This study examines how upper secondary school teachers in Västerbotten and Österbotten plan to teach about the Finnish War 1808-09. The study includes written interviews with nine teachers in Västerbotten and eight teachers in Österbotten, who have answered questions concerning school policy documents, content and didactic methods. The purpose has been to examine whether there is a difference in historical culture in how the war is treated in the two regions. Historical culture is here meant within the prospective history lesson, where the pupils encounter history within certain boundaries.The result of the interview study shows that there are differences in structure concerning the school policy documents, but that these differences on the whole are compensated by the widespread interest in the Finnish War by the teachers in both regions. The differences in historical culture can be found within the construction of the content when it comes to the aftermaths of the war as well as the purpose of the teaching. A distinct common feature is that the perspective on local history has a strong position in education.Concerning the didactic methods there are differences working with source criticism as well as the forms of examination. Everything included, structurally, there are two different historical cultures. However, if we take into account the answers given by the teachers it is more reasonable to look at it as two nuances of one historical culture. Key words: Historical culture, history didactics, the Finnish War 1808-09, upper secondary school, Västerbotten and Österbotten.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:umu-99344 |
| Date | January 2014 |
| Creators | Nilsson, Perry |
| Publisher | Umeå universitet, Institutionen för idé- och samhällsstudier |
| 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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