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To Bridge Time: Historical Consciousness in Swedish History Textbooks
Linnéuniversitetet, Fakultetsnämnden för humaniora och samhällsvetenskap, Institutionen för kulturvetenskaper, KV.ORCID-id: 0000-0002-8096-7291
2010 (engelsk)Inngår i: Journal of Educational Media, Memory and Society, ISSN 2041-6938, E-ISSN 2041-6946, Vol. 2, nr 1, s. 17-30Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

Since the early 1990s, the concept of historical consciousness has been central to didactic research in Sweden. It has mostly been used as a theoretical framework on a macro-level or as an attempt to identify students' historical consciousness. This article applies the theoretical concept of historical consciousness to tangible source material: history textbooks from the twentieth century. It focuses on whether Swedish history textbooks for lower secondary school have articulated contexts that may be conducive to developing historical consciousness. The article employs a number of theoretical concepts—narratives, multichronology, identity, and values—in order to analyze perspectives that can be utilized to trigger historical consciousness.

sted, utgiver, år, opplag, sider
Berghahn Journals , 2010. Vol. 2, nr 1, s. 17-30
Emneord [en]
HISTORICAL CONSCIOUSNESS; IDENTITY, MULTICHRONOLOGY, NARRATIVE, SWEDEN, TEXTBOOK, VALUES
HSV kategori
Forskningsprogram
Humaniora, Historia – didaktisk inriktning
Identifikatorer
URN: urn:nbn:se:lnu:diva-6773DOI: 10.3167/jemms.2010.020102Scopus ID: 2-s2.0-84859333517OAI: oai:DiVA.org:lnu-6773DiVA, id: diva2:329279
Tilgjengelig fra: 2010-07-09 Laget: 2010-07-09 Sist oppdatert: 2018-05-28bibliografisk kontrollert

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