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HBTQ+ perspektiv i historieundervisning: En översikt av forskning kring HBTQ+ representation i historieläromedel samt metoder för inkludering av HBTQ+ perspektiv i historieundervisning
Malmö University, Faculty of Education and Society (LS).
Malmö University, Faculty of Education and Society (LS).
2024 (Swedish)Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
LGBTQ+ Perspectives in History Education : An Overview of Research Regarding LGBTQ+ Representation in History Textbooks and Methods of Including LGBTQ+ Perspectives in History Education (English)
Abstract [en]

The problematic aspect of including LGBTQ+ perspectives in history education is that history textbooks might not contain a sufficient quantity or quality of LGBTQ+representation, in addition teachers might not be sufficiently equipped to teach history with LGBTQ+ perspectives. The purpose of this overview is to compile research regarding how LGBTQ+ perspectives are represented in the history subject in addition to which methods history teachers can use in order to include it in their teaching. In order to find the relevant research we have used the databases ERIC via EBSCO, Libsearch from EBSCO, Education Research Complete (ERC) and SwePub as well as using supplementary search methods. The material has been assessed in relation to the question: “How are LGBTQ+ related subjects represented in history textbooks and which methods may teachers use in order to include LGBTQ+ perspectives?”. The result of the compiled research indicates that using modern terms and frameworks in history education can be problematic as they are not historical but that they can also be a useful tool in order to explain history. Secondly, the research shows history textbooks lacking quantity and quality of LGBTQ+ representation. Some textbooks are shown to uphold hetero- and cis norms as well as harmful stereotypes of LGBTQ+people. Thirdly, it presents a lack of LGBTQ+ perspectives in teacher education. Further, research suggests that LGBTQ+ inclusive literature can contribute to a safer environment for students. Lastly, it shows that possible methods to include LGBTQ+ perspectives in history education are using intersectional theory, using terms such as heterosexual, representing LGBTQ+ peoples multiple identities and balancing positive and negative aspects in LGBTQ+ related subjects. In conclusion there is a lack of LGBTQ+ representation in history textbooks but history teachers can still provide LGBTQ+ perspectives in their teaching. 

Place, publisher, year, edition, pages
2024. , p. 33
Keywords [en]
history education, LGBTQ+ representation, secondary school, textbooks
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Didactics
Identifiers
URN: urn:nbn:se:mau:diva-65820OAI: oai:DiVA.org:mau-65820DiVA, id: diva2:1836117
Educational program
LS Master of Arts/Science in Secondary Education
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Available from: 2024-02-08 Created: 2024-02-08 Last updated: 2024-02-08Bibliographically approved

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Hannes Persson Selma Zupcevic(234 kB)4 downloads
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