Historical knowledge, along with knowledge acquired in other subjects, is crucial for individuals to make sense of and engage with the world around them. Evidence suggests that educational systems fail to adequately support disadvantaged groups in accessing the knowledge conveyed through education. This article presents a study comparing the historical knowledge of students attending lower-secondary schools in varying socio-economic environments. Using regression analysis and concept analysis, we examine responses (n=100) to both selected-and constructed-response items from the Swedish national test in history. The sampled items address factual, conceptual, and procedural knowledge types, and the results indicate consistent differences between students from low SES and high SES schools across all types of knowledge. Findings also show that socio-economic status has a larger explanatory value than gender or mother tongue. The differences regarding historical knowledge are discussed in relation to Biesta’s three dimensions of education, providing a philosophical perspective on the broader implications of these disparities in educational success.

Historiedidaktik är ett kunskapsområde för dem som ägnar sig åt att iscensätta eller studera möten med historia. Det kan handla om hur historia undervisas i skolan, men också om hur historia presenteras, förmedlas och används i bredare samhälleliga sammanhang.

Det här är en bok om historia som ett ämne i skolan och om förmedling av historia, men varken skolans historieundervisning, historia som vetenskaplig disciplin eller människors vardagliga möten med historia är isolerad; Historia finns i samhället och i våra liv, något som denna bok tar sin utgångspunkt i. Boken ger en introduktion till historiedidaktisk teori och visar tillämpade exempel i historiedidaktisk praktik.

Historiedidaktik och historieundervisning vänder sig till såväl blivande som verksamma lärare i historia.

I det paper vi presenterar kommer tentativa resultat från ett ULF-projekt att presenteras. Utgångspunkt för projektet är det undervisningsmaterial om Israel/Palestinafrågan som Malmö stad har tagit fram. Inom ramen för en forskningscirkel (Persson, 2008) har lärare från fyra skolor, en gymnasieskola och tre grundskolor tillsammans med två medverkande forskare diskuterat materialet. Diskussionerna, som kryddades med inläsning av litteratur om relationell pedagogik (Aspelin, 2018) och multiperspektivitet (Wansink et al., 2018), mynnade ut i ett antal strategier som lärarna implementerade i sin undervisning. Före och efter implementeringen skrev eleverna i de klasser som deltog texter som syftade till att belysa hur de hanterar flera perspektiv i relation till specifika historiska fenomen. I vår bearbetning av texterna har concept analysis (Schreier, 2012) använts och analyser visar dels på olika sätt satt hantera multiperspektivitet och en förändring av hur eleverna gör detta före och efter implementeringen. En del elever hanterar olika perspektiv kronologiskt, på så sätt att de beskriver hur olika förhållningssätt ersätter varandra över tid. Andra elever visar hur olika förhållningssätt till historiska fenomen existerar parallellt. Samtidigt finns det texter i det insamlade materialet dör det inte finns någon förekomst av olika perspektiv.

Resultaten visar också att en större andel elever ger exempel på flera perspektiv efter implanteringen och att affektiva element i svaren är frånvarande, även i relation till Israel/Palestinafrågan. Dessa resultat har analyserats tillsammans med de medverkande lärarna som satt dem i relation till den genomförda undervisningen och de diskussioner som föregick denna.

In the study presented in this article, the aim is to further the understanding regarding the differences between pupils (aged 15-16) from schools with low or high socio-economic status (SES), regarding the amount and diversity of content knowledge in history that they have acquired by the end of compulsory schooling. Following a definition of historical content knowledge, we situate the concept in relation to other aspects of the history school subject. This is done to visualize historical content knowledge's central role in more complex aspects of the subject. The empirical material used in the study is pupils' responses on both selected and constructed response items on the Swedish national test in history. In the study, a combination of qualitative and quantitative approaches is used. The results show not only that pupils in low-SES schools provide fewer examples of historical content knowledge. We can also establish that the historical content knowledge of pupils from high-SES schools represents several perspectives while there are few perspectives present in the responses from pupils in low-SES schools. The results are used to discuss how the differences between pupils in low- and high-SES schools may affect their possibilities for educational success and active participation in society.

Research topic/aim: In this presentation, we share results from a review of reviews with the objective of creating a retrospective map of how the university educator's professional teaching practice was represented in research published during the pandemic (2020-2022). To address this we have chosen the digitalization of HE during the pandemic as our research object. Inspired by the hybrid systematic narrative overview (Newman & Gough, 2020) we provide a map by comparing and synthesizing existing reviews published between 2020 and 2022. Theoretical framework We focus on teaching practice as a complex activity that requires multifaceted competencies (Moreira et al., 2023) and draw on the model University Teacher Expertise (UNITE) and the six different tasks for a university teacher (Dijk et al., 2020). We argue that a complex professional teaching practice combined with the impressive speed that research published during the pandemic – highlights the need for a synthesis of knowledge.

Methodological design: This review of reviews is inspired by the hybrid systematic-narrative approach (Turnbull et al., 2023). We employ systematic review techniques to identify and review the literature while applying narrative analysis to synthesise the included articles. By doing the narrative review in a more systematic approach we try to strengthen the rigour and enhance the transparency of the review (Snilstveit et al., 2012). We draw on well- established methods and frameworks from other fields, like the PRISMA checklist, “The Enhancing transparency in reporting the synthesis of qualitative research statement” (ENTREQ) (Tong et al., 2012) and the AMSTAR quality assessment and then add a Reflective Thematic Analysis (RTA) (Braun and Clarke, 2020) to synthesise the thematic patterns.

Expected conclusions/findings: 20 reviews (2020-2022) were included, and the result shows that a single discipline –medical education – dominates with nine reviews. The reviews are published globally, and in seven of the reviews, the scientific quality of the included articles is discussed by the authors. The authors reflect that many studies are cross-sectional, without theoretical framing or having an anecdotal and self-reported character. Growing complexity in the university educator teaching practice with aspects like a pedagogy of care, communicative competence, and knowledge about the working environment is represented. The university educator is depicted as either being flexible, innovative and open to change or needing to develop these personal skills.

Relevance to Nordic educational research: In the presentation, we will share results from the study and open for a discussion on how the representations of the university educator teaching practice during the pandemic may affect how we understand professional practice today.

In the Introduction are outlined some central questions relating to why there has been increased interest toward assessment, evaluation and testing in educational policy in the last 30 years, and what effect this may have had on pedagogy. In the Introduction attention is drawn to the both negative and positive potential that there is in the new emphasising of student assessment.