Anton Nilsson (1887–1989) är en av den svenska arbetarrörelsens mest kända personer och en framträdande aktivist med status av ikon. Medlem av den ungsocialistiska rörelsen i arbetarstaden Malmö placerade han i samband med en omfattande hamnarbetarkonflikt i de svenska hamnarna en bomb på logementsfartyget Amalthea som hyste 73 engelska strejkbrytare. Anton Nilsson dömdes till döden i en efterföljande rättegång, men efter omfattande protester, också utomlands, omvandlads dödsstraffet till livstids straffarbete. I samband med den första socialdemokratiska/liberala regeringen gavs han amnesti 1917 och släpptes ur fångenskapen. Midsommarafton 1919 tog Anton Nilsson ett internationellt flygcertifikat och med det begav han sig till den unga sovjetstaten och blev flygare i Röda armén.

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.

Trepartsamtalet. 15 inspelade videosamtal mellan lärarstuderande, handledare och besökande vfu-lärare.

Several researchers have characterized the use of language in science instruction as a 3-language problem, as the students move between home-, school-, and scientific languages and expressions. In this way it is possible to describe a science classroom as an arena for several discursive or hybrid languages where different expressions are negotiated and discussed. The 3-language problem has highlighted the importance of making hybrid spaces explicit for students by comparing and merging their everyday worlds and colloquial language with the languages of science. An important question is what language and discursive awareness science teachers express about how science communication in different contexts may constitute a hindrance or support for students’ engagement in science? We explore in what ways 10 science teachers reflect upon different communicative and language perspectives in science education in Sweden. The participating teachers work half time as teachers in primary and secondary school and attend a part time graduate school in education at the university. Interviews focused on experienced possibilities and difficulties when discussing science and technology with their students. Preliminary results suggest a general lack of or an implicit discursive awareness among teachers about science instruction as a language activity. However, several teachers exemplified new ways of outlining and forming contemporary scientific and technological knowledge for students.

I augusti 1909, för precis hundra år sedan, bröt storstrejken ut i Sverige. En händelse som satte djupa spår i svensk politik och som utgjorde startpunkten för bygget av en av världens mest framgångsrika välfärdsstater. Roger Johansson berättar historien om sommaren som formade det moderna Sverige.

Den nya gymnasieskolans historiska kontext. 1960-tal.

Historien om Första maj i USA

About the military shootings in Ådalen, Sweden 1931

Historiska och tematiska vandringar genom Malmö

Handelsarbetarnas historia i Malmö genom 100 år.

On Peace Education

Kampen om rummet i staden. Strider om att resa monument i Ådalen Sverige och Haymarket/Chicago USA.

Visions behind the foundation of a new University

The History of Malmo University

Theoretical and methodological framework: In my paper I will take of in a theoretical framework related to a German historian Reinhart Kosellecks Begriffsgechichte as an empirical study over the struggle to give meaning to important concepts in our thinking. I will also make some sort of methodological take of in this paper in a model from a Danish historian, Bernard Eric Jensen. In this model he discuss the fields were we meet, and the fields were we produce history. In the centre of the model he has put the concept – historical consciousness e. g. how we connect the present with the past and the future. My sources: My research is based on 34 textbooks in History for compulsory school in Sweden published between 1940 and 1996, and similar 40 textbooks published in United States of America between the years of 1887 and 1995. The question: I will focus on two national traumas on the labor market; The bomb on Haymarket Square in 1886, Chicago, USA and the deadly shouting by a military troop on a peaceful demonstration in Ådalen, Sweden in 1931. However, the two events rapidly became important concepts; Haymarket is close related to the international May Day tradition and Ådalen in Sweden as a turning point and a start for the Swedish welfare state – at least in the retrospective perspective of the history writing of today. Howe has the two narratives been retold in the textbooks in history for compulsory school? Is it the same narrative or does it changes over time? Howe does the textbooks reflect conflicts and different values of its present time in the society? What meaning do the two events play in different narratives - in Sweden and the United States? A short example: Textbooks in the US - a battlefield American Historians have used textbooks as sources to interpret changing discuses within the American society in a very interesting way. As Joseph Moreau rites: ”Examining textbooks through the lens of the”nation” is an effective way to unmask these conflicts.” Both Joseph Moreau and Jonathan, Zimmerman has pointed out periods of transitions in American textbooks in the 1890-, 1920-, 1930-, 1960- and 1980. I will just give two short examples; one from a textbook used from the very turn of the last century to the mid 1920th, and one from a textbook printed in 1938, just before Word War two. It’s quite easy to follow the footsteps of Moreau and Zimmerman and relate their studies to my study about Haymarket and labor movement. Those textbooks which was published just before or after the bomb at Haymarket 1886 was coloured by the sympathy and the concern many middleclass and intellectuals felt over the extreme poverty in many cities, and the conflicts at the labor market in the US. History of the United States printed in 1888 is one example: “Throughout the land mechanics and laborers of all classes had formed Union-organizations for controlling hours of labor and daily pay, and for taking care of stick or unfortunate members.” Some years later it’s a quite another narrative told by D. H. Montgomery. ”In Chicago forty thousand men left their employments…Processions of strikers, ten thousand strong, , marched through the streets, - in some cases, with all the precision of movement of a body of highly drilled troops…- an Englishman – urged the most violent measures. [At Haymarket] …some one threw a dynamite bomb at the police…then drew revolvers, and fired on the police….The ringleaders of the mob were arrested, and brought to trial. All but one were of foreign birth. They belonged to a small but dangerous class calling themselves Anarchists. The object of the Anarchist is to overthrow all forms of government, either by peaceable means, or…by murder, and the destruction of property.” It’s a narrative built up on a framework of dangerous alien anarchists threatening the society and the private property with bombs. The recently arrived immigrants have not yet learned American traditions and costumes. It’s retold also in First World War anti-labor discourse: “The most violent outbreak of this kind occurred in Chicago, where 40.000 men suddenly stopped at work. A band of violent anarchists ...The leaders in the terrible assault were caught and four of them were hanged after a faire trail in court. Since then anarchists have been severely dealt with in this country.” If we go ahead; my second example is from a textbook published in the end of the New Deal area and it is obvious that the labor movement at that time had became an integrated part of the textbooks, witch reflects the changing values within the American society. The textbook tells us by the headline of the chapter: ”Samuel Gompers, The Greatest American Labor Leader.” Gompers has got a chapter of his own – his life story and fortunes is also an allegorical narrative about the history of the American society. Gompers was born in a poor but harmonic working class family in England and came to New York as young immigrant with his family at the age at 14, and he became at cigar maker. From his very first day at work he became a member of the Cigar Makers Union and he stared to study what he could do to give the workers a better life. That is why he founded the American Federation of Labor and he became its president for 37 years. When the workers of US unionized the living conditions became better and life healthier, the working day was shortened and the salaries raised and it became possible for a common worker to give the children a good education and a god home. ”Mr. Gompers was happy to see the condition of the working people so much improved, but he was never satisfied. He kept on working…[and]…did a great deal to help make the working people of the United States happier and more comfortable than the workers in any other country.” The narrative over Gompers is also a narrative over the American dream, by hard labor it is possible also for the poorest immigrant to succeed, and how America today is more wealthy than any other country on earth. In this narrative there is no place for those Marxian circles were Gompers participated or the work for pardon the Haymarket martyrs. Even the parents of the children are included in the “we –are all-in-the-same-boat” – narrative: ”// 3. Find out how many of the fathers of the pupils in your class belong to labor unions or employ men who belong to unions. List the names of these unions to see whether or not there are many different unions represented. //” In the Cold War textbooks ”American” is defined by the capitalist system and Haymarket has its place as an frightening concept of radicals.

Storstrejken för precis 100 år sedan har ständigt omtolkats. Historieskrivningen speglar inte bara vad som faktiskt hände, utan också läget i Sverige när historien skrivs, anser historikern Roger Johansson. Kanske står vi idag inför ännu en omtolkning.

Name: Roger Johansson, PhD, senior lecturer, Department: History Department/Teacher Education, Institution Malmö University, Sweden Phone: +46 (0)40 665 80 84, cell-phone +46 (0)709 655 380 E-mail: roger.johansson@lut.mah.se Title of paper: The History of May Day and the struggle for the History – Narratives of the May Day in the United States This paper will discuss the May Day in the US. There is also a close relation between the International May Day and the Haymarket tradition. An American historian, William Adelman, wrote about the Haymarket events in 1886 in Chicago: “The Haymarket bomb, the May Day march for the eight hour day, the trial, and execution started a chain of events that have influenced every corner of the globe.” And it would not be possible to understand the heavy symbolism of the Haymarket, without understanding how close related the events were – and still are – to the eight-hour-working-day, free speech, and most of all, the international May Day. Carl Smith, another American historian, wrote about the meaning of the bomb: ”…the profoundest questions of all: under what conditions should human beings live and labor with one another? Four different monuments were erected to memorize the events at the Haymarket Square. Still, two of the monuments were placed at the Haymarket Square – but not at the same time. It is not surprisingly that the battle over the memory of the trauma also resulted in a violent battle over the space at the square in effort to erect a monument; The police monument from 1889 and The site of the Haymarket tragedy from 2004. As a member of the committee in 2004 the President of the Police Union in Chicago stated that the Haymarket monument also included the police as a labor force – today the Chicago police is unionized and a part of the labor movement in Chicago. And even more important, from the perspective of the international working class day, is the fact that when The site of the Haymarket tragedy was erected in 2004 it also became the starting point for the return of May Day in Chicago. And with the erection of the new monument over the Anarchists in 2004, the past and the present of the May Day tradition, meets at the Haymarket Square. Maybe this is how we should read the history over the two monuments. Monuments are not only shaping memories, or preserves the memory, the monument is talking to us and makes us understand our own contemporary world and in a deeper meaning they make us look into the future. In this sense a monument is truly interactive. The two monuments are standing as common testimonies of the May day of the 1886s in Chicago and everyone who meets The police monument or The site of the Haymarket tragedy are forced to meet the narratives they bring to us. As an American historian wrote, “…the passion” of the debate “…reveals how important the establishing of imaginative control over the city was….”, and you could add - still is. Ever since the Haymarket events, and even more, since the birth of the international working class May Day in 1890, there has been a struggle over the May Day and the meaning of the concept as an international working class day for class manifestations. In this sense the May Day reflects the conflicts inside the American society. On the other hand it gives us through its slogans, artefacts and the manifestations of the day, a representation of how the American working class movement understood the day and how this has changed over time. Both the attempts to criminalising the May Day by criminalising its artefacts by the Red Flag Law or by renaming the day to Child Health Day or working class celebration the day or not, or how Haymarket has been memorised, it all reflects changing values in the public debate and the imagines of the May Day inside the US working class and labor movement.

History of Peace Education

Ett lokalt drama och en tragedi som genast fortplantades, och blev en konfliktfylld nationell vridningspunkt i en händelsekedja som skulle förändra villkoren på svensk arbetsmarknad och kasta om dittillsvarande politiska mönster och lojaliteter i svensk inrikespolitik. Händelsen gav eko, levde vidare, också utanför landets gränser, och ställde viktiga frågor: om maktens anspråk och gränser för att upprätthålla ordning, om vems ordning och på vems villkor, om medborgarnas förtroende och om statens och myndigheternas neutralitet i sociala konflikter. Dessa är fundamentala och principiella frågor för ett samhälle att ställa och har ständigt återkommit i debatter, skapat spänningar och laddade konflikter inför öppen ridå. Ådalen är en dåvarande, en närvarande och en ständigt aktuell historia.

The history of Malmo in Arabic

Ett tvärvetenskapligt projekt med 39 forskare och 3 bildredaktörer för att beskriva och problematisera Malmös utveckling åren 1990-2020.

En undersökning om arbetare och arbete vid en kolgruva på Grönland under åren 1924-1955

En bred översikt över Malmös utveckling åren 1990-2020, en diskussion om hur man kan förstå och forska om en stad, samt en genomgång av de tidigare utgivna banden i serien malmö stads historia.

Baksidestext: Det bedrivs ett omfattande pedagogiskt arbete på museer, arkiv och bibliotek runt om i Skåne. För att fördjupa arkiv- och museipedagogernas didaktiska kompetens skapades kursen Levande läromedel – kulturarvspedagogik. Kursen är ett samarbete mellan Lärarutbildningen vid Malmö högskola, Statens Kulturråd och museer och arkiv i Skåne. I denna antologi, med förord av historikerna Lars Berggren vid Lunds universitet och Roger Johansson vid Malmö högskola, presenteras de utvecklingsarbeten som kursdeltagarna genomfört tillsammans med skolor i regionen.Utvecklingsarbeten som bland annat handlar om hur lärare kan använda museer som läromedel på egen hand, hur arkiv, bibliotek och hembygdsföreningar kan vara en resurs för skolan för att levandegöra lokal historia, hur man kan inspirera lärare och elever till att använda sig av utomhusmiljöer i undervisningen. Innehåll: Pia Sander och Karin Sjöberg: Vägar till lokal historia / Kristina Bakran och Yvonne Sandberg: Använd museet som läromedel / Angelica Bondesson och Annika Hansson Moberg: Underbara fasansfulla människa / Ulf Bergendorff, Kerstin Martinsdotter och Samuel Thelin: Både damm och kufar / Lena Sundgren-Brorsson, Rosi Gerlach, Birgitta Liljeqvist och Anneli Oxenstierna: History and her-story / Karin Hjelmér, Pelle Johansson, Fredrik Nihlén, Ricky Wrentner: Träd och trä / Marianne Bomgren, Helen Hasslöf och Maria Jiborn: Klassens alla uterum