blir granskade och analyserade efter det centrala innehållet av den aktuella kurs- eller ämnesplanen. Syftet med den här uppsatsen är att granska 6 aktuella läroböcker i kursen historia 1b och jämföra dem med den nuvarande kursplanens centrala innehåll. Resultatet visade att alla 6 läroböcker uppfyller de kraven för det centrala innehållet, mer eller mindre utförligt, speciellt med hänsyn till de historieteoretiska begrepp som framförs i historia1b ämnesplanen. Resultatet visar dessutom att författarna av de olika läroböckerna har olika åsikter om vad elever skall lära sig. / Learning materials in all subjects must always be adapted to the current curriculum. In the subject of history, textbooks are still the material mainly used in teaching. Therefore, it is important that these books are reviewed and analyzed according to the central content of the current course or subject plan. The purpose of this essay is to review 6 current textbooks in the history 1b course and compare them with the core content of the current curriculum. The result showed that all 6 textbooks meet the requirements of the central content, more or less extensively, especially with regard to the theoretical concepts of history presented in the history 1b subject plan. The result also shows that the authors of the different textbooks have different opinions about what students should learn.