This knowledge overview, known as SAG, aims to answer questions regarding what the national and international research in didactics shows about how history teachers in secondary and upper secondary schools reflect, plan, and teach about genocide. The methods used for this overview were a systematic search of relevant research and the processing of chosen research articles. Our results show that teachers consider genocide to be significant but also a complex subject. Furthermore, teachers aim to not only teach about genocide as a historical factual phenomenon but also open the door to discussions among learners regarding moral aspects of genocide throughout history. Prominent strategies that teachers use was shown through research on teaching about different narratives about genocide, but also getting learners actively involved in studying history, emphasizing human rights, and highlighting the consequences when these rights are ignored. In addition, research also shows the absence of certain aspects, such as the absence of explicit aims for teaching and too much focus on the political, ideological, and economic perspectives when teaching about genocide. To conclude, teaching about genocide should be a subject that teachers approach with carefulness and explicit strategies to make learners more engaged in the diverse historical contexts being discussed in the classroom and develop historical consciousness and narrative competence.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:mau-65415 |
| Date | January 2024 |
| Creators | Grahn, Isabella, Giorgelli, Karine |
| Publisher | Malmö universitet, Fakulteten för lärande och samhälle (LS) |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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