Malmö University Publications
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  • 1.
    Alvén, Fredrik
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Assimilera eller integrera?2002In: Sydsvenska dagbladet, ISSN 1104-0068, Vol. B, no 2002-07-18, p. B2-B2Article in journal (Other (popular science, discussion, etc.))
  • 2.
    Alvén, Fredrik
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Att bedöma en god berättelse2010In: Historia på väg mot framtiden / [ed] Per Eliasson, Klas-Göran Karlsson, Henrik Rosengren, Charlotte Tornbjer, Forskarskolan i historia och historiedidaktik, Lunds universitet , 2010, p. 239-252Chapter in book (Other academic)
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  • 3.
    Alvén, Fredrik
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    En stadsdel - Flera bilder2003In: Sydsvenska Dagbladet, ISSN 1104-0068, Vol. B, no 2003-07-18, p. B2-B2Article in journal (Other (popular science, discussion, etc.))
  • 4.
    Alvén, Fredrik
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Historiemedvetande på prov: En analys av elevers svar på uppgifter som prövar strävansmålen i kursplanen för historia2011Licentiate thesis, monograph (Other academic)
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  • 5.
    Alvén, Fredrik
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS). Malmö högskola, Faculty of Culture and Society (KS), Institute for Studies in Malmö's history (IMH).
    Med platser som utgångspunkt för integration2000In: Nordisk Samhällsgeografisk Tidsskrift, ISSN 0282-4329, Vol. 30, no 30, p. 3-22Article in journal (Refereed)
  • 6.
    Alvén, Fredrik
    et al.
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Zander, Ulf
    "Och deras skott långt fjärran eko väckt.": Historiebruk och The Minute Man2011In: Historielärarnas förenings årsskrift, ISSN 0439-2434, Vol. 2011, p. 85-101Article in journal (Other academic)
    Abstract [sv]

    Alltsedan amerikanska frihetskriget har så kallade Minute Men varit högt skattade, då deras insatser bidrog till seger över de brittiska kolonialtrupperna. Framför allt har orterna Corcorde och Lexington varit centrala i minnesceremonier. I artikeln analyseras olika historiebruk i anslutning till monument över och ceremonier till minne av The Minute Man.

  • 7.
    Andersson, Irene
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    "Vi tro på betydelsen av de enskilda människornas insats": Fogelstadskvinnorna och fredsfrågan 1925-19542003In: Kvinnorna skall göra det!: Den kvinnliga medborgarskolan vid Fogelstad - som idé, text och historia / [ed] Ebba Witt-Brattström, Lena Lennerhed, Samtidshistoriska institutet, Södertörns högskola , 2003Chapter in book (Other academic)
  • 8.
    Andersson, Irene
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Våldets gränser. Legitimt och illegitimt våld från tidig modern tid till idag2003Conference paper (Other (popular science, discussion, etc.))
  • 9.
    Andersson, Irene
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Women's Unarmed Uprising Against War: A Swedish Peace Protest in 19352003In: Journal of Peace Research, ISSN 0022-3433, E-ISSN 1460-3578, Vol. 40, no 4, p. 395-412Article in journal (Refereed)
    Abstract [en]

    During the summer of 1935, approximately 20,000 Swedish women mobilized in a peaceful action - the Women's Unarmed Uprising Against War. The manifestation was a protest against rearmament and, in particular, against a militarization of everyday life that might result from a civil defense buildup. Thus, in a spirit of solidarity; women were encouraged to refuse to use gas masks or evacuate into cellars and air-raid shelters in the event of an air raid. Only then would men realize their responsibility; lay down their weapons, and solve the conflict at the negotiating table, the action was connected to a radical pacifistic tradition in which male conscientious objectors, among others, and the example of Gandhi were prominent. Liberal and Social Democrat women and members of the Swedish section of the Women?s International League for Peace and Freedom (WILPF) carried out the action. The action was formulated in such a manner that women across the country were asked to vote for those who could serve in a women?s parliament. The goal was to create an international uprising among women by influencing the League of Nations? delegates and the women?s organizations in Geneva. In the same year, the central body of WILPF had decided to support an international peace plan, the People?s Mandate to End War. The mandate's aim was to present demands for disarmament to governments in different countries. This article examines why the Swedish women assumed a more radical position than that stated in the people?s mandate; what kinds of peace efforts in Sweden made such a radical, pacifistic women?s action possible; and what went on when the initiators attempted to influence WILPF, on an international level, into incorporating the radical protest into the people?s mandate campaign.

  • 10.
    Andersson, Irene
    et al.
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Rubinstein Reich, Lena
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Teacher Education and the Core of Citizenship Education for Young Children2008Conference paper (Refereed)
    Abstract [en]

    Abstract This paper is a critical reflection on the basic ideas underpinning the new teacher education programmes at Malmö University. The main idea has been to combine subject studies, didactics and pedagogy in teacher education. We claim that personal encounters are one of the prerequisites for student teachers to learn and in depth understand in order to be able to translate into teaching. In the paper we will present and discuss some examples of personal encounters in relation to Citizenship Education within the main-subject “Social Science Subject and Children’s Learning”. This will illustrates a possible way of the construction of meaning in teacher education.

  • 11.
    Andersson, Nils
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Historia i interkulturellt perspektiv2008In: Aktuellt om historia, no 1Article in journal (Other academic)
  • 12.
    Andersson, Nils
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Historieundervisning och identitet i det mångkulturella klassrummet2008Collection (editor) (Other academic)
  • 13.
    Andersson, Nils
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Intercultural Education and the Representation of the Other in History Textbooks2009In: Opening the Mind or Drawing Boundaries:History Texts in Nordich Schools, V&R Unipress, 2009Chapter in book (Other academic)
  • 14.
    Andersson, Nils
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Självständighetsrörelser i syd och nord2008In: Aktuellt om historia, no 1Article in journal (Other academic)
  • 15.
    Andersson, Nils
    et al.
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Björck, Henrik
    Idéhistoria i tiden: Perspektiv på ämnets identitet under sjuttiofem år2008Collection (editor) (Other academic)
  • 16.
    Andersson, Nils
    et al.
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Björck, Henrik
    På spaning efter en undflyende identitet2008In: Idéhistoria i tiden: Perspektiv på ämnets identitet under sjuttiofem år, Brutus Östlings bokförlag Symposion , 2008, p. 252-278Chapter in book (Other academic)
  • 17.
    Arespång, Sofia
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Så länge jag är frisk vill jag jobba!: Fyra berättelser om att vara motiverad yrkesverksam aktiv pensionär.2021Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Många seniorer väljer att arbeta efter pensioneringen. Denna rapport handlar om fyra berättelser av personer som har fortsatt att arbeta efter att ha passerat pensionsålder. Ur ett karriärutvecklingsperspektiv undersöker jag vilka faktorer i seniorernas berättelser som har lett till att fortsätta att arbeta efter 65, vad som motiverar till att vidareutvecklas och hur tillvaron ser ut runt dessa personer ut ett helhetsperspektiv. Syftet med denna undersökning är att få en skildring om seniorernas upplevelser av att vara yrkesverksamma efter pensioneringen. Dessa berättelser är av intresse för vägledningsprofessionen då det saknas studier och forskning i en svensk kontext om seniorer som arbetar efter 65 år.

        Uppsatsen utgår från en kvalitativ narrativ metod. Fyra halvstrukturerade intervjuer genomfördes med fyra yrkesverksamma pensionärer. Med intervjun som underlag, författades fyra berättelser. Empirin analyserades med utvalda begrepp från två teorier: System Theory Framework (STF) och Life-span Life-space. Resultatet visar att informanterna erbjöds möjlighet att fortsätta att arbeta för de har kompetenser som efterfrågas. Samtliga informanter upplevde att de hade mer att ge, och valde att fortsätta med sina respektive karriärer. Resultatet visar också att dessa personer har levt gynnsamma, aktiva, sociala liv och har utbildning. Informanternas karriärer förstås som summan av olika val som har gjorts över tid. Dessa val gör att de lever de liv de har idag. De vill fortsätta arbeta det så länge de är friska och orkar. Att vidareutvecklas och lära sig nya saker är också en stark motivationsfaktor.

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  • 18.
    Aspelin, Jonas
    et al.
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM). Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Persson, Sven
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM). Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Lärares professionella/personliga utveckling2008In: Educare, ISSN 1653-1868, E-ISSN 2004-5190, no 1, p. 27-49Article in journal (Refereed)
    Abstract [en]

    The article discusses what professional personal development means, with respect to teacher students and professionally active teachers. To begin with, the discussion on teacher socialization is placed in a larger societal context, where changed conditions for the teacher profession are taken note of. Furthermore, in order to position the concept and interpret its meaning, the concepts “learning” and “reflection” are questioned. In conclusion, it is suggested that the conceptual pair “creativity/ relationship” can constitute a fruitful complement to dominating discourses about the teacher profession.

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  • 19. Berggren, Lars
    et al.
    Greiff, Mats
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    En svensk historia från vikingatid till nutid2009 (ed. 2., [bearb.] uppl.)Book (Other academic)
  • 20. Berggren, Lars
    et al.
    Greiff, MatsMalmö högskola, School of Teacher Education (LUT), Individual and Society (IS).Horgby, Björn
    Populärmusik, uppror och samhälle2009Collection (editor) (Other academic)
  • 21. Berggren, Lars
    et al.
    Greiff, MatsMalmö högskola, School of Teacher Education (LUT), Individual and Society (IS).Johansson, JesperSvanberg, JohanThor, MalinMalmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Samhällshistoria i fokus: En festskrift till Lars Olsson om arbete, migration och kultur2010Collection (editor) (Other academic)
  • 22. Berggren, Lars
    et al.
    Johansson, Roger
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Educare 2006:5: Historiekunskap i årskurs 9 - Nationella utvärderingen av grundskolan 2003 (NU03) - Samhällsorienterande ämnen2006Report (Other academic)
    Abstract [en]

    This report is part of the National evaluation of the Swedish compulsory school. The evaluation was conducted by the National Board of Education in 2003. The present report deals with pupils’ attitudes to History as a subject and to history education in the 9th grade. We have also made an evaluation of pupils’ knowledge of history. The survey shows that the majority of the pupils have positive views of history education and that they regard historical knowledge as important. The report highlights the importance of the teacher in the educational process. We also discuss the concept of historical consciousness and different ways of investigating the relationship between the past, the present and the future. One important aspect which is also discussed is the teaching of democratic values; in this context it is shown that pupils do not have sufficient knowledge about the democratic breakthrough.

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  • 23.
    Björk, Fredrik
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Arbetare eller konsument i folkhemmet?: en paradoxal historia2007In: Arbetarhistoria i brytningstid / [ed] Victor Lundberg, Centrum för Arbetarhistoria , 2007Chapter in book (Other academic)
  • 24.
    Björk, Fredrik
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Gitarrsolon som folkbildning och hantverk. Bland proffs och amatörer på musikhus och folkhögskolor 1975–19902005Conference paper (Other academic)
    Abstract [sv]

    Argumenten för att studier av ungdomars värderingar och hur de möter, formar och formas av institutionella strukturer och de värderingar som råder i dessa är inte svåra att finna. Det är också intressant att se hur ungdomar organiserar sig, skaffar nödvändiga resurser och bildar eller knyter an till olika nätverk. I denna text vill jag framför allt lyfta fram frågeställningar relaterade till amatörism och professionalitet och folkbildningsinstitutionernas roll. Min ambition är dessutom att försöka relatera detta till en lokal och regional kontext.

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  • 25.
    Björk, Fredrik
    et al.
    Malmö högskola, Faculty of Culture and Society (KS), Department of Urban Studies (US). Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Eliasson, Per
    Malmö högskola, Faculty of Culture and Society (KS), Department of Urban Studies (US). Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Fritzbøger, Bo
    Inledning2006In: Miljöhistoria över gränser, Malmö högskola, 2006, p. 7-15Chapter in book (Other academic)
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  • 26.
    Björk, Fredrik
    et al.
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Eliasson, PerMalmö högskola, School of Teacher Education (LUT), Individual and Society (IS).Fritzbøger, BoKöpenhamns universitet.
    Miljöhistoria över gränser2006Collection (editor) (Other academic)
  • 27.
    Björk, Fredrik
    et al.
    Malmö högskola, Faculty of Culture and Society (KS), Department of Urban Studies (US).
    Eliasson, PerMalmö högskola, School of Teacher Education (LUT), Individual and Society (IS).Poulsen, Bo
    Transcending boundaries: environmental histories from the Øresund region2009Collection (editor) (Other academic)
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  • 28. Björk, Micael
    et al.
    Flisbäck, Marita
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    I sitt sammanhang. Essäer om kultur och politik tillägnade Rolf Törnqvist2005Book (Other academic)
  • 29. Björk, Micael
    et al.
    Flisbäck, Marita
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Inledning2005In: I sitt sammanhang. Essäer om kultur och politik tillägnade Rolf Törnqvist / [ed] Micael Björk, Marita Flisbäck, Brutus Östlings bokförlag Symposion , 2005Chapter in book (Other academic)
  • 30.
    Bouakaz, L
    et al.
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Persson, S
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Activating social capital. Parents’ way of getting involved in their children’s education2007Conference paper (Other (popular science, discussion, etc.))
  • 31.
    Bouakaz, Laid
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Parental involvement in school: What promotes and what hinders parental involvement in an urban school2007Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This thesis focuses on parental involvement in an urban school. The overall aim of the study is to obtain more adequate knowledge of what promotes and what hinders parental involvement in an urban secondary school for students between the age of about 12 and 16, and to achieve a better understanding of how parents of Arabic background and teachers view parental involvement in the work of the school. The study takes a critical ethnographic and participatory action research approach, an integrated form of the two is being considered. Bourdieu´s major theories of capital, habitus, field, symbolic power and violence, agents and doxa are used to help clarify what hinders and what promotes parental involvement in an urban school on both an empirical and a theoretical basis. The parents describe obstacles for their involvement such as lack of knowledge of the school system and various aspects of life struggle and make suggestion of strategies that could increase their involvement in the work of the school. Supplementary school activities arranged by the parents meant supporting and helping their children with their schoolwork, to protect their cultural heritage, and to prevent their being influenced by “the culture of the street”, meaning preventing them from drawn into drug abuse and criminality or ending up failing in school. The teachers speak of barriers of various types connected with working with the parents such as the parents´ language deficiencies, and cultural and religious factors. They also suggest different strategies that could be employed. A home-school mediation project was established to promote parental involvement. Efforts to involve the parents are met with a variety of problems those of ethical character, power, class and institutional habitus in particular, that hinder the development of such a relationship between the parents and the teachers.

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  • 32.
    Bouakaz, Laid
    et al.
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Persson, Sven
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    What hinders and what motivates parents' engagement in school?2007Conference paper (Refereed)
  • 33.
    Bouakaz, Laid
    et al.
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Persson, Sven
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    What hinders and what motivates parents’ engagement in school?2007In: International Journal about Parents in Education, E-ISSN 1973-3518, Vol. 1, no 0, p. 97-107Article in journal (Other academic)
    Abstract [en]

    In this paper we discuss what hinders and what promotes parental involvement in regular school, on account of the supplementary school which children attend alongside their regular school education. The main study lasted from autumn term 2002 to spring term 2004. A home-school mediation project was established in an urban school in Sweden to promote parental involvement. Here we will present the part of the study which is concerned with supplementary schools. The questions to be discussed in this paper are: is there a mutual distrust between parents and school, what motivates the parents to be engaged in supplementary schools and what hinders them from directing their engagement to the regular school? First we discuss trust and distrust between parents and teachers, secondly, on account of the answer to the question addressed, we try to understand why the parents put their energy and hope to supplementary schools.

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  • 34. Broström, Anna
    et al.
    Eliasson, Per
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Hillbur, Per
    Malmö högskola, School of Teacher Education (LUT), Nature-Environment-Society (NMS).
    Mellan åkern och havet: Malmös rekreationsöar och postproduktiva frirum2008In: Inne & ute i Malmö. Studier av urbana förändringsprocesser / [ed] Ebba Lisberg Jensen, Pernilla Ouis, Malmö högskola, Institutionen för urbana studier , 2008, p. 121-137Chapter in book (Other academic)
  • 35. Chuchiak, John F.
    et al.
    Liljefors Persson, Bodil
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Introduction: Mesoamerican Medicine, Ancient and Contemporary2006In: Acta Americana: journal of the Swedish Americanist Society : revista de la Sociedad Sueca de Americanistas, Vol. 10, no 1-2: Continuities and Changes in Mesoamerican Medicinal PracticeArticle in journal (Refereed)
    Abstract [en]

    This article introduces the Conference theme and the over all theme of the articles in this Double Volume, of Acta Americana which also is a Special Issue with contributions from the International Conference of the American Anthropological Association, that was held in New Orleans in November 2002, organized by John F. Chuchiak, Missouri State University, and Servando Hinojosa, Texas PanAm University. All these contributions are focused on various categories of medicinal rituals found in the Mesoamerican area, but the majority of those focuses on Maya rituals. Also the perspectives in the articles varies from ancient time to present time and in many cases the researchers argues for a long term continuity in these rituals, based on both archival records, epigraphy, iconography and contemporary fieldwork.

  • 36. Colas, Pierre R.
    et al.
    LeFort, GenevieveLiljefors Persson, BodilMalmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    The Jaws of the Underworld: Life, Death and Rebirth Among the Ancient Maya2006Conference proceedings (editor) (Refereed)
    Abstract [en]

    The articles in this volume were first presented as papers at the 7th European Maya Conference held at the British Museum in London in November 2002. They present the state of the art of the research of all the various categories of rituals concerned with life death and rebirth among the Maya.

  • 37.
    Cronquist, Bodil
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Språket 1: handledning i montessorimaterial kring skrivning och läsning2008Book (Other academic)
  • 38.
    Cronquist, Bodil
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Språket 2: handledning i montessorimaterial kring ordklasser och satsanalys2008Book (Other academic)
  • 39. Dresch, James
    et al.
    Lovén, Anders
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Vägledning i förändring: om omvärldsförändringar och dess betydelse för vägledning2003Report (Other academic)
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  • 40. Eilertsen, Tor-Vidar
    et al.
    Gustafson, Niklas
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Salo, Petri
    Action research and the micropolitics in schools2008In: Educational action research, ISSN 0965-0792, E-ISSN 1747-5074, Vol. 16, no No. 3, p. 295-308Article in journal (Refereed)
    Abstract [en]

    This paper is based on the assumption that action research always affects the micropolitical balance characteristic of a certain school setting. The authors claim that micropolitics, that is the patterns of formal power and informal influence, has largely been neglected in the literature on action research in schools. This means that action researchers appear to be 'micropolitically illiterate'. Firstly in the paper the authors present the concept of micropolitics and a model consisting of three arenas for understanding micropolitics in schools. Thereafter they exemplify the different aspects and expressions of micropolitics by referring to their own action research projects. The focus is particularly on initiative to and engagement with action research. Finally they reflect on some micropolitical dilemmas characteristic of action research and the contradictory role of the action researcher.

  • 41.
    Eliasson, Per
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Den praxisnära forskningscirkelns praxis: Några reflektioner2009In: Klassrummet och cirkeln: en forskningscirkel om historieundervisning i det mångkulturella klassrummet, Resurscentrum för mångfaldens skola/FoU-utbildning, Malmö stad , 2009, p. 8-28Chapter in book (Other academic)
  • 42.
    Eliasson, Per
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Den pågående katastrofen: Samhällsomvandling och miljöhot2009In: Katastrofernas århundrade: historiska och verkningshistoriska perspektiv / [ed] Klas-Göran Karlsson, Ulf Zander, Studentlitteratur AB, 2009, p. 229-262Chapter in book (Other academic)
  • 43.
    Eliasson, Per
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Det mångkulturella samhällets historieläroböcker och reception av historia2008Conference paper (Refereed)
  • 44.
    Eliasson, Per
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Då måste man ju förstå hur historien påverkar människor, som påverkar historien igen2008In: Aktuellt om historia. Historieundervisning och identitet i det mångkulturella klassrummet., no 2008:1Article in journal (Other academic)
  • 45.
    Eliasson, Per
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    En diskussion vitaliserar2007In: Historielärarnas förenings årsskriftArticle in journal (Other (popular science, discussion, etc.))
  • 46.
    Eliasson, Per
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    En historieundervisning med förmåga och innehåll2009In: Noter, ISSN 0909-086X, no 183Article in journal (Other (popular science, discussion, etc.))
    Abstract [da]

    Per Eliasson sætter i En historieundervisning med förmåga och innehåll det arbejde, der i Sverige pågår med at reformere historieundervisningen, ind i en større skolepolitisk sammenhæng. På flere måder adskiller Sverige sig fra Danmark: en ny undervisningsminister stoppede en gymnasiereform som var vedtaget, man indfører en karakterskala med flere trin og historiebevidsthed får en større placering. Man er langt med læreplansarbejdet vedr. grundskolan, mens arbejdet vedr. gymnasiet kun lige er sat i gang. Det kommer vi til at høre mere til.

  • 47.
    Eliasson, Per
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Energifrågor? Det är väl inget historielärare ska syssla med?2009In: Aktuellt om historia, ISSN 0348-503X, no 1, p. 49-55Article in journal (Other (popular science, discussion, etc.))
  • 48.
    Eliasson, Per
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Fädernas missgärningar2008In: Apocalypse Now. Årsskrift för föreningen lärare i religionskunskap 2007Article in journal (Other (popular science, discussion, etc.))
  • 49.
    Eliasson, Per
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Hundra års historieläroböcker2010In: Historisk Tidskrift, ISSN 0345-469X, E-ISSN 2002-4827, Vol. 130, no 1, p. 95-101Article in journal (Other academic)
    Download full text (pdf)
    FULLTEXT01
  • 50.
    Eliasson, Per
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Kan ett historiemedvetande fördjupas?2008In: Historien är nu / [ed] Klas-Göran Karlsson, Ulf Zander, Studentlitteratur AB, 2008Chapter in book (Other academic)
1234567 1 - 50 of 358
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