This project is about commercial history use with educational purpose, focused on film and whether it contributes to students' knowledge or can only be seen as an entertaining break in the regular education. This project focused on two types of films, featured films and documentaries. The work process started with an idea of the theme film and got more focused by searching on different keywords to find academic texts. The purpose of this academic text is mainly to investigate the different sides of film as a pedagogical tool, with focus on history education. What does the research say about what challenges exist in using feature films and documentaries in the classroom, as well as what solutions exist to the challenges? And What does the research say about the areas in which feature films and documentaries can be used to strengthen history teaching? are the two questions this overview answers. The method used for this project was a systematic search of different keywords and the project is based on previous research.

The results shows that there are challenging aspects that need to be considered when using film in the classroom, for example watching a film can be time consuming. However there are solutions to the majority of the challenges. Other than that there are advantages with using film as a pedagogical tool in the history classroom since films can be used to develop source criticism, historical consciousness and historical empathy. Even the motivation and engagement increases when the students watch films. This text concludes that films can be beneficial if used in the best possible way.

 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.

Detta är en kvalitativ innehållsanalys av Sveriges styrdokument för svensk grundskola, med fokus på samisk representation. Analysen är avgränsad till tidsperioden 1962-2022 då denna tidsperiod innefattar alla läroplaner för den obligatoriska allmänna grundskolan. Arbetet tar en historiekulturell teoretisk ansats med postkolonial teori som ytterligare en byggsten i analysen. Syftet med detta arbete är att undersöka samernas representation i svensk skolundervisning under tidsperioden 1962-2022 och varför den sett ut som den gjort. 

Tidigare forskning utförd i Kanada har visat att när elever lär sig om urfolk gynnar det inte bara eleverna i sig, utan även urfolken i landet. Samerna är Sveriges enda urfolk och Europas enda urfolk. Med denna kanadensiska forskning i ryggen går det att hävda att det bör ligga i allmänhetens intresse, och även samernas intresse, att elever lär sig om urfolk. Detta gav ytterligare skäl att utföra denna undersökning med fokus på urfolket samerna i Sverige, då det skulle kunna gynna alla.

Resultatet av denna undersökning är att samernas representation i svenska styrdokument har ökat ganska stadigt över tid sedan 1962 fram till 2022, med en minskande representation i 2011 års läroplan, Lgr11. Störst representation fanns i 1994 års läroplan Lpo94 och det var också enda läroplanen som talade om hur samisk historia och kultur hänger ihop med svensk och nordisk historia och identitet. Anledningen till att representationen har ökat är att samernas rättigheter också ökat under samma tidsperiod. Samerna har under tidsperioden blivit erkända som urfolk, blivit grundlagsskyddade som ett eget folk samt bildat en egen statlig myndighet, Sametinget. Även om samernas representation har ökat under tidsperioden är den fortfarande inte stor, samt har samisk kultur och historia blivit förbisedd i den senaste läroplanen Lgr22. Detta verkar bland annat bero på, baserat på det material som undersökts, att Sverige fortfarande bedriver kolonialism.

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.

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. 

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 students of today are entrenched in various digital media; film being one of the foremost of these. If history education is to stay relevant for our students, history lessons should mirror the students’ lives outside of school. For this reason, we find it relevant to study the use of film in history education.  

Our study sets out to study if, and how, historical feature films can complement traditional instructional text found in history textbooks. We aim to explore students’ thoughts about the relationship between text and film that cover the same historical context, and chose the suffragette movement in England for this context. We use theory concerning historical empathy to analyze our material, specifically historical empathy as presented by Keith Barton and Linda Levstik, which presents a combination of perspective recognition and dimensions of care. The material consists of two surveys and one group interview. We studied one school class. The first survey corresponds with the text, and the other with the film. The group interview took place just after they had seen the film.

Our key findings are that students’ expressions of perspective recognition are similar in both surveys. The film survey shows an increase in the category care for, which we link to the filmic power of immersion. In the interview, however, students can deliberate, and thus weigh high levels of perspective recognition with complex aspects of care. In the interview, the students weren’t always able to achieve higher levels of perspective recognition. We link this to the importance of teacher-led instruction before film viewing. Dimensions of care related to students’ willingness to act, and care to, was the most elusive category. Further research would be required to study this dimension.

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.

This chapter reflects on the need for a decolonial turn in Sweden’s foreign policy. The growing ecological emergencies that we are faced with call on us to recognise and address quite profound global inequities, many of which are rooted in histories of European colonialism. In a sprawling conversation about the coloniality of the global economy and Sweden’s role in it, the chapter addresses such topics as what the empirical studies of ecological unequal exchange (EUE) reveal about the structure of the global economy, racial and gendered stereotypes in describing labour conditions in value chains from the Global South to the North, the extent to which the Swedish economy and economic growth has benefitted from unequal economic relations to the Global South and why it matters, public awareness of the coloniality of Sweden’s international relations, and how Sweden can become decolonial in its politics of development and international affairs.

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.

In the context of compulsory schooling in Sweden, this article discusses the shift from what was often called "the Tattare problem" to, later, "the Gypsy question." The article frames the discussion with reference to Michel Foucault and his concepts of discipline power and pastoral power. The central question addressed is how the schools dealt with students from these groups. Children, especially their care and handling, were an important focus of welfare politics in Sweden. This meant that childhood was a significant field of governance, which became obvious in schools' work with "Tattare" and "Gypsy" children. This article highlights how the tone towards these groups changed, especially in the 1940s. Over time, these students were seen as more malleable by institutions and their agents, which exerted pastoral power by guiding and leading them in order to shape the minds of these future citizens.

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. 

During the last three decades of the 20th century Swedish immigrant policy went through a profound change. In the late 1960s immigrant policy were based on assimilation but during the 1970’s and 1980’s this policy was exchanged to multicultural guidelines. These multicultural guidelines were however abandoned in the late 1990s when integration became a key word in the debate about immigrants.  This thesis investigates how these changes were made possible by a shifting understanding of immigrants in state and local discourse (the last represented by Malmö municipality) by operationalizing Carol Lee Bacchis What’s the problem represented to be analysis. 

Previous research has shown that the social category of immigrants during the first six decades of the 20th century understood immigrants as a threat towards the Swedish race and later the welfare state. From this perspective immigrant policy can be seen as the result of the creation of a problematized immigrant subject, a tendency that is also the case for later decades. The investigation shows that immigrants in the early 1970’s were mainly understood from a class and welfare perspective. During this period immigrants were seen as a threat towards the social cohesion of the welfare state as well as the social democratic ambitions of a raised standard of living for the working class. This understanding led to the development of a multicultural policy where immigrant culture was supported within state and local politics and by structural changes in the education system, aiming to include the category in civic life and improve their living conditions. 

 In the years between 1976 and 1985 the understanding of immigrants however changed. During this period immigrants became increasingly problematized for their lack of employment and a cultural difference. During the end of this period the multicultural policy changed from an emphasis on culture as a resource for social inclusion to that some parts of of a Swedish identity were not subject of choice. Furthermore, this period also lead to increased efforts at the individual level, were the policy aimed to give individual immigrants increased chances at the labor market. 

During the last fifteen years the 20th century immigrant policy became increasingly politicized, and immigrants became understood as radically culturally different from swedes. In this period immigrant culture were constructed as oppressive towards women and outdated when compared to the modern Swedish culture. Furthermore, the notion of immigrants as unemployed from previous decades continued to play an important part and immigrants were also conceived as living segregated. This view resulted in the creation of integration policies aiming to not handle immigrants as a from the general population different group. Instead, immigrants should become integrated in Swedish society through the general welfare with an emphasis that not all parts of a Swedish identity were choose able.

The result of the investigation show that European culture became increasingly normative in the development of Swedish migrant policy, thus excluding European immigrants from the problematized immigrant subject. Thereby the globalization of migration towards Sweden led to a development were immigrant policy shifted focus from class to cultural perspectives. 

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.