The central question of this essay asks which role history teachers say they give the future in the history subject of upper secondary school. The future is discussed as an important component in understanding the concept of historical consciousness, as well as through which methods one can practically work with this dimension of time. Four interviews with history teachers have taken place and answers concerning different aspects of their view of the future’s place in their subject have been analysed. The results show that the teachers have a clear view about the importance to convey a future that their students will be able to take an active role in shaping. The future perspective is however rarely prioritized, with a key reason given being time restraints. Furthermore, a less cohesive view between the teachers appears about the content and methods in using the future while teaching about history. The future is generally not seen as a didactical tool where handlingsberedskap (preparedness) provides ways to use historical knowledge to orient oneself in time.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:mau-35544 |
| Date | January 2018 |
| Creators | Rogberg, Max |
| Publisher | Malmö universitet, Fakulteten för lärande och samhälle (LS), Malmö universitet/Lärande och samhälle |
| 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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