Malmö University Publications
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  • 1.
    Alvén, Fredrik
    Malmö University, Faculty of Education and Society (LS), Department of Society, Culture and Identity (SKI). Malmö University, Disciplinary literacy and inclusive teaching.
    Historiemedvetande och jämställdhetstankar hos svenska ungdomar2021In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, Vol. 11, no 1, p. 22-53Article in journal (Refereed)
    Abstract [en]

    Because Swedish teenagers bring with them a cultural background that affects their perception of history, this, in turn, affects how they understand and receive the history taught in school. For some decades now, the students´ historical consciousness should be the starting point to their history education in compulsory school in Sweden, that is, their understanding of their own lives in a temporal perspective. Consequently, educators should be interested in how the students understand societal issues through time, as this influences how they will understand history. This study explores the students’ understanding of gender equality in a temporal perspective. As the method is quantitative, the results must therefore be interpreted with caution. Nonetheless, there are some interesting results that should be taken into account before teaching gender equality in history. The girls understand the theme as mostly a conflict in the past, while the boys worry about the future. Moreover, the girls more easily imagine perspectives where women are the victims, while the boys more easily understand perspectives where men are the victims. These results call for a nuanced history teaching to reach both boys and girls.

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  • 2.
    Alvén, Fredrik
    Malmö University, Faculty of Education and Society (LS), Department of Society, Culture and Identity (SKI).
    Var framtiden bättre förr?: temporal orientering i skolpolitiska dokument2019In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, Vol. 2, p. 1-27Article in journal (Refereed)
    Abstract [en]

    This article presents a study of how the purpose of school in general and the civic education in particular has been told at the formal curricula. The used material are governmental documents about the compulsory school. The method used emanates from the concept of historical consciousness. It is however the concept´s narrative and temporal content that is the starting point, when David Carr´s theory of lived stories is used to understand temporal perceptions behind the formal curricula. Two time periods with different purposes for the school and the civic education, emanating from different temporal orientations, have been found, namely 1969-1980 and 1994-2011. During the first time period the temporal orientation was rather short in time, and the future vision clear. The purpose of school and civic education were told to prepare the citizens to cooperate in labour intensive workingplaces. Cooperation and willingness to defer to the collective, were the most important abilities. During the second time period the temporal orientation becomes more prolonged, a distant past was used to meet an uncertain future. The purpose of school and civic education were now told to foster a western moral cultural heritage together with a new creative entrepreneurial spirit.

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  • 3.
    Alvén, Fredrik
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Society, Culture and Identity (SKI). Malmö University, Disciplinary literacy and inclusive teaching.
    Ammert, Niklas
    Linnéuniversitetet.
    Dansk historieundervisning i relation till svensk: Kommentarer till Eskelund Knudsen & Haue ”Historieundervisning i Danmark –epokale tendenser, kontinuitet og forandring i lærebøger og læremidler”2023In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 1, p. 28-34Article in journal (Refereed)
    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).

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  • 4.
    Eliasson, Per
    et al.
    Malmö högskola, Faculty of Education and Society (LS), Department of Individual and Society (IS).
    Nordgren, Kenneth
    Vilka är förutsättningarna i svensk grundskola för en interkulturell historieundervisning?2017In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, Vol. 2016, no 2, p. 47-68Article in journal (Refereed)
    Abstract [en]

    This is the first major quantitative study of how teachers at the compulsory school look at the subject of History and its conditions. The article focuses on elements of the survey related to the content of teaching and how teachers perceive the conditions for the intercultural mission of the subject. The historical content in the form of selected time periods and geographic focus forms a clear canon: in grades 1–3 local history and Swedish history, in 4–6 Swedish and Nordic history, and in 7–9 Western European history with global, but mainly Eurocentric, outlooks. In terms of students’ skills to interpret history they encounter the result is to some extent contradictory. Empathy and critical thinking are highly valued but the actual work to develop these abilities is of lesser importance. Instead, storytelling is stressed as the major form of education. Teachers in grades 7–9 emphasize that long lines of development are important in their teaching. History’s orienting function leans more to the future and contemporary perspectives in grades 7–9, while students’ perspective on their own historical background ranked highest in 1–3 and 4–6. Future and contemporary issues are highlighted as a pattern in which racism and xenophobia become more important in higher grades while environmental issues decrease in importance. Multiculturalism and diversity issues occupy an intermediate position in this context but are perceived as important by teachers on all levels. An overall conclusion is that in the tension that exists between the traditions of the subject and an external pressure for change teachers need support to deal with the intercultural perspective.

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  • 5.
    Persson, Magnus
    Malmö University, Faculty of Education and Society (LS), Department of Society, Culture and Identity (SKI).
    Uppfinningen av ett skolämne: Ett historiesociologiskt perspektiv på samhällskunskapens logik2018In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 4, p. 160-183Article in journal (Refereed)
    Abstract [en]

    Abstract: From being a part of the history subject, social studies was established as an independent school-subject in Sweden during the first decades of the postwar era. By using a historical sociology analysis this article argue that the specific social and moral setting that dominated how the educational system were organized after WWII, formed durable and still present logics of the definition of subject-content, the societal function of the subject and the means of knowledge (re)production related to the subject. Social studies developed a normative content taught with progressive methods in close relation to state-ideological ideas of citizenship and democracy rather than academic production of knowledge. This developed a school-subject based on institutionalized unpredictability, a content with high elasticity and with weak links to knowledge (re)production system most often carried out by the academic system.

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  • 6.
    Rosenlund, David
    Malmö University, Faculty of Education and Society (LS), Department of Society, Culture and Identity (SKI).
    Powerful knowledge and equity: How students from different backgrounds approach procedural aspects of history in large-scale testing2019In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 2, p. 28-49Article in journal (Refereed)
    Abstract [en]

    The study takes its point of departure in two interrelated discussions on education. One addresses the extent to which education should include aspects from academic disciplines, while the second addresses observed differences between two groups of students those with a Swedish background and those with a non-Swedish background. The research question is if and how the inclusion of academic aspects in curricula is a factor behind the differences in grades and results on the national test in history. In the study, 100 student responses on one item in the national test in history are examined. Concept analysis is applied to examine the extent to which students from the two groups have command over disciplinary aspects. The model of cognitive representations suggested by Wineburg is used as a theoretical framework. The results show that there are significant differences not only between the two groups of students but also between students within the groups. The results are related to the discussion on knowledge and curriculum, on the one hand and the issue of equity in education on the other.

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  • 7.
    Walldén, Robert
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM). Malmö University, Disciplinary literacy and inclusive teaching.
    Lindh, Christina
    Högskolan Kristianstad.
    Skrivpraktiker i historieämnet: Strukturerat textarbete i undervisning om Vasatiden2021In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, Vol. 11, no 1, p. 54-79Article in journal (Refereed)
    Abstract [en]

    In this article, we explore writing as a recurring and structured practice in the teaching of history. A teacher and her Grade 6 students were followed for 12 weeks’ teaching about the Vasa era. The material consists of field notes, transcribed voice recordings, teaching material, and samples of students’ writing. Drawing on the sociology of education, functional theories of writing, and concepts of historical thinking, the result shows that the teacher prioritized organizing information about the era while also, through writing based on images, creating opportunities for imagining, exploring and participating in content-related interaction. Social semiotic analysis highlights how the students employed different ways of taking notes explicitly modelled by the teacher. While the writing practices created some opportunities for learning about important events, understanding the historical significance of the Vasa era, and approaching a historical perspective, ethical dimensions and critical examination of evidence were de-emphasized. Implications for using writing in critical literacy practices of school history are discussed.

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    Skrivpraktiker i historieämnet
  • 8. Örbring, David
    Geografiska perspektiv i utbildning av lärare i samhällskunskap2014In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, Vol. 2014, no 1, p. 41-52Article in journal (Refereed)
    Abstract [en]

    Teachers in Social Studies can benefit from geographical perspectives in their teaching of Social Studies in elementary and high school. The aim is to connect geographical perspectives to various social processes and to integrate it in teaching of Social Studies. But how can the relevance of geographical perspectives in an education for teachers in Social Studies be motivated and to what benefits can it be internalized? I will try to answer that question in this article. This relevance is mainly, with basis in a literature study, focused on democracy, sustainable development and digital literacy. It is also relevant by giving teachers a broader teaching skill and thus they are able to help pupils achieve higher-order skills.

1 - 8 of 8
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