The following knowledge overview, or SAG, aims to chart the results of scientific research to answer how historical narratives are considered in Swedish and Danish primary- and secondary history education. The methods used for collecting data are inquiries in databases and processing scientific journals. The results show that teachers are heavily affected by the historical narratives based on the historical culture they were raised in, and a subsequent consequence is involuntary tendentious teaching, presenting the learners with an already weighted take on history. Furthermore, the learners themselves carry their own narratives based on their life experiences and family histories. These narratives are not considered in teaching, leaving learners experiencing exclusion from the narratives presented in school. Thus, a lack of meaningfulness and lacking motivation for history as a school subject.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:mau-40036 |
| Date | January 2021 |
| Creators | Samzelius, Fredrik, Jonasson, Adam |
| Publisher | Malmö universitet, Malmö högskola, Institutionen för samhälle, kultur och identitet (SKI), Malmö universitet, Malmö högskola, Institutionen för samhälle, kultur och identitet (SKI) |
| 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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