This essay investigates how Swedish history teachers in upper secondary school handle the mandatory subject usage of history in their history courses. The essay has two main focal points; the general didactic strategies employed by the teachers, and to what extent they bring up contemporary issues related to the usage of history. A typology of the usage of history is used to analyze the findings, along with a theory regarding the weaponization of history. The essay arrives at several conclusions. The teachers participating in the essay find usage of history meaningful content and make an effort to provide ample time for it during the school year. The essay also reaches the conclusion that the nature of the student groups is of importance when it comes to planning and teaching usage of history; the subject's inherent theoretical essence means teachers must be careful as to not overwhelm students, in particular those who perform below average in school. The essay also concludes that the teachers to a certain degree brought up contemporary examples of the usage of history, most notably in connection to the ongoing Russo-Ukrainian war, but also occurrences within a Swedish political context. Some of the teachers tethered this to the Swedish school’s overarching goal of cultivating democratic ideals and bolstering the students’ resilience to disinformation.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:sh-52818 |
| Date | January 2023 |
| Creators | Hedlund, Alexander |
| Publisher | Södertörns högskola, Institutionen för kultur och lärande |
| 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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