Syftet med denna undersökning var att genom kvalitativ intervjumetod undersöka be- greppsförståelse i historieämnet på mellanstadiet. Bakgrunden till studien var ett behov av att lyfta lärares perspektiv på begreppsförståelse i historieämnet. Datainsamlingen om- fattas av individuella intervjuer med sex verksamma lärare. Samtliga lärare arbetar med de samhällsorienterande ämnena, SO-ämnena, i årskurs 4–6. Det empiriska materialet har transkriberats och ligger till grund för vår analys av resultatet. Vid analys av resultatet används tre teoretiska perspektiv; det sociokulturella perspektivet på språk och lärande, transaktionscirkeln och kognitiv utveckling. 

Vi har undersökt hur mellanstadielärare ser på relationen mellan begreppsförstå- else och utvecklandet av ämneskunskaper. Denna begreppsförståelse omfattar både inne- hållsbegrepp och nyckelbegrepp i historieämnet. Vidare undersökte vi hur synen på denna relation påverkar prioriteringen av begreppsförståelse och utvecklande av ämneskun- skaper i deras undervisning samt deras val av arbetsmetoder. Vårt resultat visar att be- greppsförståelse utgör en viktig del av historieämnet. Däremot visar vårt resultat att synen på relationen mellan begreppsförståelse och utvecklande av ämneskunskaper samt arbets- metoder skiljer sig åt hos respondenterna. Vidare påverkar denna syn vad som prioriteras i historieundervisningen. Studiens resultat kompletterar den tidigare forskningen om be- greppsförståelse i historieämnet med både ett mellanstadie- och lärarperspektiv. Vårt re- sultat instämmer med tidigare forskning som betonar begreppens betydande roll i under- visningen. Samtidigt visar vårt resultat att lärarnas individuella syn på begreppens karak- tär skiljer sig från tidigare forskning. Flera lärare lyfter innehållsbegreppen som konkreta och vanligtvis lätta för eleverna att förstå. Nyckelbegreppen anses som abstrakta och svåra för eleverna att förstå. Dessa begrepp får inte samma explicita utrymme i undervis- ningen vilket bidrar till att lärarnas syn på begreppsförståelse enbart innefattar förståelse för innehållsbegreppen. Dessutom lyfter denna studie en ny kognitiv aspekt kopplad till undervisning om nyckelbegreppen som inte belysts i tidigare forskning. 

This study takes its point of departure in the concept of body of knowledge and sees this concept as including both the theoretical knowledge and the practical skills that teachers need to possess in order to be able to create well-functioning teaching in the school's everyday reality. Based on this definition the study examines, by interviewing and observing a number of Swedish history teacher students in the final phases of their teacher training, how Swedish history teacher training work with the body of knowledge to prepare students for teaching. The results show two important things: Firstly, that Swedish history teacher students show a familiarity with theories of learning and knowledge development regarding questions about why history is studied in school and what content history lessons should contain in order to achieve the aims. But secondly, the results also show that the students lack theories about and above all methodological strategies for how learning and knowledge development in the school subject history can be created in a teaching practice. An important conclusion from these results is that more history didactic research is needed on history teacher training in Sweden to overcome the problems concerning strategies and methods for the teaching practice.

Antologin visar nyansrikedomen inom det ämne som i vid mening kallas historia. Avståndet mellan texterna kan tyckas vara stort, då det rör sig om skildringar av hur vikingar gestaltas på museum, den svenska adelns förändrade identitet under 1800-talet, hur unga flyktingar i Sverige idag formulerar sin historiska självförståelse i sociala medier och analys av socialdemokraters memoarer som historieskrivning. Vidare berörs materialförvaltares professionalisering inom elitishockey, kulturarv och reggaeturism i Jamaica samt volontärorganisationers förändring till politiska rörelser i flyktingmottagandet 2015. Det gemensamma temat för antologin är frågor om hur individer eller kollektiv formar sin identitet i relation till de temporala sammanhang som de skriver in sig själva i.

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).

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.

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.

The text deals with the history of Swedish football's most classic club rivalries. These are the rivalries in Gothenburg (between IFK Göteborg, Örgryte IS and GAIS), Stockholm (AIK, Djurgårdens IF, Hammarby IF), and in the county of Scania (Malmö FF, Helsingborgs IF, Landskrona BoIS). The rivalries in Gothenburg have revolved around social class and political preferences, while those in Stockholm have focused on geography. The Scanian ones have been based on traditional rivalries between nearby cities within a distinct region. During the 2000s, a strong supporter culture has worked glocally to preserve a relatively non-commercial football culture, while rivalries at the same time have become fiercer. The heightened passion around the matches has in turn led to strengthened networks around the clubs, including better press coverage, increased sponsoring and the construction of better stadiums. The analysis summarises a qualitatively based research project on the relationship between club football and local identity in 11 different cities during the period 1950 up to the beginning of the 2000s.

The Swedish sport of bandy has been declared dead for a hundred years. Still, the sport survives as an ancient Swedish treasure. Neither the modernity of ice hockey, nor floorball, nor climate change has managed to knock it out. The exoticism of bandy is similar to that of the sour herring. Bandy started in the country’s most exclusive milieus – among the aristocracy and university elites – but today represents sparsely populated working-class areas. The Swedish Championship final, played since 1907, has retained its magic as Sweden’s oldest major annual sporting event. The supporter culture around the final has a long history. Not even football has been able to show as large a number of traveling supporters to a match. Nostalgia has long been the hallmark of the sport. Women’s bandy has an equally long and exciting history. During the 2000s, the sport of bandy was substantially modernized. In a short time, it left its dependence on nature and moved into indoor halls, arenas that guaranteed a good ice surface. Fans, however, did not quite accept the changes out of a sense of nostalgia. This study focuses on the sport of bandy and its complex relationship to modernity, the natural environment, nationalism, and nostalgia.

This chapter looks at how globalization has affected and shaped the domestic elite level male football cultures of Scandinavia since the game turned more professional in the region. By drawing on empirical examples from the recent histories of Norwegian, Swedish and, to a lesser extent, Danish football, the authors analyse how the sporting cultures of these countries have changed since the 1970s. The amateur ideologies which had previously dominated football in Scandinavia faded during a period when influences from international and especially professional English football intensified. These influences stretched from playing styles to spectator cultures. While these influences initially made clubs and teams from Scandinavia more competitive in international football, the ‘hypercommodification’ which has dominated top level European football in the new millennium has to a large extent affected Scandinavian football in a negative way in term s of sporting competitiveness. Simultaneously the authors argue that global influences have injected significant fuel and new energy to the spectator cultures evident in a large number of Scandinavian football club communities.

Something is happening to our cultural heritage. The longer time gose by, the faster the clock of preservation of the future of cultural buildings is ticking. Just like any old building, there comes a time when renovation is a must. Renovation is seen as something positive, but what happens when you mix the concept of renovation with words like cultural heritage? For all lod buildings specifically, and even som for an historic, suddenly it can become unacceptable. In ths study, the renovation and modernization of cultural heritage will be put to the test. Is change together with modernization something negative or is it the new way to go, not only to preserve cultural heritage and its historical impact on society but also preservation ot for future generations? This study has its focus on Fredrikskyrkan in the city of Karlskrona. This church went through a dramatic renovation and modernization between 2016-2018 and is now a multifunctional church where not only chourch activities are held. The reason why this particular church has been used in this study is because the altar and pews were chosen to be removed and large dramatic changes made people in general disagree with the new look. Through the course of the study, we will delve into how the modernization was motivated and how it has affected Fredrikskyrkan as a cultural heritage object, based on interview, data material, submitted texts from newspapers together with previous research focusing on, modernization and church cultural heritage Together with theories such as collective memories and the meaning of authenticity, the study will try to answer the question: What the motives were for the renovation and whether modernization and restoration can be linked to notions of preservation and modernization. The conclution shows that a balance that must exist between cultural heritage and new thinking of modernization. In connection with the renovation of Fredrikskyrkan, the concept of authenticity and collective memories was put to the test.

In my master's thesis, from a conceptual historical perspective with transnational application, I have analyzed the concept transfer and the establishment from the concept of Holocaust to the Swedish word förintelsen with its new meaning Förintelsen. I have also analyzed when, how and who consolidated the concept of Förintelsen in Swedish language use.

The word and the concept of the Holocaust

My analysis shows that the concept of the Holocaust is transferred to Sweden and established in Sweden through the Swedish word and the concept of Förintelsen.

The word and the concept of Förintelsen

My work presents a result that overturns previous perceptions about the establishment of the word and the concept of Förintelsen in Swedish language. The establishment of the word and the concept of the Holocaust was carried out in the following way. Bonniers Förlag launched in 1978 a translation of the novel Holocaust, in Sweden marketed with the title Förintelsen.In 1979, SVT premiered the American television series Holocaust, in Sweden marketed with the title Förintelsen. From 1979, the newspapers were filled with articles about the Nazi genocide of Jews during World War II, entitled Förintelsen, while the Scandinavian Institute for Jewish Education and Culture produced teaching materials for all of Sweden's schools and libraries under the term Förintelsen. In 1982, the television series Förintelsen was repeated, surrounded by factual programs, all under the collective name Förintelsen. The word and the concept of Förintelsen had finally, after four years of intensive use, made its way into Swedish language.

My work shows that there was a consensus, a common will at Bonniers Förlag, SVT, the media and Jewish organizations to name the Nazi genocide of Jews during World War II under the common name Förintelsen. Everyone worked together to consolidate the word and the concept of Förintelsen. In my work, I have shown that it was not only the title of a TV series that consolidated the concept of Förintelsen in Swedish language. Extensive collaboration was required to establish the word and concept of Förintelsen in Sweden as a unifying concept for the Nazi genocide of Jews during World War II.

För ungefär hundra år sedan fanns en livlig diskussion kring samma rättigheter till utbildning för alla. Kraven ökade på en gemensam bottenskola. En sådan skulle göra det möjligt att nå samhällets topp oavsett social bakgrund. Utbildningsmeriter skulle väga högre än att komma från "rätt" landsända. Men hade verkligen alla kapacitet att tillgodogöra sig undervisningen? Och kunde man låta unga välja livsväg på egen hand? Artikelns centrala frågor är hundra år gamla, och trots det oerhört aktuella.

This anthology is the result of an international workshop with the aim to initiate new discussions and new research on cultural heritage – contested as well as uncontested. The workshop was held at the Department of Society, Culture and Identity at Malmö University, in October 2022. Contested heritage, sometimes also referred to as “dissonant heritage” or “difficult heritage” has been discussed, explored and studied by cultural heritage scholars from various disciplines over the last two decades. However, there is still limited knowledge about what contested or dissonant heritage is. How, when and by whom heritage can be contested and how it is related to or understood in relation to uncontested heritage are also unresolved questions. The contribution of this anthology thus falls at an intersection between the process-perspectives of critical heritage studies of cultural heritage, the empirical-historical studies of power and agency in social and cultural history (after the archival turn), and the conceptual fields that examine the use of history and history mediation. It rests firmly on the collective expertise drawn from historians and other scholars, at different stages of their careers, from researchers with theoretical proficiency as well as practical experience from cultural heritage work, both within and outside of traditional cultural heritage institutions. The result, if not a comprehensive rendering, is a range of multifaceted insights into research on why and how cultural heritage can be both contested and (un)contested.

I denna kunskapsöversikt undersöks historiedidaktisk forskning gällande mångkulturellaklassrum i Sverige. Vårt syfte är att identifiera vilka mångkulturella utmaningar somhistorielärare möter i sin undervisning och vilka lärandestrategier som motverkardessa. Metoden som har använts är informationssamling utifrån forskning och detta harpresenterats genom en kunskapsöversikt.

Resultatet visar att de svårigheter som handlar om mångkulturalitet ofta har sin bas ielevernas identiteter, samt det eurocentriska narrativet som dominerar i svenskhistorieundervisning. Vi har även kunnat se vilka undervisningsstrategier som svarar på dessautmaningar.

I slutsatsen förs en diskussion angående resultaten i undersökningen. Vi menar att det är avvikt att historielärare erbjuder en undervisning som utgår från eleverna, då eleversidentitetsmarkörer är starkt sammankopplade med elevers intresse för historieämnet. Det äräven nödvändigt att motverka den eurocentrism som varit mest framträdande i svenskhistorieundervisning. För att bemöta dessa utmaningar menar vi att man bör använda sig aven undervisningsstrategi som öppnar upp det dominerande narrativet mot en mer lokal ochglobal historia som inkluderar elevernas egna narrativ. Med kompletterande, pluralistiska ochflerperspektivistiska narrationer som utmanar elevers förförståelse kan man bidra till eleversidentitetskonstruktioner och skapa insikter i historiska narrationers konstruerade karaktär.Det finns idag brist på forskning som visar effekterna av dessa undervisningsstrategier –något som författarna även tar upp som ett intresseområde för framtida forskning. 

This essay is based on a survey study of teachers in upper secondary school in Skåne,Sweden. The questions the teachers have answered have pertained to how they assess theirstudents with regards to the abilities they are supposed to develop, how these assessmentscorrelate with the relevant documents from Skolverket, and how the continuous growth of AI,and students getting access to these AI:programs, have impacted how teachers assess theirstudents. Our findings indicate that teachers rely heavily on written exams, and do not allowtheir students the varied forms of assessment that Skolverket demands that teachers shouldoffer the students. We discuss possible effects of this, how this relates to theories of reliabilityand validity, and what the future might look like for teachers moving forward with the risingusage of AI in school. 

This article examines the role of equipment managers in Swedish male elite ice hockey. This is in relation to a major shift in terms of professionalization and commercialization that has occured within elite ice hockey as a whole during the past 40-50 years. The article themes are identified through an investigation of how equipment managers are portraited in Swedish media.

Additionally, in order to deepen the historical perspective, the article also features an interview with Anders Weiderstål, a former eqipment manager for Team Sweden. Said interview is analysed according to theories of professionalization and it reveals how both the daily work and the role within the team has changed. From being "another team member", "equipment manager" has become a professional role with a certain working language and a position of power within the team. However, many equipment managers still manifest values that can be traced back to former, more amateur-oriented ideals, which give them a unique position among players and leaders in today's elite ice hockey.

According to labor movement historian Axel Uhlén, two local conflicts in Malmö have created a huge interest all around Sweden (Uhlén, A. (1949) Facklig kamp i Malmö under sju decennier (Malmö: Framtiden), p. 259). The first labor dispute is the woodworker’s strike in 1890, called the Malmö revolt when thousands of people demonstrated in the streets and squares in the city center. Both local police and military forces encountered the demonstrators. The other one is a strike among municipal workers in 1908. 

Den här avhandlingen utgår från följande problemställning. Hur kunde adeln, en grupp i sådan hög grad påverkad av det äldre samhällets värld avprivilegier, börd och ståndsuppdelning, fortsätta att existera även under ochefter 1800- och 1900-talets moderna genombrott? Detta nya, framväxandesamhälles vägledande principer utgjordes ju snarare av sådant som jämlikhet, personlig förtjänst och tanken om medborgarskap, i mångt och mycket motsatsen till de ideal som tidigare varit förhärskande. I avhandlingenanläggs ett kulturhistoriskt perspektiv för att studera detta historiska problem, med utgångspunkten att det förflutna var av avgörande betydelse för att denadliga identiteten kunde upprätthållas efter ståndssamhällets upplösning. Dess syfte är att undersöka hur den svenska adelns kollektiva identitetupprätthölls och förändrades under perioden från det första adelsmötet, år 1869, till Riddarhusets 350-årsjubileeum, år 1976, genom att analysera denadliga minneskulturen. Källmaterialet som analyseras är huvudsakligenhämtat från adelns kollektiva verksamhet, i form av protokoll från periodensadelsmöten och medlemstidningen Arte et Marte. Avhandlingens teoretiska utgångspunkter är hämtade från memory studies-fältet. Avhandlingen består av tre delar, som studerar varsin aspektav den adliga minneskulturen: den performativa, den kommunikativa,respektive minneskulturens fixpunkter. Genom att analysera en rad olikafenomen relaterade till adeln, under mer än 100 år: statyer, historieböcker, jubileumsfester, privilegier, namnskyddslagar, herrgården och utdöendet avadliga ätter, undersöks gruppens minneskultur och den föränderliga adliga kollektiva identiteten

The Swedish series magazine 91:an has been around since the 1950’s. Before the series had its own magazine it was published in other journals, thus making it one of the oldest still active series published in Sweden. The series' old age makes it possible to follow the characters’ development over time. However this paper will only discuss 91:an magazines from the 1980’s to today, due to style changes which resulted in the series often becoming longer, that in turn led to the characters becoming more multifaceted. This change makes it easier to compare the characters throughout the chosen period of time. 

The main plot takes place in the fictional Klackamo regiment. The regiment is a male dominated arena with many different hierarchical relationships between the conscripts, the officers and some other frequently recurring characters. The analysis will examine those relationships. The source material is analyzed through narrative theory and intersectionality.   

25 magazines, 5 from every decade from the 80’s until today are chosen at random. The primary results reveal that some things such as the magazine’s usage of popular cultural references and time indicators have increased since the turn of the millennium. Since the series actively takes distance from depicting present events to keep the reader in the 91:an universe, an increased amount of popular cultural references and time indicators could remove the reader from the 91:an universe and consequently taking the reader closer to reality. Other things have remained the same such as how the magazine approaches gender norms in relationships and how the men in the series often express emotions through anger and violence. 

The purpose of this essay is to point out some of the stereotypes and norms regarding men that are depicted in the series and identify if and how they have been affected during the time 1980 - 2023.

Many narratives about HIV and AIDS have been created since the beginning of the 1980s. From a belief that only some parts of society’s minorities had to deal with the virus, to an understanding that the virus could be transmitted to anyone through blood or sexual intercourse. It is a virus that today still evades a cure and many generations have lived without effective medicine. What that has done to these generations’ belief in their own and societies future is what this thesis explores.

In the Face of AIDS archive at Karolinska institutet exists, among others, a large number of interviews conducted with youth and young adults about their views on AIDS and their lives from the 1980s to the 2010s. This thesis examines eight interviews with youth in the general public that didn’t live with HIV or had the belief that they would get HIV transmitted to them. Four of these interviews are recorded in 1988 and the other four a decade later, in 1998. The meaning they create of their present through stories, what information they received through discourse in media and what that does to their view on their own and societies future is examined through Reinhart Kosellecks concepts of space of experience and horizon of expectation together with a methodology inspired by oral history. 

The thesis finds that the information they received and the stories that existed around the youth at the end of the 1980s and 1990s were manifold and contradictory. The narrative that only some minorities were at risk stayed for a long time despite the medical knowledge of the contrary. Youths’ personal worries of having the virus transmitted to them in the future depended on their experienced distance to the virus and the distance they experienced the virus had to the groups they identified themselves with. A tipping point between sexual and relational praxis before the discovery of the illness and after is identified by the youth at the end of the 1980s, which led them to a belief that long monogamous relationships with a focus on mental stimulus rather than physical stimulus were the future. The youth at the end of the 1990s however did not seek solutions to the illness, they instead sought to live in parallel with the illness as a fact of every day life in society.

Syftet med vårt arbete är att undersöka vad forskning säger om hur skönlitteratur och film kan hjälpa elever att öka sitt historiemedvetande inom historieämnet. Att undervisa så att eleverna blir engagerade och motiverade inför ett arbete inom ett speciellt område kan vara utmanande men är också avgörande för att de ska kunna ta åt sig ny information. Vi vill därför försöka ta reda på om skönlitteratur och film kan hjälpa eleverna att skapa sig en koppling till historieämnet så de kan fortsätta utveckla deras historiemedvetande. Vår metod har utgått från sökningar i databaserna ERC, ERIC och Swepub utifrån specifika sökord. Resultaten visar på många positiva fördelar med att använda film och skönlitteratur i klassrummet för att öka elevernas historiemedvetande. Detta under förutsättning att eleverna lär sig att kritiskt granska den information som förmedlas och att filmerna och skönlitteraturen ska inte användas fristående, utan att de bör användas tillsammans med andra läromedel.

After consolidation following the Second World War, the Yugoslav regime began modernising thecountry and transforming means of production, which resulted in a fragile economy and increasinglabour surplus. The reforms coincided with economic development and increasing demand formigrant workers in several countries in the western hemisphere. Consequently, the migration ofYugoslav labour emerged and expanded for more than a decade. This article discusses developmentsconditioning and sustaining Yugoslav labour migration and Yugoslav workers’ labour marketperformance in industrial countries of Western Europe. This article draws on empirical literatureand theoretical understandings of labour migration merged with the perception of temporariness oflabour migrants’ relocation. The article argues that Yugoslav workers’ labour market performancein Western Europe was an outcome of interactions between driving forces of Yugoslav labourmigration, practices of its main agents, and the surrounding socioeconomic contexts. 

Monument och minnesplatser skapade av personer och organisationer i strid med eller utan godkännande från myndigheter är ett fenomen som finns på många olika platser och i olika kontexter. I artikeln benämns dessa platser som ”icke-auktoriserade minnesplatser”, men som tydliggörs i diskussionen är det ofta en flytande gräns där organisationer och rörelser på olika sätt kämpar för att låta sin minneskultur och minnesplatser ta utrymme i det urbana rummet. Ibland vill de skapa officiellt godkända minnesplatser men misslyckas, ibland skapas minnesplatser i direkt opposition och som en motståndshandling. Texten utgår från två empiriska exempel, Malmö och Buenos Aires i Sverige respektive Argentina.

Syftet är att undersöka hur sociala rörelser och organisationer på olika sätt använder minnesplatspraktiker för att mobilisera människor till stöd för sina samtida politiska krav, och hur samtida politiskt arbete sammanvävs med minneskultur. Det sker naturligtvis även på många andra sätt än genom minnesplatser i det fysiska rummet, och gränserna mot andra praktiker, såsom diskursiva interventioner, opinionsbildande och kampanjer i sociala medier är som vi ska se ofta flytande.

Undersökningen utmynnar i fyra resultat:

För det första att de icke-auktoriserade minnesplatserna ofta kan ha en radikal mobiliserande potential för de sociala rörelserna, särskilt när de inte förvisas till perifera platser eller kyrkogårdar. Genom att befinna sig i vardagen och på centrala platser i staden blir de återkommande påminnelser om det som hänt, och om de också kopplas till aktuella politiska projekt blir de påminnelser om vad som borde hända i framtiden. Det blir en kamp mot desmemoria genom att ockupera det urbana rummet.

För det andra, monumentens lokala och rumsliga karaktär. Även om vissa minnesplatspraktiker reproduceras och sprider sig över världen, som siluetterna skapade i el siluetazo, så är det som ”aesthetic takeover” av det urbana rummet de framför allt fyller en funktion. Det gör att minnesplatspraktiker behöver diskuteras och förstås som lokala urbana praktiker, vilka naturligtvis befinner sig i dialog med nationell och internationell inspiration.

För det tredje, hur icke-auktoriserade minnesplatser och de som skapar dem ständigt är inbegripna i en kamp för dess existens. Ofta tillkommer de i strid med lagar och regler för hur det urbana rummet får användas, och i konflikt med olika aktörers uppfattningar om vilka som får ta plats och bli synliggjorda i detsamma. Stad, stat och politiska motståndare kan i olika lägen försöka angripa och förstöra dem, och det händer också. Ibland är det regler och byråkratiska skäl, ibland medvetna försök att skapa icke-minne, desmemoria. Det är därför inte underligt att många sociala rörelser eftersträvar att få auktoriserade minnesplatser.

För det fjärde finns det hela tiden en flytande gräns mellan de auktoriserade och de icke-auktoriserade minnesplatserna. Att lyckas ta över institutioner och erövra platser ger ett större utrymme för de sociala rörelserna, det skapar större synlighet och påminner stadens invånare om rörelsens existens och politiska projekt.

Owners and capital. Class and gender among capital owners in Sweden 1918-1939

The thesis examines practices of gender and class among capital owners in Sweden during the period 1918-1939, through the analysis of two of the most powerful families of the time: Broström and Wehtje.

The theoretical frame is an attempt to develop an intersectional perspective through the combination of several theoretical perspectives: Eric Olin Wright's model of class analysis; Pierre Bourdieu´s concept of social and cultural capital, Raewyn Connell´s understanding of gender and hegemonic masculinity and Robert Miles analysis of racism through the term racialisation. The empirical material is a qualitative text analysis based on personal/private letters and business correspondence.

Four relevant outcomes have been identified. The first one point to the difficulties in defining class on the basis of cultural criteria due to the variation in cultural practices among capital owners, which make the group appear as elusive and contradictory. Instead, the thesis argues for a distinction between class as position, which in line with Wright’s model is defined by the relation to the means of production, and class as a practice, which is examined on the basis of Bourdieu's metaphor of cultural and social capital. The second highlights variations in the practices of masculinity visible in the empirical material, variations that confirms Demetriakis Demetrious’ expansion of the concept of hegemonic masculinity toward the notion of a hegemonic block. The third illuminates the concept of moral economy as a means to analyse the contradictory norms that shaped and regulated the capital owner´s economic behaviour. The study also analyses the emotional regime expressed in the ways through which the capital owners studied relate to key topics as technology and management, and emphasises how norms and emotions influence economic decisions. Finally, some women within these families had, despite their subordinated position, an arena for agency and relative autonomy.

This article aims to analyse the changes in migration regimes in Sweden over the period 1739–1982. We have chosen to divide this into four periods where each is characterized as a specific regime: the pre-industrial period (1739–1860), the laissez faire period (1860–1932), the rising ambitions period (1932–1951) and the Rehn-Meidner period (1951–1982). These four periods reveal different approaches held by the state regarding labour migration and housing. During the pre-industrial period, rules and regulations hindered mobility and aimed to keep the labour force in agriculture. During the laissez faire period, migration increased, but construction and housing was largely left to the market. During the rising ambitions period, a laissez faire approach was maintained towards migration, but both the government and non-profit organizations became increasingly involved in housing. During the Rehn-Meidner period, internal migration was stimulated, and in the course of ten years, one million homes were built with government support. The differences between the periods are not clear-cut. There were dual and contradictory ideas and policies during each period. This duality provides an important theoretical starting point for this study. Other significant starting points are the long-term perspective taken and the idea that these periods can be analysed as regimes.