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  • 1.
    Abrahamsson, Nils-Filip
    et al.
    University of Kalmar, School of Communication and Design.
    Blom, Fredrik
    University of Kalmar, School of Communication and Design.
    Är du privat eller offentlig?: En studie om vad som utmärker marknadskommunikationen i en privat respektive offentlig organisation.2009Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The market communication in organisations is vital to manage the competition. Studies have shown the importance of market communication in both private and public organisations.

    Since the past decade market communication has been acknowledged as an instrument to provide the organisations target group with valid information.

    This thesis is a study about the differences in market communication between private and public organisations. To manage this we asked ourselves the question:

    “- What distinguish the market communication in a private respective a public organisation?”

    We have done qualitative interviews to get the best result for our study. We have interviewed both types of organisations and our respondents have leading strategic position in their organisations.

    Our research highlights important differences between private and public organisations in matter of tactics in market communication.

    In conclusion the result shows a great difference in how an organization is managing their communicative strategies all depending on if it is a private owned company or a public organisation.

  • 2.
    Adetorp, Johan
    Lund University.
    Det keltiska talar genom brakteaterna2002In: Populär Arkeologi, ISSN 0281-014X, no 4, p. 30-33Article in journal (Other (popular science, discussion, etc.))
  • 3.
    Adetorp, Johan
    Lund University.
    Guldbrakteaternas ikonografi: Bilder av en folkvandringstida föreställningsvärld2003In: Adoranten, ISSN 0349-8808, p. 30-38Article in journal (Refereed)
  • 4.
    Adetorp, Johan
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    Resension av Peter S. Wells. How the Ancient Europeans saw the World. Vision, Patterns, and the Shaping of the Mind in Prehistoric Times, 2012, ISBN 0-691-14338-2,  Princeton University Press2013In: Fornvännen, ISSN 0015-7813, E-ISSN 1404-9430, Vol. 2, p. 151-152Article, book review (Other academic)
  • 5.
    Adetorp, Johan
    Lund University.
    Vad heter du min skarpe vän?: Vapennamn i myt och verklighet2003In: Populär Arkeologi, ISSN 0281-014X, no 3, p. 24-26Article in journal (Other (popular science, discussion, etc.))
  • 6.
    Agevall, Ola
    Växjö University, Faculty of Humanities and Social Sciences, School of Social Sciences.
    A Science of Unique Events2009In: The Protestant Ethic and the Spirit of Capitalism, W.W. Norton & Company, New York , 2009, p. 155-179Chapter in book (Other academic)
  • 7.
    Agevall, Ola
    Växjö University, Faculty of Humanities and Social Sciences, School of Social Sciences.
    A Science of Unique Events: Max Weber's Methodology of the Cultural Sciences1999Doctoral thesis, monograph (Other academic)
  • 8.
    Agevall, Ola
    Linnaeus University, Faculty of Social Sciences, Department of Social Studies.
    Heinrich Rickert och vetenskapsläran2013In: Kulturvetenskap och naturvetenskap / [ed] Heinrich Rickert / Ola Agevall, Göteborg: Daidalos, 2013, p. 7-32Chapter in book (Other academic)
  • 9.
    Agevall, Ola
    Växjö University, Faculty of Humanities and Social Sciences, School of Social Sciences.
    Historieämnets legitimitet: Några preliminära frågor2001In: Humanetten, ISSN 1403-2279, no 9Article in journal (Other (popular science, discussion, etc.))
  • 10.
    Agevall, Ola
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Social Sciences.
    Om begreppskarriärer: En fallstudie av stereotypiernas väg genom de psykiatriska diagnoserna2009In: Arkiv för studier i arbetarrörelsens historia, ISSN 0436-8919, no 98-99, p. 173-202Article in journal (Other academic)
  • 11.
    Agevall, Ola
    Växjö University, Faculty of Humanities and Social Sciences, School of Social Sciences.
    Om begreppskarriärer: en fallstudie av stereotypiernas väg genom de psykiatriska diagnoserna2009In: Mellan hantverk och profession: Samhällsvetenskap på klassisk grund / [ed] Eva Fasth, Sven Hort & Svante Lundberg, Växjö: Växjö University Press , 2009, p. 173-202Chapter in book (Other academic)
  • 12.
    Agevall, Ola
    Växjö University, Faculty of Humanities and Social Sciences, School of Social Sciences.
    The career of mobbing: emergence, transformation, and utilisation of a new concept2008Report (Other academic)
    Abstract [en]

    Concepts play a part in any scientific endeavour. They simultaneously serve as receptacles for previously attained knowledge, as vehicles of scientific and didactic communication, and as building blocks in the construction of new descriptive and explanatory schemes. In this sense, concepts are central to the cognitive organisation of scientific disciplines. But disciplines also differ from one another, and not just in terms of the stock of concepts deemed necessary for internal scientific communication but also, for example, in terms of the logic of conceptual change, the relative influx of connotations, and the degree of universal adherence to specific definitions.

    One crucial characteristic of the social sciences is that they share part of their vocabulary with the lay people they study. In some cases, social scientific terminology has trickled into everyday speech; in other cases the social sciences have proceeded by refining and redefining locutions found in natural languages. The aim of this book is to study empirically, by means of a detailed case study, the mechanisms that shape concept formation in the social sciences. It focuses on the history of the concept of ‘mobbing’, with special reference to the interaction between science and lay conceptions. This condensed conceptual history shows that the public discourse, that was instrumental in the diffusion and entrenchment of the notion of mobbing in the early 1970s, significantly shaped the career, contents, and uses of the corresponding scientific concept.

  • 13. Ahlbeck, Mattias
    et al.
    Gill, Alexander
    Papmehl-Dufay, Ludvig
    Stockholm University.
    Isaksson, Mikael
    Jordbromalm 4:2: Arkeologisk förundersökning av stenåldersboplatsen RAÄ 233, Österhaninge sn, Södermanland2007Report (Other (popular science, discussion, etc.))
  • 14.
    Ahmed, Maaheen
    et al.
    Ghent University, Belgium.
    Lund, Martin
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences. Graduate Center CUNY, USA.
    ‘We’re all Avengers now’: Community-building, civil religion and nominal multiculturalism in Marvel Comics’ Fear Itself2016In: European Journal of American Culture, ISSN 1466-0407, E-ISSN 1758-9118, Vol. 35, no 2, p. 77-95Article in journal (Refereed)
    Abstract [en]

    This article discusses Marvel Comics’ 2011 crossover ‘event’ ‘Fear Itself’. It suggests that the event argues for national unity in a time of crisis by mobilizing America’s self-definition as a multicultural nation as well as civil religion. The article discusses ‘Fear Itself’s’ attempted construction of national myth through looking at the way it represents the media, US multiculturalism (in a generalized form that nominally includes non-white groups while frequently failing to account for them) and ‘sacralized’ civil religious aspects of US history. Especially salient in this connection is the event’s engagement with the Roosevelt years. In doing so, it is argued, ‘Fear Itself’ presents an Americanness that relies on an idealized and nostalgic notion of the so-called ‘Greatest Generation’, a tightly knit, self-sacrificing civil society that supposedly came into being during that period.

  • 15.
    Alexandersson, Anna
    et al.
    Linnaeus University, Faculty of Business, Economics and Design, Linnaeus School of Business and Economics.
    Aronsson, Peter
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Cultural Sciences.
    Holtorf, Cornelius
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Cultural Sciences.
    Gustafsson, Birgitta E.
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Westergren, Ebbe
    Introduction2011In: Museum International, ISSN 1350-0775, E-ISSN 1468-0033, Vol. 63, no 1-2, p. 6-7Article in journal (Other academic)
    Abstract [en]

    The papers in this issue were first presented at the interdisciplinary conference “Applied Cultural Heritage: How telling the past at historic sites benefits society” held at Linnaeus University in Kalmar, Sweden, 17-19 November 2010. The conference was organised jointly by Linnaeus University, Kalmar County Museum and Bridging Ages, International Organisation in Historic Environment Education and Time Travels. The aim of the conference was to explore how cultural heritage and stories about the past benefit society today. Given the major changes of society in recent decades and a fast developing globalisation, we proposed that it is no longer self-evident which historic sites are meaningful (and to whom), which stories about the past should be told (and why), and how cultural heritage can best benefit society (and what that means). It was therefore time to ask these questions anew and explore them together with practitioners in the heritage sector from around the world.

  • 16. Alexandersson, Kenneth
    et al.
    Dahlin, MichaelPalm, VeronicaPapmehl-Dufay, LudvigLinnaeus University, Faculty of Humanities and Social Sciences, School of Cultural Sciences.Wikell, Roger
    Forntid längs ostkusten 2: Blankaholmsseminariet år 20102011Collection (editor) (Other academic)
  • 17. Alexandersson, Kenneth
    et al.
    Dahlin, MichaelPalm, VeronicaPapmehl-Dufay, LudvigLinnaeus University, Faculty of Humanities and Social Sciences, School of Cultural Sciences.Wikell, Roger
    Forntid längs ostkusten 3: Blankaholmsseminariet år 20112012Collection (editor) (Other academic)
  • 18. Alexandersson, Kenneth
    et al.
    Goldhahn, Joakim
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Cultural Sciences.
    ”Titta vad pappa hittade”.: Ett nyfunnet grepptungesvärd från bronsålderns period IV2010In: Forntid längs ostkusten: 1. Blankaholmsseminariet de två första åren, 2008 och 2009. / [ed] Alexandersson, Kenneth, Papmehl-Dufay, Ludvig & Wikell, Roger, Västervik: Västerviks Museum , 2010, p. 147-162Chapter in book (Other academic)
  • 19. Alexandersson, Kenneth
    et al.
    Papmehl-Dufay, LudvigKalmar County Museum.Wikell, Roger
    Forntid längs Ostkusten 1: Blankaholmsseminariet de två första åren2010Collection (editor) (Other academic)
  • 20.
    Alfsdotter, Clara
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    Bad Death at Sandby borg: A Bioarchaeological Analysis of Intergroup Violence and Postmortem Agency of Unburied Corpses2018Licentiate thesis, comprehensive summary (Other academic)
    Abstract [en]

    The subject of corpses from mass violence is surprisingly unexplored, even though the materiality of the corpse carries strong symbolic capital in conflicts. The aim of my PhD research is to create new knowledge about the implications of unburied corpses that stem from intergroup conflicts, and subsequently to add knowledge concerning how intergroup violence is organised to achieve desired social agendas.

    In the licentiate thesis presented here, I research the conditions for postmortem agency and how treatment of corpses can be studied in prehistory, specifically through the material remains of unburied corpses from the Sandby borg massacre. The Sandby borg case study is explored through a bioarchaeological perspective. Inside the Iron Age ringfort, the remains of at least 26 individuals have been recovered hitherto. Several of the dead display traces of lethal intergroup violence. By integrating osteology, archaeology, taphonomy and social theories, I show how bioarchaeological research can contribute to the understanding of past postmortem agency in relation to intergroup violence as a social process. The thesis is comprised of four articles.

  • 21.
    Alfsdotter, Clara
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences. Bohusläns museum.
    Kjellström, Anna
    Stockholm University.
    Evidence of an Iron Age Massacre at the Sandby borg Ringfort2017In: American Journal of Physical Anthropology, ISSN 0002-9483, E-ISSN 1096-8644, Vol. 162, p. 97-97Article in journal (Other academic)
  • 22.
    Alfsdotter, Clara
    et al.
    Bohuslän Museum.
    Papmehl-Dufay, Ludvig
    Kalmar County Museum.
    Victor, Helena
    Kalmar County Museum.
    A moment frozen in time: evidence of a late fifth-century massacre at Sandby borg2018In: Antiquity, ISSN 0003-598X, E-ISSN 1745-1744, Vol. 92, no 362, p. 421-436Article in journal (Refereed)
    Abstract [en]

    The European Migration Period (c. AD 400–550) was characterised by political, social and economic instability. Recent excavations at Sandby borg ringfort on the island of Öland in Sweden have revealed indisputable evidence of a massacre which occurred at that time. Osteological, contextual and artefactual evidence strongly suggest that the fort was abandoned immediately following the attack and was left undisturbed throughout antiquity. Sandby borg offers a unique snapshot of domestic life and abrupt death in the Scandinavian Migration Period, and provides evidence highly relevant to studies of ancient conflict, and on social and military aspects of Iron Age and Migration Period societies.

  • 23.
    Al-Mansour, Nawal
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    Wilde – Mannen som föll offer för den hegemoniska maskuliniteten: En begreppshistorisk analys av fem författares framställning av Wildes homosexualitet 2014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study has been to examine six books about Oscar Wilde’s homosexuality during the years 1906 – 2003. I have been analyzing their descriptions about his sexual orientation and compared them to each other to see the changes through time. In order to see some clear changes the main focus was to choose time differences between the books. It was clear that the earlier writers had negative opinions and thoughts about his sexual deviation the way they described it. The writers from the older books focus on Oscar Wilde’s achievements more than his sexual orientation. The analysis was made through two theories, Michel Foucault’s theories about sexuality, power and knowledge, and the second Raewyn Connell’s theory about hegemonic masculinity. The theories have been fundamental for this study on the basis of the changes through time and how societies viewed masculinity and sexual orientations. They have also been important for the descriptions of Oscar Wilde’s feminine attitude and his addiction to his looks. My method for the essay has been a conceptual analysis. The choice of this method was not hard because it has been important to the comparison and the analysis for the writers’ usage of word descriptions of Oscar Wilde’s homosexuality. The results showed a large amount of resemblances and differences between the books, which can be seen against the background of the society and its view on homosexuality. 

  • 24.
    Amirell, Stefan
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    Trump väcker Jacksons spöke till liv2017In: Svenska dagbladet, ISSN 1101-2412, no 2017-02-23Article in journal (Other (popular science, discussion, etc.))
  • 25.
    Ammert, Niklas
    University of Kalmar, School of Human Sciences.
    Att stimulera historiemedvetande2009In: Grundskoletidningen, ISSN 1652-7844, Vol. 3Article in journal (Other (popular science, discussion, etc.))
  • 26.
    Ammert, Niklas
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    Att öva historia2017In: Radar: Historiedidaktisk tidskrift, E-ISSN 2446-4309Article in journal (Other (popular science, discussion, etc.))
    Abstract [da]

    Kender du kvaliteten af dine læremidler, og hvilke former for viden de kan give? Der findes et væld af undervisningsmaterialer at vælge imellem samt ofte utilstrækkelige boganmeldelser i forhold til elevøvelser og opgaver, som ellers kan være centrale. Læs her om at kvalificere dit materialevalg ved at identificere og analysere forskellige typer af viden, som findes i opgaver og øvelser i historiebøgerne.

  • 27.
    Ammert, Niklas
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    Contact and contrast: the subject of history and its relation to students 1905-20052014In: International Journal of Historical Learning, Teaching and Research, ISSN 1472-9466, E-ISSN 1472-9474, Vol. 12, no 2, p. 46-63Article in journal (Refereed)
    Abstract [en]

    At a first glance at curricula, syllabi and textbooks, history teaching and its content in schools appear to be fairly unchanged over a long period of time. Selected subject matter, concentrated on political and social processes, war, peace, progress, and the objective to clarify changes, is in many respects the same. There are however aspects of history’s presentation that are seldom described or analyzed. One such aspect is how the relationship between the past and the student is approached. Connections between the past and the student in present time have the potential to make sense and meaning, and likely increase understanding of the past and of the student and society as interwoven in time.

    The study is based on a comparison between Swedish history textbooks and curricula during the period 1905 to 2005. Textbook characteristics sometimes do not have their counterpart in the curricula and syllabi. The consistencies and discrepancies that exist during the different time periods provide nuances for the picture of how curricula and syllabi intentions were realized and expressed

  • 28.
    Ammert, Niklas
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    Content, skills and deep reflection: on the Holocaust and other genocides in swedish history teaching2016In: International Research Conference on Education about the Holocaust, 2016Conference paper (Other academic)
  • 29.
    Ammert, Niklas
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    Den svårfångade kunskapen: elevers beskrivningar och tillämpningar av kunskap om historia2014In: Blickar: kulturvetenskapliga perspektiv på utbildning / [ed] Niklas Ammert, Ulla Rosén & Jonas Svensson, Växjö: Linnaeus University Press, 2014, 1, p. 61-76Chapter in book (Other academic)
  • 30.
    Ammert, Niklas
    University of Kalmar, School of Human Sciences.
    Do you want me to kill you now?: Ett historiedidaktiskt nedslag vid Eketorps fornborg2005Report (Other academic)
  • 31.
    Ammert, Niklas
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    En banbrytande historiedidaktiker2013In: I farmors kök blev jag människa: historiedidaktiska texter av K G Jan Gustafson / [ed] Niklas Ammert och Roland Hallgren, Lund: Sekel Bokförlag, 2013, 1, p. 19-28Chapter in book (Other academic)
  • 32.
    Ammert, Niklas
    University of Kalmar, School of Human Sciences.
    En katastrofkanon: 1900-talets katastrofer i historieläroböcker2009In: Didaktisk Tidskrift, ISSN 1101-7686, Vol. 18, no 5, p. 377-392Article in journal (Other academic)
  • 33.
    Ammert, Niklas
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    En ögonblicksbild av ondskan: Förintelsen och andra folkmord i svensk historieundervisning2015In: Historia vid skiljevägen: Historiekulturella sonderingar när och fjärran / [ed] Johan Dietsch, Maria Karlsson, Johan Stenfeldt, Ulf Zander, Höör: Agerings Bokförlag , 2015, p. 247-268Chapter in book (Other academic)
  • 34.
    Ammert, Niklas
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    Ethical Values and History: a mutual relationship?2013In: International Journal of Historical Learning, Teaching and Research, ISSN 1472-9466, E-ISSN 1472-9474, Vol. 12, no 1, p. 5-15Article in journal (Refereed)
    Abstract [en]

    In the last two decades, ethical values in the form of reconciling with the past and recognizing victimized groups in history, have become more common themes in history books and in history teaching, like a ‘moral turn’ in the writing of history. History didactics research points out that values issues and moral questions clarify issues and contexts, stimulating thinking over time and activating people’s historical consciousness. Previous research, however, often only states that there is a relationship. In this article, I describe and analyze on empirical grounds, first how values are approached, and have been approached, in Swedish history textbooks, and how history and values relate to each other. Thereafter, I describe how 15-year-old students in Sweden express the relationship between values and history. Central to the analysis is how the historical context can clarify values and at the same time, how values can function as an interface creating meaning and bringing together knowledge between the past, the present and the future.

  • 35.
    Ammert, Niklas
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Cultural Sciences.
    Ett innehåll förmedlas2011In: Att spegla världen: Läromedelsstudier i teori och praktik / [ed] Niklas Ammert, Lund: Studentlitteratur, 2011, 1, p. 259-278Chapter in book (Other academic)
  • 36.
    Ammert, Niklas
    University of Kalmar, School of Human Sciences.
    Finns då (och) nu (och) sedan? Uttryck för historiemedvetande i läroböcker för grundskolan2004In: Historien är nu: En introduktion till historiedidaktiken / [ed] Klas-Göran Karlsson & Ulf Zander, Lund: Studentlitteratur, 2004Chapter in book (Other academic)
  • 37.
    Ammert, Niklas
    University of Kalmar, School of Human Sciences.
    Folkvilja, etikett eller jordbruksteknik?: En historiedidaktisk analys av synen på demokrati i historieläroböcker 1960-20032005In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 14, no 3, p. 31-50Article in journal (Refereed)
    Abstract [en]

    The concept of “democracy” is highly emphasized in society as wellas in Swedish school curricula. This article analyses the “supply-side” of education – the textbooks. What various conceptions ofdemocracy do lower secondary pupils meet in history textbooksand how is democracy presented in these books? Have there beenany changes in how the concept of democracy has been introducedbetween the 1960’s and the 2000’s? The first purpose of this articleis to analyse the concept of democracy in lower secondary historytextbooks and confront these representations and interpretationswith political and philosophical theories about democracy. Sec-ondly, I intend to find out whether the textbooks describe andexplain democracy in a historical context that can be useful forlearning and understanding. A contested concept like democracymay also open a way for pupils to understand the historical proc-ess and stimulate their history consciousness.

  • 38.
    Ammert, Niklas
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    Förväntningar och förekomst: Elevers förväntningar och läromedlens urval och presentation av kalla kriget-epoken2017In: NHM-2017, 29: Nordiska historikermøde, 2017Conference paper (Other academic)
    Abstract [sv]

    Elever möter historia i en rad olika sammanhang; i media, i spel, i reklam, i filmer och i historiska faktaprogram på TV för att nämna några. Elevernas uppfattningar och kunskaper har därför sannolikt formats redan innan de möter skolans undervisning och därefter formas de som en parallell process. I skolans historieundervisning spelar läromedlen fortfarande en viktig roll. De används i olika utsträckning och på olika sätt, men de finns ändå där som en konstant. En intressant spänning kan därför uppstå mellan elevernas förkunskaper, deras förväntningar och den bild av det förflutna de möter i skolan. I denna presentation tar jag det inom historiedidaktiken tidigare svagt beforskade begreppet förväntning eller förväntan som utgångspunkt. Jag studerar vilka förväntningar eleverna har på, och vad de menar är viktigt och vad de vill lära sig om, en historisk epok som de ännu inte har studerat i skolan – kalla kriget. Elevernas förväntningar jämförs med läromedlens urval och beskrivning av epoken. Studien bygger på gruppintervjuer med svenska elever i årskurs 8 och en analys av historieläroböcker för årskurs 9. Resultaten diskuteras i ljuset av syften och innehållsbeskrivningen i den kursplan i historia som infördes i Sverige från 2011.

  • 39.
    Ammert, Niklas
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    Förväntningar och förekomst: Elevers förväntningar och läromedlens urval och presentation av kalla kriget-epoken2017In: Historie – didaktik, dannelse og bevidsthed: Rapporter til det 29. Nordiske Historikermøde, Aalborg, 15.-18. august 2017, Bind 1 / [ed] Peter Brunbech, Ketil Knutsen, Jens Aage Poulsen, Aalborg: Aalborg Universitetsforlag, 2017, p. 40-70Conference paper (Refereed)
  • 40.
    Ammert, Niklas
    University of Kalmar, School of Human Sciences.
    Gemenskap och ambivalens: Finsk-svenska möten i finlandssvenska läroböcker i historia2009In: Historisk Tidskrift för Finland, ISSN 0046-7596, E-ISSN 2343-2888, Vol. 94, no 1, p. 1-19Article in journal (Refereed)
  • 41.
    Ammert, Niklas
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    Historia som kunskap: Innehåll, mening och värden i möten med historia2013Book (Other academic)
  • 42.
    Ammert, Niklas
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    Historieläromedel: en forskningsöversikt2016In: Humanetten, ISSN 1403-2279, no 37, p. 140-153Article in journal (Other academic)
  • 43.
    Ammert, Niklas
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    History as knowledge: ethical values and meaning in encounters with history2015 (ed. 1)Book (Other academic)
    Abstract [en]

    What do you know when you know something about history? What is important to know and how do you learn? Adolescents encounter history everywhere: at school, in the family, in media and society. But how do adolescents perceive history and in what ways do aspects of meaning and ethical values affect the encounters with history? This study discusses how Swedish adolescents and teachers encounter, communicate and define knowledge about history, analysing the process from curricula and history textbooks to the world of the pupils.

  • 44.
    Ammert, Niklas
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    History IRL: How participants perceive time travels2016In: Bridging Ages Conference: Sept 13-16, 2016, Kalmar, Sweden, 2016Conference paper (Other academic)
    Abstract [en]

    To travel in time can be described as an encounter between now and then. The time traveller experiences a constructed past interpreted in present time. At the same time the time traveller could use the past as a mirror to learn something about herself. These multidimensional relations between the past and the present could be perceived and interpreted in a variety of ways. In this presentation I will discuss a typology to chategorize and analyze time travellers’ perceptions of the past.

  • 45.
    Ammert, Niklas
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Cultural Sciences.
    Inledning (Att spegla världen)2011In: Att spegla världen: Läromedelsstudier i teori och praktik / [ed] Niklas Ammert, Lund: Studentlitteratur, 2011, p. 17-22Chapter in book (Other academic)
  • 46.
    Ammert, Niklas
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    Interpreting historical encounters: how cultural sociology might enrich and complement history didactics2014Conference paper (Other academic)
  • 47.
    Ammert, Niklas
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Cultural Sciences.
    'Ja utan ondska skulle det knappt finnas någon historia': Värden som bärare av historisk kunskap2012In: Historiedidaktik i Norden 9: Del I: Historiemedvetande - historiebruk / [ed] Per Eilasson, Hammarlund, Karl Gunnar, Lund, Erik, Nielsen, Carsten Tage, Malmö och Halmstad: Malmö högskola , 2012, p. 54-74Chapter in book (Other academic)
  • 48.
    Ammert, Niklas
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Cultural Sciences.
    Kontakt och kontrast: Historieämnets innehåll och dess relation till elever 1905-20052012Conference paper (Other academic)
  • 49.
    Ammert, Niklas
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Cultural Sciences.
    Kulturrevolutionen i Boda: ett provokativt historiebruk2011In: HumaNetten, ISSN 1403-2279, no 27, p. 97-102Article in journal (Other academic)
  • 50.
    Ammert, Niklas
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    Meddelande till rymden2015In: Rymden och människan: Rymdforskning i humaniora, konst och samhällsvetenskap, p. 10-11Article in journal (Other (popular science, discussion, etc.))
1234567 1 - 50 of 1750
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