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Alvén, F. (2024). Controversial issues in history teaching. Journal of Curriculum Studies, 1-17
Open this publication in new window or tab >>Controversial issues in history teaching
2024 (English)In: Journal of Curriculum Studies, ISSN 0022-0272, E-ISSN 1366-5839, p. 1-17Article in journal (Refereed) Epub ahead of print
Abstract [en]

Most of the history education research that addresses controversial issues suggests that disputes arising in the history classroom are rooted in students’ diverse identities that relate differently to history. Therefore, a history education that wants to ease tensions must try both to make these different identities and their relations to history visible and to enable an understanding of different relations to history based on identity. Starting with Gadamer’s concept of historically effected consciousness, this article outlines a model consisting of ontological third-order concepts and historical empathy in the history education as a suggestion to enable and corroborate constructive deliberative discussions in the history classroom. 

Place, publisher, year, edition, pages
Routledge, 2024
Keywords
Controversial issues, historical empathy, civic education, third-order concepts, deliberative discussions, history education
National Category
History
Research subject
Child and youth studies
Identifiers
urn:nbn:se:mau:diva-66195 (URN)10.1080/00220272.2024.2322502 (DOI)001172868900001 ()2-s2.0-85186946585 (Scopus ID)
Available from: 2024-03-03 Created: 2024-03-03 Last updated: 2024-03-28Bibliographically approved
Alvén, F. (2024). Pojkars och flickors temporala orientering och interesse för historia i Sverige. Noter (240), 20-27
Open this publication in new window or tab >>Pojkars och flickors temporala orientering och interesse för historia i Sverige
2024 (Swedish)In: Noter, no 240, p. 20-27Article in journal (Other (popular science, discussion, etc.)) Published
Place, publisher, year, edition, pages
Historielærerforeningen for Gymnasiet og HF, 2024
National Category
Pedagogy
Identifiers
urn:nbn:se:mau:diva-66405 (URN)
Available from: 2024-03-20 Created: 2024-03-20 Last updated: 2024-03-20Bibliographically approved
Alvén, F. & Ammert, N. (2023). Dansk historieundervisning i relation till svensk: Kommentarer till Eskelund Knudsen & Haue ”Historieundervisning i Danmark –epokale tendenser, kontinuitet og forandring i lærebøger og læremidler”. Nordidactica: Journal of Humanities and Social Science Education (1), 28-34
Open this publication in new window or tab >>Dansk historieundervisning i relation till svensk: Kommentarer till Eskelund Knudsen & Haue ”Historieundervisning i Danmark –epokale tendenser, kontinuitet og forandring i lærebøger og læremidler”
2023 (Swedish)In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 1, p. 28-34Article in journal (Refereed) Published
Abstract [sv]

De epokala tendenserna i dansk historieundervisning – deocentrism, antropocentrism och polycentrism – kan i viss mån sägas känneteckna också svensk historieunder-visning. En än mer träffande beskrivning av svensk historieundervisning skulle dock vara Gud och nytta, nationen samt demokrati och medborgarfostran. Svenska historie-läroböcker tycks mer kännetecknas av kontinuitet än av förändring (Gustafsson, 2017).

Place, publisher, year, edition, pages
Centrum för de samhällsvetenskapliga ämnenas didaktik (CSD), Karlstads universitet, 2023
Keywords
Historieundervisning
National Category
Didactics History
Identifiers
urn:nbn:se:mau:diva-57329 (URN)
Available from: 2023-01-10 Created: 2023-01-10 Last updated: 2024-01-11Bibliographically approved
Alvén, F. & Rudnert, J. (2023). Historical digital literacy: Social media and the multicultural classroom. In: Juan Ramon Moreno-Vera; José Monteagudo-Fernandez; Cosme Jesus Gomez-Carrasco (Ed.), Teaching History to Face the World Today: Socially-conscious approaches, activity proposals and historical thinking competencies (pp. 219-242). Berlin: Peter Lang Publishing Group
Open this publication in new window or tab >>Historical digital literacy: Social media and the multicultural classroom
2023 (English)In: Teaching History to Face the World Today: Socially-conscious approaches, activity proposals and historical thinking competencies / [ed] Juan Ramon Moreno-Vera; José Monteagudo-Fernandez; Cosme Jesus Gomez-Carrasco, Berlin: Peter Lang Publishing Group, 2023, p. 219-242Chapter in book (Refereed)
Abstract [en]

Over the past three years, the Western world has seen many conflicts aroundhistory. Statues have been torn down, anniversaries have been debated, historical figureshave been re-evaluated, and many have begun to question or defend their own nationalhistorical narrative. Social media has heightened the debate, with antagonists engaging infierce and usually not very nuanced debates on Twitter and Facebook. In this text, we try tobuild a digital historical didactic framework for how teachers can work with controversialhistory in the multi-cultural classroom by using social media as a resource. Through ananalysis of second order concepts such as significance, historical perspective, and historicalempathy based on a historical cultural perspective and with the use of history in focus, wehope that teachers in the classroom will be able to contribute to increased interculturalcompetence. In a final example, we analyze how people with different backgrounds anddifferent purposes in a thread on Twitter debate the history behind the celebration ofColumbus Day in a city in the USA.

Place, publisher, year, edition, pages
Berlin: Peter Lang Publishing Group, 2023
Keywords
History culture, use of history, second order concepts, inter-cultural competence, social media, Columbus Day
National Category
Didactics History
Research subject
Child and youth studies
Identifiers
urn:nbn:se:mau:diva-61528 (URN)9783631862483 (ISBN)9783631899809 (ISBN)
Available from: 2023-06-29 Created: 2023-06-29 Last updated: 2023-12-22Bibliographically approved
Moreno-Vera, J. & Alvén, F. (2023). Historical thinking competencies in Swedish’ Gymnasieskolan and Spanish’ Bachillerato curricula. Clio. History and history teaching (49)
Open this publication in new window or tab >>Historical thinking competencies in Swedish’ Gymnasieskolan and Spanish’ Bachillerato curricula
2023 (English)In: Clio. History and history teaching, ISSN 1139-6237, no 49Article in journal (Refereed) Published
Abstract [en]

The main target of this study is to make a comparative analysis between the presence or absence of historical thinking competencies in the official curricula of Gymnasieskola (Sweden) and Bachillerato (Spain). To reach this goal, a mixed instrument was designed, both qualitative and quantitative, to analyze the offical documents. The results show a great presence of “historical consciousness” in the case of Sweden and the use of historical sources and evidences in the case of Spain.

Abstract [es]

El objetivo principal de este estudio es el de analizar de forma comparativa la presencia o ausencia de las competencias de pensamiento histórico en el currículo educativo de Historia en los niveles de Gymnasieskolan (Suecia) y Bachillerato (España). Para ello, se diseñó y validó un instrumento mixto, cualitativo y cuantitativo, para analizar los documentos oficiales. Los resultados expresan la gran presencia de variables como “conciencia histórica” en el caso sueco y el mayor peso que tiene el trabajo con fuentes históricas y evidencias en el caso español.

National Category
History Educational Sciences
Identifiers
urn:nbn:se:mau:diva-64800 (URN)10.26754/ojs_clio/clio.2023499541 (DOI)
Projects
literacy
Available from: 2023-12-29 Created: 2023-12-29 Last updated: 2024-01-04Bibliographically approved
Alvén, F. (2023). Historieundervisning, självförståelse och empati. In: Olof Franck, Peder Thalén (Ed.), Mellan kunskap och fostran: En bok om syfte och mål med skolans undervisning om etik (pp. 161-172). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Historieundervisning, självförståelse och empati
2023 (Swedish)In: Mellan kunskap och fostran: En bok om syfte och mål med skolans undervisning om etik / [ed] Olof Franck, Peder Thalén, Lund: Studentlitteratur AB, 2023, p. 161-172Chapter in book (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2023
National Category
Pedagogical Work Didactics
Identifiers
urn:nbn:se:mau:diva-58745 (URN)9789144167596 (ISBN)
Available from: 2023-03-21 Created: 2023-03-21 Last updated: 2024-05-20Bibliographically approved
Alvén, F. (2023). Undervisa i historia: didaktik och metodik för ämneslärare (1ed.). Gleerups Utbildning AB
Open this publication in new window or tab >>Undervisa i historia: didaktik och metodik för ämneslärare
2023 (Swedish)Book (Other academic)
Place, publisher, year, edition, pages
Gleerups Utbildning AB, 2023. p. 184 Edition: 1
National Category
History Pedagogy
Identifiers
urn:nbn:se:mau:diva-61707 (URN)9789151109121 (ISBN)
Available from: 2023-07-10 Created: 2023-07-10 Last updated: 2024-05-24Bibliographically approved
Alvén, F., Karlsson, K.-G. & Sjöland, M. (2022). Den vetenskapliga frågan och det moraliska svaret: Förintelsen i elevers kunskaps- och föreställningsvärldar. Scandia, 88(1), 67-92
Open this publication in new window or tab >>Den vetenskapliga frågan och det moraliska svaret: Förintelsen i elevers kunskaps- och föreställningsvärldar
2022 (Swedish)In: Scandia, ISSN 0036-5483, Vol. 88, no 1, p. 67-92Article in journal (Refereed) Published
Abstract [en]

The scholarly question and the moral answer: The Holocaust in the knowledge and perception of students

All over the world, the Holocaust occupies a prominent position in historical culture, the area in which a society evaluates and communicates the history considered the most valuable and useful. Sweden is no exception. Since the 1990s, the Nazi genocide of the Jews has attracted an enormous amount of attention, first in the political and educational spheres, gradually also in Swedish cultural life and historical scholarship. In the Swedish school history curriculum, the Holocaust has been singled out as the only mandatory content. Based on this multifaceted interest in genocide, this article analyzes student responses to a question in the national examinations in history for the final year of Swedish compulsory school regarding the causes of the Holocaust. The answers are analyzed based on two different templates, one focusing on a traditional historical understanding of the Holocaust as linked to a specific historical setting, the other being a “civic” interpretation, viewing the genocide as a time-transcending phenomenon with a clear moral message for the present. This is a distinction with international resonance in historical culture related to Holocaust history. One result of the analysis is that one of four students is incapable of giving a satisfactory answer to the question. Another result is related to quality and grades. Many weaker answers are not primarily morally oriented. Rather, they focus on perpetrators - Hitler, the Nazis and Germans – often simplistically depicted as exchangeable and driven by the same genocidal intentions but in want of a historical context. The best answers are based on historical aspects, such as Germany’s defeat in the First World War, as well as on more complex, functionally oriented explanations, even if the figure of Hitler remains a key explanatory factor. The conclusion is that history and morals must be understood and made operative as two reciprocally linked dimensions. From a scholarly perspective, it is certainly necessary to do justice to the Holocaust in its own, contemporary right. However, it is just as imperative to realize that the Holocaust belongs to those “borderline” events that cannot be enclosed into themselves but must be made to transcend their temporal boundaries, as lessons of history. How this is to be done is an urgent scholarly and didactical task.

Abstract [sv]

Denna artikel behandlar hur förintelsen ska undervisas enligt den svenska skolans läroplan där den tillhör det central innehållet. Artikeln analyserar elevers responser på en fråga från det nationella provet i årskurs 9. Den diskuterar hur elever förstår förintelsen ur  två perspektiv: en traditionell historisk föreståelse alternativt ett samtida moraliskt uppdrag

Place, publisher, year, edition, pages
Stiftelsen Scandia, 2022
Keywords
Holocaust, historical culture, national examinations, moral guide, historical understanding, dual perspective
National Category
History
Identifiers
urn:nbn:se:mau:diva-51744 (URN)10.47868/scandia.v88i1.24207 (DOI)000806991400004 ()
Available from: 2022-05-30 Created: 2022-05-30 Last updated: 2023-04-13Bibliographically approved
Alvén, F. (2022). Digital historia för att överbrygga nationsgränser i EU. Svenska Historiska Föreningen
Open this publication in new window or tab >>Digital historia för att överbrygga nationsgränser i EU
2022 (Swedish)Other (Other academic)
Place, publisher, year, pages
Svenska Historiska Föreningen, 2022
Keywords
historiedidaktik, historia i skolan, internationella samarbeten
National Category
Didactics
Identifiers
urn:nbn:se:mau:diva-51172 (URN)
Available from: 2022-04-27 Created: 2022-04-27 Last updated: 2022-04-29Bibliographically approved
Alvén, F. (2022). Elever hamnar fel när de resonerar om orsaker till förintelsen. Skola och samhälle (2022-10-03)
Open this publication in new window or tab >>Elever hamnar fel när de resonerar om orsaker till förintelsen
2022 (Swedish)In: Skola och samhälle, E-ISSN 2001-6727, no 2022-10-03Article in journal (Other (popular science, discussion, etc.)) Published
Abstract [sv]

Förintelsen är viktig i svensk historieundervisning. Men när elever fokuserar på medborgerligt ställningstagande i svar på provfrågor om Förintelsen, underkänns deras svar ofta. Fredrik Alvén beskriver problemet med historieämnets dubbla uppdrag (red).

Place, publisher, year, edition, pages
Föreningen skola och samhälle, 2022
National Category
Educational Sciences
Identifiers
urn:nbn:se:mau:diva-55277 (URN)
Available from: 2022-10-04 Created: 2022-10-04 Last updated: 2023-07-06Bibliographically approved
Projects
HistoryLab for European Civic Engagement: open e-Toolkit to train History Teachers on Digital Teaching and Learning
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-4906-362X

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