<p>This thesis deals with the question of how and to what degree Swedish history books for schools changed between the early 20<sup>th</sup> century and the 1960s. The theoretical foundation for this study is a perspective which treats historical accounts as narratives, bringing meaning and orientation to the present. According to this perspective, historical accounts may be divided into four different types of narratives, <em>traditional, exemplary, critical </em>and<em> genetical.</em> The basis for this division is how the narratives use the past to make the present understandable.</p><p>The following conclusions are reached:</p><ol><li>That Swedish history books for schools have changed less, and in a moore gradual way than those dealing with general history. </li><li>There is a growing use of genetical narratives at the expense of mainly exemplary ones. Also over time there is a tendency towards variance in narrative form. </li><li>The most significant dimension of change is in regards to the presentation of specific historical epochs within the books, not of the books as a whole. </li></ol>
| Identifer | oai:union.ndltd.org:UPSALLA/oai:DiVA.org:uu-113829 |
| Date | January 2007 |
| Creators | Olofsgård, Jonatan |
| Publisher | Uppsala University, Department of History of Science and Ideas |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, text |
Page generated in 0.0024 seconds