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The present-orientedness of many people seems to have intensified once again in our time. This may be related to two phenomena. First, the world is changing very rapidly today: new things are constantly emerging that cannot be explained with reference to the past. Second, today the future appears more as a threat and no longer as an optimistic promise. Thus, the question arises with new urgency why we should deal with the past today, especially in school history classes. In order to answer this question, it helps to refer to the Didactic Triangle as a struc­tural model of teaching. This shows that there are three directions of justification for school-based history education. Reasons for this can be found in society, in the science of history and in learners. The present contribution argues primarily from the learners' point of view and shows that history education helps people to deal competently with history, responsibly with society and reflectively with themselves. In these three dimensions, a number of aspects can be identified that need to be stimulated while mediating history. This will be explained by means of the app 'Fleeing the Holocaust' and the video game 'When We Disappear'. In any case, what is important is the fact that learners appropriate history and use it to make meaning and produce stories. Finally, it is shown that history ed­ucation can manifest itself in different ways. Different history-specific beliefs of teachers and a first empirical exploration of these theoretically postulated con­structs ('History as a Social Science', 'History as an Identity Builder', 'History as a Teacher for the Present and the Future', 'History as a Narrative about the Past') are presented., + ID der Publikation: phlu_17600 + Art des Beitrages: Buchkapitel/Beitrag in Sammelband + Seiten: 23 - 49 + Sprache: Englisch + Letzte Aktualisierung: 2023-11-14 09:26:18

The question of the meaning of history education has increasingly been raised recently. The teaching of history must assert itself in the field of tension between politics, economics and culture. History teaching in classes has come under pres­sure in many places. On the one hand, it can be observed that the teaching of history is being instrumentalized in various countries in order to strengthen nationalism. On the other hand, history as an independent school subject is in the process of disappearing from the curricula of different countries. Last but not least, the strong utilitarian and competence orientation of many school systems raises the question of what learning history can actually contribute to understanding the present and the functioning of society. This fundamental uncertainty about the goal and purpose of history education stands in strange contrast to the public sphere, where a veritable boom in historical culture can be experienced. But even there, confidence in the orienting function of history in both the present and the future is low., + ID der Publikation: phlu_17601 + Art des Beitrages: Buchkapitel/Beitrag in Sammelband + Seiten: 8 - 20 + Sprache: Englisch + Bemerkungen: Ansprechperson: Jasmine Steger + Letzte Aktualisierung: 2023-11-16 08:58:15

Diese englischsprachige Publikation präsentiert eine ganze Reihe von Gründen, warum Geschichte heute unbedingt unterrichtet werden muss. Sie liest sich als Plädoyer für einen kompetenten Umgang mit Geschichte in heutigen Gesellschaften., + ID der Publikation: phlu_17599 + Art des Beitrages: Sammelband + Sprache: Englisch + Letzte Aktualisierung: 2023-11-14 09:26:05

This research presents the results obtained on how the relationship is and/or collaboration between lecturers and heritage institutions, especially in the case of museums. The methodology used was quantitative with a descriptive non-experimental quantitative method. The participants in the study were 26 lecturers from three departments of the University of Murcia and the research instrument used was a questionnaire. Finally, with regard to the results obtained, it can be concluded that the relationship between university and heritage institutions is present through the didactic visits, employed by the majority of lecturers and carried out generally in the museums, but the potencial of such activities is not being fully exploited, En este trabajo se presentan los resultados obtenidos sobre cómo es la relación y/o colaboración existente entre el profesorado universitario y las instituciones patrimoniales, especialmente, en el caso de los museos. La metodología empleada ha sido cuantitativa con un método cuantitativo no experimental de carácter descriptivo. Los participantes en el estudio han sido veintiséis docentes de tres departamentos de la Universidad de Murcia y el instrumento de investigación utilizado un cuestionario. Por último y respecto a los resultados obtenidos, estos permiten concluir que la relación universidad-instituciones patrimoniales está presente a través de las visitas didácticas, empleadas por la mayoría de este profesorado y llevadas a cabo generalmente en el museo, pero no se está aprovechando completamente su potencial.

Although the population of Finland has always been culturally and linguistically diverse, history education in Finland has nonetheless long excluded the history of its minorities and its colonial past. Instead, history education has portrayed Finland as a historically homogeneous nation-state. This article examines the representation of minorities in Finland and the portrayal of colonialism in 18 history textbooks used in Finnish basic education, written in both Finnish and Swedish. It uses discourse analysis to investigate how the selected history textbooks discuss minorities and colonialism within their texts. The study finds that there are significant differences between textbooks written in Finnish and Swedish, the latter including more information of, and critical perspectives on, minorities and colonialism. Nonetheless, many minority groups remain invisible in all the analysed textbooks. Finally, the textbooks, for their part, mainly associate colonialism with overseas activities and do not delve into Nordic colonialism in Sápmi.

Although the population of Finland has always been culturally and linguistically diverse, history education in Finland has nonetheless long excluded the history of its minorities and its colonial past. Instead, history education has portrayed Finland as a historically homogeneous nation-state. This article examines the representation of minorities in Finland and the portrayal of colonialism in 18 history textbooks used in Finnish basic education, written in both Finnish and Swedish. It uses discourse analysis to investigate how the selected history textbooks discuss minorities and colonialism within their texts. The study finds that there are significant differences between textbooks written in Finnish and Swedish, the latter including more information of, and critical perspectives on, minorities and colonialism. Nonetheless, many minority groups remain invisible in all the analysed textbooks. Finally, the textbooks, for their part, mainly associate colonialism with overseas activities and do not delve into Nordic colonialism in Sápmi.

Masterarbeit Universität Innsbruck 2023

This qualitative exploratory case study covers Lebanon’s conflicted history that has left its people with unfulfilling history education. The purpose was to explore potential stakeholders and possible factors to motivate participation in Lebanon’s process towards a formal history education. Previous research has shown a need to combine stakeholders with a top-down approach to resolve conflicts over history education in post-conflict societies such as Lebanon. The study was conducted through a sample of digital articles representing people from Lebanon. The sample was analysed with a Qualitative content analysis. The findings showed that sceptical individuals have the potential to act by both enabling and challenging historical narratives in the social space they have access to. Stakeholders such as teachers and historians are today already organised to move history forward within education. Potential factors that could motivate Lebanese to participate in the process were cognitive- and financial rewards that today are left out. These findings showed an optimistic outlook on the long struggle over history education in Lebanon and could work as a recommendation for further research.

Geschichte ist im Tourismus ein wichtiger Faktor. Dies haben Historiker*innen und Geschichtsdidaktiker*innen erkannt und reflektiert. Aber wie sehen dies die Tourismusverantwortlichen selbst? Public History Weekly hat mit Marcel Perren gesprochen. Er ist Tourismusdirektor in Luzern, einem weltbekannten Touristenort in der Schweiz., + ID der Publikation: phlu_17275 + Art des Beitrages: Artikel (Journal) + Seiten: 1 - 11 + Jahrgang: 11 + Medium/Art/Gattung: Public History Weekly + Sprache: Deutsch + Letzte Aktualisierung: 2023-06-29 15:55:20

Geschichte ist im Tourismus ein wichtiger Faktor. Dies haben Historiker*innen und Geschichtsdidaktiker*innen erkannt und reflektiert. Aber wie sehen dies die Tourismusverantwortlichen selbst? Public History Weekly hat mit Marcel Perren gesprochen. Er ist Tourismusdirektor in Luzern, einem weltbekannten Touristenort in der Schweiz., + ID der Publikation: phlu_17275 + Art des Beitrages: Artikel (Journal) + Seiten: 1 - 11 + Jahrgang: 11 + Medium/Art/Gattung: Public History Weekly + Sprache: Deutsch + Letzte Aktualisierung: 2023-06-29 15:55:20

The purpose of this thesis is to investigate interculturality in history as an idea and practice. Two overarching research questions are raised, each concerning the theoretical and practical levels: How can history, as a field of knowledge and teaching, be related to intercultural learning as a normative practice? What obstacles and opportunities for teaching and learning emerge when intercultural historical learning is the goal? This thesis comprises four published studies. Through a hermeneutic process, the aspects of interculturality and history are investigated as interplays between theory and empirics and between generic outcomes and specific cases. Cases from three Swedish upper secondary history classrooms provide data. They are analysed narratively, using both analytical tools based on the theories of historical consciousness and historical thinking, as well as the framework of threshold concepts. Utilising the theory of powerful knowledge, interculturality, as a normative and extrinsic goal, is brought together with history as a dynamic body of knowledge. In the thesis, I argue that interculturality in history teaching is best understood as a shift in perspectives, adopting a specific gaze on historical narratives. The identified obstacles relate to the normativity of interculturality, the methodological nationalism of history and the pedagogical risk of fragmentation and deconstruction. A major result is the potential to construct complex, multidirectional narratives centred on cultural encounters and migration processes, which combine temporal and spatial layers to open the past for intercultural connections. There also seem to be specifically productive learning situations and liminal spaces in which students acquire new subject understandings. Finally, in a systematic approach, a didactic model of intercultural historical learning is presented, constituting the final, but still provisional, hermeneutic loop of the research project., Elever i dagens skola lever i en tid präglad av kulturell mångfald och rörelser av människor, vilket ställer samhället inför utmaningar. Denna avhandling menar att historia som skolämne har något värdefullt att tillföra för att rusta elever att förstå och orientera sig i en mångkulturell värld. Samtidigt finns inneboende spänningar i historieämnets möte med det mångkulturella samhället som blockerar denna potential. Tidigare berättelser om vad det innebär att leva i samhället tycks inte längre spegla den verklighet vi lever i. I avhandlingen undersöks vad interkulturalitet i historia kan vara som idé och praktik genom fyra studier. Studierna följer på varandra i en hermeneutisk process där teoriutveckling samspelar med praktiknära fallstudier från historieundervisningens klassrum. Avhandlingen argumenterar för att interkulturalitet i historieundervisning bäst förstås som en perspektivförskjutning, ett erövrande av en specifik blick där interkulturalitet och historia ger varandra färg och olika tidsliga och rumsliga lager möts och kan öppna det förflutna för interkulturella kopplingar. Hur detta kan möjliggöras, liksom vilka svårigheter som kan uppstå, diskuteras i bokens kapitel. Slutligen föreslås för läraren en praktisk didaktisk modell för interkulturell historieundervisning.

The purpose of this thesis is to investigate interculturality in history as an idea and practice. Two overarching research questions are raised, each concerning the theoretical and practical levels: How can history, as a field of knowledge and teaching, be related to intercultural learning as a normative practice? What obstacles and opportunities for teaching and learning emerge when intercultural historical learning is the goal? This thesis comprises four published studies. Through a hermeneutic process, the aspects of interculturality and history are investigated as interplays between theory and empirics and between generic outcomes and specific cases. Cases from three Swedish upper secondary history classrooms provide data. They are analysed narratively, using both analytical tools based on the theories of historical consciousness and historical thinking, as well as the framework of threshold concepts. Utilising the theory of powerful knowledge, interculturality, as a normative and extrinsic goal, is brought together with history as a dynamic body of knowledge. In the thesis, I argue that interculturality in history teaching is best understood as a shift in perspectives, adopting a specific gaze on historical narratives. The identified obstacles relate to the normativity of interculturality, the methodological nationalism of history and the pedagogical risk of fragmentation and deconstruction. A major result is the potential to construct complex, multidirectional narratives centred on cultural encounters and migration processes, which combine temporal and spatial layers to open the past for intercultural connections. There also seem to be specifically productive learning situations and liminal spaces in which students acquire new subject understandings. Finally, in a systematic approach, a didactic model of intercultural historical learning is presented, constituting the final, but still provisional, hermeneutic loop of the research project., Elever i dagens skola lever i en tid präglad av kulturell mångfald och rörelser av människor, vilket ställer samhället inför utmaningar. Denna avhandling menar att historia som skolämne har något värdefullt att tillföra för att rusta elever att förstå och orientera sig i en mångkulturell värld. Samtidigt finns inneboende spänningar i historieämnets möte med det mångkulturella samhället som blockerar denna potential. Tidigare berättelser om vad det innebär att leva i samhället tycks inte längre spegla den verklighet vi lever i. I avhandlingen undersöks vad interkulturalitet i historia kan vara som idé och praktik genom fyra studier. Studierna följer på varandra i en hermeneutisk process där teoriutveckling samspelar med praktiknära fallstudier från historieundervisningens klassrum. Avhandlingen argumenterar för att interkulturalitet i historieundervisning bäst förstås som en perspektivförskjutning, ett erövrande av en specifik blick där interkulturalitet och historia ger varandra färg och olika tidsliga och rumsliga lager möts och kan öppna det förflutna för interkulturella kopplingar. Hur detta kan möjliggöras, liksom vilka svårigheter som kan uppstå, diskuteras i bokens kapitel. Slutligen föreslås för läraren en praktisk didaktisk modell för interkulturell historieundervisning.

This study intends to highlight jazz dance in Sweden and its early establishment during the 1960’s and the 1970’s. The questions of issue are, ”How has the tradition of Swedish jazz dance been conveyed?”, ”What are some expectations and perceptions on jazz dance among upper-secondary school students who study dance?” and ”Is there a correlation between the tradition of Swedish jazz dance and upper-secondary school students’ perceptions on the genre?”. The study is a combination of a literature review and a focus group interview. The literature review maps the establishment and development of jazz dance in Sweden. The focus group consists of three upper-secondary school students who study dance. As a result, both the literature review and the focus group advocate for a historiographical perspective in jazz dance education. The students wish to see education in jazz dance techniques as well as jazz history during the practical classes. According to the pioneers, the cultural heritage and history of jazz is essential for the understanding of the artform. Therefore, it is relevant for teachers in jazz dance to educate their students on the theoretical aspects of the genre to connect the physical practices to the heritage.

This study investigates how teachers implement select parts of the German and Canadian history didactic traditions in relation to the Swedish history curriculum in their practice. The material used is an overview based on earlier research as well as multiple empirical classroom studies conducted throughout Sweden. The result indicates that there is both correlation and an inconsistency between the research field of history didactics and teaching practice. This might be due to the complexity of the syllabus. To make the education more aligned with both the curriculum and the didactic traditions, our results point towards the need to assess historical consciousness both systemically and qualitatively, and that teachers’ practice regarding disciplinary approaches to history should be developed. Further research is suggested to develop how teachers interpret and implement certain components of steering documents in history education.

The purpose of this thesis is to investigate interculturality in history as an idea and practice. Two overarching research questions are raised, each concerning the theoretical and practical levels: How can history, as a field of knowledge and teaching, be related to intercultural learning as a normative practice? What obstacles and opportunities for teaching and learning emerge when intercultural historical learning is the goal? This thesis comprises four published studies. Through a hermeneutic process, the aspects of interculturality and history are investigated as interplays between theory and empirics and between generic outcomes and specific cases. Cases from three Swedish upper secondary history classrooms provide data. They are analysed narratively, using both analytical tools based on the theories of historical consciousness and historical thinking, as well as the framework of threshold concepts. Utilising the theory of powerful knowledge, interculturality, as a normative and extrinsic goal, is brought together with history as a dynamic body of knowledge. In the thesis, I argue that interculturality in history teaching is best understood as a shift in perspectives, adopting a specific gaze on historical narratives. The identified obstacles relate to the normativity of interculturality, the methodological nationalism of history and the pedagogical risk of fragmentation and deconstruction. A major result is the potential to construct complex, multidirectional narratives centred on cultural encounters and migration processes, which combine temporal and spatial layers to open the past for intercultural connections. There also seem to be specifically productive learning situations and liminal spaces in which students acquire new subject understandings. Finally, in a systematic approach, a didactic model of intercultural historical learning is presented, constituting the final, but still provisional, hermeneutic loop of the research project., Elever i dagens skola lever i en tid präglad av kulturell mångfald och rörelser av människor, vilket ställer samhället inför utmaningar. Denna avhandling menar att historia som skolämne har något värdefullt att tillföra för att rusta elever att förstå och orientera sig i en mångkulturell värld. Samtidigt finns inneboende spänningar i historieämnets möte med det mångkulturella samhället som blockerar denna potential. Tidigare berättelser om vad det innebär att leva i samhället tycks inte längre spegla den verklighet vi lever i. I avhandlingen undersöks vad interkulturalitet i historia kan vara som idé och praktik genom fyra studier. Studierna följer på varandra i en hermeneutisk process där teoriutveckling samspelar med praktiknära fallstudier från historieundervisningens klassrum. Avhandlingen argumenterar för att interkulturalitet i historieundervisning bäst förstås som en perspektivförskjutning, ett erövrande av en specifik blick där interkulturalitet och historia ger varandra färg och olika tidsliga och rumsliga lager möts och kan öppna det förflutna för interkulturella kopplingar. Hur detta kan möjliggöras, liksom vilka svårigheter som kan uppstå, diskuteras i bokens kapitel. Slutligen föreslås för läraren en praktisk didaktisk modell för interkulturell historieundervisning.

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 empiri-cal 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 com-bination 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.

In light of the pursuit of historical justice for national minorities in Sweden, research has called for a stronger focus on what state redress implies in the history educational context and the teaching and learning of difficult minority histories. As an answer to this call, this compilation thesis aims to contribute knowledge about the reconstruction of Swedish Roma history in lower secondary history education in relation to ideals of historical justice, human rights and the historical and practical perspectives on the past. This thesis explores students’ perspectives and narrative reconstructions of Roma history through four original articles. The first article focuses on students’ perceptions of human rights in history (Article I). Article II center on students’ thinking and caring about the Roma past, present and future. Article III explores how students narrate agents of change in regard to the Roma past, present and future, and Article IV provides analyses of students’ perceptions and narrative reconstructions of Roma history before and after a design-based intervention in two history classrooms. The dissertation shows how what have been perceived as conflicting ideals in history education, namely the historical and practical past, are closely intertwined in students’ narrative reconstructions of the Roma past, present and future. Considering this difficult history, students underscored the importance of a shared responsibility for Roma rights in the present and future, albeit narrating the nation-state as the single most important agent of change for Roma rights in the past, present and future. Whilst the student cohorts in Article II and Article III realise and recognise Roma rights through their narrational practices and thus may become empowered to act for a just future, the studies make evident the way in which student narratives also re-establish cultural and ethnic group boundaries, which may disempower young learners. Acknowledging the complexities th

Viele Virtual Reality-Anwendungen (VR), die sich historischen Themen widmen, eint ein Ziel: Zeitreisen wirklich werden lassen. Über die Technologie soll es den Rezipierenden möglich gemacht werden, in Simulationen vergangener Zeiten und Orte einzutauchen und diese zu erleben. Aber was passiert nach diesem «Zeitreiseerlebnis»? Da auf das vermeintliche «Eintauchen» in die Vergangenheit ein «Auftauchen» in der Gegenwart folgt, wird in diesem Beitrag die Frage untersucht, wie das «Auftauchen» aus einer virtuellen Umgebung didaktisch begleitet werden kann. Basierend auf medienpsychologischer und geschichtsdidaktischer Forschung wurden Materialien für die Begleitung des «Auftauchens» aus der VR entwickelt und in einer Laborstudie (N = 70) eingesetzt. Genutzt wurde ein 2x2 Between-Subjects-Design, in dessen Rahmen die Auswirkungen der Materialien und des emotionalen Inhalts der VR auf Präsenzerleben, Emotionen und Geschichtsbewusstsein qualitativ untersucht wurden. Die Ergebnisse zeigen, dass die didaktische Begleitung des «Auftauchens» durch die Rezeption weniger emotionalisierender Inhalte und Materialien positive Effekte auf die Äusserungen von Geschichtsbewusstsein hat., Many virtual reality applications (VR) dedicated to historical topics share one goal: making time travel real. The VR-technology is meant to give users the possibility to immerse themselves into past times and places and experience them. But what happens after this «time travel experience»? Since the supposed «immersion» in the past is followed by an «emergence» in the present, this paper examines the question of how the «emergence» from a virtual environment can be supported didactically. Based on research in media psychology and history didactics, we developed material for accompanying the «emergence» from VR and applied it in a laboratory study (N = 70). A 2x2 between-subjects design was used to examine qualitatively the effects of the material as well as the emotional content of the VR on presence, emotions and historical consciousness. Results showed that the didactic support of «emergence» through a reception of less emotionalizing content and additional material has positive impacts on expressions of historical consciousness.

Theorie und Praxis im Lehramtstudium zielführend zu verbinden, gehört zu den vieldiskutierten Spannungsfeldern. Insbesondere das Führen von Unterrichtsgesprächen fällt gleichermassen Studierenden und Lehrpersonen in allen Unterrichtsfächern schwer. Im (Geschichts-)Unterricht nehmen Gespräche empirischen Studien zufolge häufig den grössten Teil der Unterrichtszeit ein, wenngleich ihre Effizienz angezweifelt wird. Denn sie sind oftmals gekennzeichnet von einer wenig reflektierten, allerdings dominanten, suggestiven und engführenden Fragehaltung der Lehrpersonen nach dem I-R-E-Muster (Initiation-Reply-Evaluation; Sinclair und Coulthard 1975). Das Ziel der in diesem Beitrag beschriebenen Pilotierungsstudie bestand darin zu untersuchen, inwiefern ein VR-Klassenzimmer als Trainingsraum geeignet sein könnte, entgegen solchen konventionellen Sprachhandlungsmustern bei den Studierenden Kompetenzen zur Führung dialogischer Unterrichtsgespräche zu fördern. Im VR-Klassenzimmer wird geübt, mithilfe des Impulsverfahrens denkoffene und zum gemeinsamen Reflektieren anregende Auswertungsgespräche zu führen. Den Inhalt bildet das häufig vernachlässigte (gemeinsame) Denken über die Konstruiertheit und Perspektivität von Urteilen im Geschichtsunterricht. In der Studie im Pre-Posttest-Design trainierte die Experimentalgruppe im VR-Klassenzimmer, reflektierte die Arbeitsergebnisse in begleiteten Coachings und erhielt theoretische Inputs. Die Kontrollgruppe hatte die Möglichkeit, in der schulischen Praxis zu üben. Erste Ergebnisse zeigen, dass sich die Impulsanzahl in der Experimentalgruppe stark erhöht, das Fortschreiten der Proband:innen im Gespräch zunimmt (Zahl der Metadenkebenen) und gleichzeitig die benötigte Wortanzahl abnimmt., The connection of theory and practice belongs to the widely discussed fields of tension of teacher training. Especially leading classroom talks seems to be equally difficult for students and (young) professionals in various disciplines. In history classes classroom talks occupy the largest part of lesson time according to empirical studies, although its effectiveness can be questioned, because they are mostly dominated by a little reflected, but dominant, suggestive and con/resticting question attitude based on the I-R-E-pattern (Initiation-Reply-Evaluation; Sinclair and Coulthard 1975). The goal of the piloting study was to investigate, if – in opposition to conventional speech action patterns – competencies of the students to lead dialogic classroom talks might be developed by practising in the vr classroom, using impulse controlled, thought provoking evaluation/analysis talk. Subject of the classroom discussion is the frequently neglected (collectively) thinking about the constructed perspective nature of jugdements in history lessons. In a pre-posttest-design-study the experimental group trained with the vr-environment, reflected on the results in accompanying coachings and received theoretical inputs. The control group practiced in school classes only. First results show that the number of impulses increases tremendously in the experimental group and the students progress more efficient through the scenario, needing much less words than before.

In light of the pursuit of historical justice for national minorities in Sweden, research has called for a stronger focus on what state redress implies in the history educational context and the teaching and learning of difficult minority histories. As an answer to this call, this compilation thesis aims to contribute knowledge about the reconstruction of Swedish Roma history in lower secondary history education in relation to ideals of historical justice, human rights and the historical and practical perspectives on the past. This thesis explores students’ perspectives and narrative reconstructions of Roma history through four original articles. The first article focuses on students’ perceptions of human rights in history (Article I). Article II center on students’ thinking and caring about the Roma past, present and future. Article III explores how students narrate agents of change in regard to the Roma past, present and future, and Article IV provides analyses of students’ perceptions and narrative reconstructions of Roma history before and after a design-based intervention in two history classrooms. The dissertation shows how what have been perceived as conflicting ideals in history education, namely the historical and practical past, are closely intertwined in students’ narrative reconstructions of the Roma past, present and future. Considering this difficult history, students underscored the importance of a shared responsibility for Roma rights in the present and future, albeit narrating the nation-state as the single most important agent of change for Roma rights in the past, present and future. Whilst the student cohorts in Article II and Article III realise and recognise Roma rights through their narrational practices and thus may become empowered to act for a just future, the studies make evident the way in which student narratives also re-establish cultural and ethnic group boundaries, which may disempower young learners. Acknowledging the complexities th

In light of the pursuit of historical justice for national minorities in Sweden, research has called for a stronger focus on what state redress implies in the history educational context and the teaching and learning of difficult minority histories. As an answer to this call, this compilation thesis aims to contribute knowledge about the reconstruction of Swedish Roma history in lower secondary history education in relation to ideals of historical justice, human rights and the historical and practical perspectives on the past. This thesis explores students’ perspectives and narrative reconstructions of Roma history through four original articles. The first article focuses on students’ perceptions of human rights in history (Article I). Article II center on students’ thinking and caring about the Roma past, present and future. Article III explores how students narrate agents of change in regard to the Roma past, present and future, and Article IV provides analyses of students’ perceptions and narrative reconstructions of Roma history before and after a design-based intervention in two history classrooms. The dissertation shows how what have been perceived as conflicting ideals in history education, namely the historical and practical past, are closely intertwined in students’ narrative reconstructions of the Roma past, present and future. Considering this difficult history, students underscored the importance of a shared responsibility for Roma rights in the present and future, albeit narrating the nation-state as the single most important agent of change for Roma rights in the past, present and future. Whilst the student cohorts in Article II and Article III realise and recognise Roma rights through their narrational practices and thus may become empowered to act for a just future, the studies make evident the way in which student narratives also re-establish cultural and ethnic group boundaries, which may disempower young learners. Acknowledging the complexities th

Masterarbeit Universität Innsbruck 2023

This study intends to highlight jazz dance in Sweden and its early establishment during the 1960’s and the 1970’s. The questions of issue are, ”How has the tradition of Swedish jazz dance been conveyed?”, ”What are some expectations and perceptions on jazz dance among upper-secondary school students who study dance?” and ”Is there a correlation between the tradition of Swedish jazz dance and upper-secondary school students’ perceptions on the genre?”. The study is a combination of a literature review and a focus group interview. The literature review maps the establishment and development of jazz dance in Sweden. The focus group consists of three upper-secondary school students who study dance. As a result, both the literature review and the focus group advocate for a historiographical perspective in jazz dance education. The students wish to see education in jazz dance techniques as well as jazz history during the practical classes. According to the pioneers, the cultural heritage and history of jazz is essential for the understanding of the artform. Therefore, it is relevant for teachers in jazz dance to educate their students on the theoretical aspects of the genre to connect the physical practices to the heritage.

This study investigates how teachers implement select parts of the German and Canadian history didactic traditions in relation to the Swedish history curriculum in their practice. The material used is an overview based on earlier research as well as multiple empirical classroom studies conducted throughout Sweden. The result indicates that there is both correlation and an inconsistency between the research field of history didactics and teaching practice. This might be due to the complexity of the syllabus. To make the education more aligned with both the curriculum and the didactic traditions, our results point towards the need to assess historical consciousness both systemically and qualitatively, and that teachers’ practice regarding disciplinary approaches to history should be developed. Further research is suggested to develop how teachers interpret and implement certain components of steering documents in history education.

In the past few years society has become more digitized. As a result of this the schools are using more digital tools in education and searching information online has become the norm. The purpose of this essay is to investigate what research has been made on how digital sources and information searches online are used in history education and how this affects the students. It will also investigate how teachers should approach information searches and digital sources in history education. The material that has been used in this essay has been found through the databases SwePub, Education Research Complete (ERC) and ERIC via EBSCO. All the material has been reviewed by the authors of this essay to make sure they were relevant to the questions asked. The results of the essay are that due to the digitization in society the Swedish school system should revise their school documents to have a more extended view on source criticism. The results are also that using information searches and digital sources can have a positive effect on the students but for this to happen the teacher has to support the students during their work. Further research can be conducted on what the teachers' opinions on digitization in history education is and a comparison between the older methods of source criticism and the newer, more digitized source criticism.

Studies show that teachers struggle to teach one of the core aspects of history teaching in Sweden, namely use of history. This problem was the reason behind the creation of this overview. The aim of this overview is to examine the theories that surround the didactical concept of use of history. The methods used to establish the ground of this overview are inquiries in several databases and review of scientific publications. The results show that the concept of use of history includes many different aspects that can be emphasized depending on the perspectives that researchers apply. Followingly, history didacticians have developed different possible frameworks to tackle the teaching of this concept in the classroom. However, teachers are not always aware of how teaching can be done and their views on history affect their perspectives. Nonetheless, the overview shows how it can be done in an effective way and that the use of history can be a functional tool to develop students’ historical consciousness. Since the use of history and historical consciousness are core aims in the Swedish curriculum of history, this overview can be helpful for teachers.

In light of the pursuit of historical justice for national minorities in Sweden, research has called for a stronger focus on what state redress implies in the history educational context and the teaching and learning of difficult minority histories. As an answer to this call, this compilation thesis aims to contribute knowledge about the reconstruction of Swedish Roma history in lower secondary history education in relation to ideals of historical justice, human rights and the historical and practical perspectives on the past. This thesis explores students’ perspectives and narrative reconstructions of Roma history through four original articles. The first article focuses on students’ perceptions of human rights in history (Article I). Article II center on students’ thinking and caring about the Roma past, present and future. Article III explores how students narrate agents of change in regard to the Roma past, present and future, and Article IV provides analyses of students’ perceptions and narrative reconstructions of Roma history before and after a design-based intervention in two history classrooms. The dissertation shows how what have been perceived as conflicting ideals in history education, namely the historical and practical past, are closely intertwined in students’ narrative reconstructions of the Roma past, present and future. Considering this difficult history, students underscored the importance of a shared responsibility for Roma rights in the present and future, albeit narrating the nation-state as the single most important agent of change for Roma rights in the past, present and future. Whilst the student cohorts in Article II and Article III realise and recognise Roma rights through their narrational practices and thus may become empowered to act for a just future, the studies make evident the way in which student narratives also re-establish cultural and ethnic group boundaries, which may disempower young learners. Acknowledging the complexities th

Studies show that teachers struggle to teach one of the core aspects of history teaching in Sweden, namely use of history. This problem was the reason behind the creation of this overview. The aim of this overview is to examine the theories that surround the didactical concept of use of history. The methods used to establish the ground of this overview are inquiries in several databases and review of scientific publications. The results show that the concept of use of history includes many different aspects that can be emphasized depending on the perspectives that researchers apply. Followingly, history didacticians have developed different possible frameworks to tackle the teaching of this concept in the classroom. However, teachers are not always aware of how teaching can be done and their views on history affect their perspectives. Nonetheless, the overview shows how it can be done in an effective way and that the use of history can be a functional tool to develop students’ historical consciousness. Since the use of history and historical consciousness are core aims in the Swedish curriculum of history, this overview can be helpful for teachers.

In the past few years society has become more digitized. As a result of this the schools are using more digital tools in education and searching information online has become the norm. The purpose of this essay is to investigate what research has been made on how digital sources and information searches online are used in history education and how this affects the students. It will also investigate how teachers should approach information searches and digital sources in history education. The material that has been used in this essay has been found through the databases SwePub, Education Research Complete (ERC) and ERIC via EBSCO. All the material has been reviewed by the authors of this essay to make sure they were relevant to the questions asked. The results of the essay are that due to the digitization in society the Swedish school system should revise their school documents to have a more extended view on source criticism. The results are also that using information searches and digital sources can have a positive effect on the students but for this to happen the teacher has to support the students during their work. Further research can be conducted on what the teachers' opinions on digitization in history education is and a comparison between the older methods of source criticism and the newer, more digitized source criticism.

This chapter aims to discuss history curricula as educational projects in the Anthropocene epoch. Human activity significantly influences the Earth's climate and ecosystem. A lively discussion has debated how this insight should affect school and teaching, often focusing on sustainable development and interdisciplinary projects. In this article, I discuss the conditions of a history curriculum in the Anthropocene era. As a school subject, history is formed around a specialized body of procedural and conceptual knowledge. Possibly, history teaching could contribute a historical gaze on the Anthropocene—as a predicament that is complex but possible to understand. However, such an educational ambition would challenge the subject's traditional epistemology. A historical outlook from the Anthropocene points toward new temporal divisions and new ways of understanding historical significance. From a curricular perspective, the question of how to story the Anthropocene is related to teaching strategies and historical master narratives., Education and Bildung in the Anthropocene (EBAN)

La enseñanza de la Historia viene implicando un modelo didáctico principalmente transmisivo y un aprendizaje memorístico que no facilita la comprensión del hecho histórico ni su investigación. Aunque desde fines del siglo XIX podemos destacar importantes propuestas de cambio,nos detendremos en el último tercio del siglo XX para estudiar los grupos de innovación formados por profesores de bachillerato que promovieron nuevos paradigmas a través de sus modelos didácticos y proyectos para el aula. Por ello esta investigación pretende describir y comprender las propuestas de tales grupos desde sus fundamentos teóricos a los materiales publicados y experimentados. Los datos se recogieron mediante entrevistas y el análisis de los documentos generados por cada grupo de innovación. Se expone lo que caracterizó a aquellos proyectos didácticos y se evidencian los cambios en la enseñanza de la Historia que pretendieron, dejando constancia de estos referentes para las actuales tendencias de renovación pedagógica, The teaching of History has involved a mainly transmissivedidactic model and rote learning which does not facilitate the understanding of the historical fact or its investigation. Although we can highlight important proposals for change since the end of the 19th century, we will focus on the last third of the 20th century to study the innovation groups formed by secondary school teachers who promoted new paradigms through their didactic models and classroom projects. Therefore, this research aims to describe and understand the proposals of these groups from theirtheoretical foundations to the materials published and experimented. Data was collected through interviews and analysis of the documents generated by each innovation group. What characterised those didactic projects is presented and the changes in the teaching of history that they sought to bring about, leaving a record of these references for current trends in pedagogical renewal

La enseñanza de la Historia viene implicando un modelo didáctico principalmente transmisivo y un aprendizaje memorístico que no facilita la comprensión del hecho histórico ni su investigación. Aunque desde fines del siglo XIX podemos destacar importantes propuestas de cambio,nos detendremos en el último tercio del siglo XX para estudiar los grupos de innovación formados por profesores de bachillerato que promovieron nuevos paradigmas a través de sus modelos didácticos y proyectos para el aula. Por ello esta investigación pretende describir y comprender las propuestas de tales grupos desde sus fundamentos teóricos a los materiales publicados y experimentados. Los datos se recogieron mediante entrevistas y el análisis de los documentos generados por cada grupo de innovación. Se expone lo que caracterizó a aquellos proyectos didácticos y se evidencian los cambios en la enseñanza de la Historia que pretendieron, dejando constancia de estos referentes para las actuales tendencias de renovación pedagógica, The teaching of History has involved a mainly transmissivedidactic model and rote learning which does not facilitate the understanding of the historical fact or its investigation. Although we can highlight important proposals for change since the end of the 19th century, we will focus on the last third of the 20th century to study the innovation groups formed by secondary school teachers who promoted new paradigms through their didactic models and classroom projects. Therefore, this research aims to describe and understand the proposals of these groups from theirtheoretical foundations to the materials published and experimented. Data was collected through interviews and analysis of the documents generated by each innovation group. What characterised those didactic projects is presented and the changes in the teaching of history that they sought to bring about, leaving a record of these references for current trends in pedagogical renewal

This project-based research falls within ​​visual sociology in history education, which focuses on integrating local cultural heritage through digital photovoice (DP). It aims to build the students’ historical and cultural identity to preserve Indonesian cultural heritage. However, research on DP in history education is still scarce and understudied. Grounded in the Project-Based Learning (PBL) theory, this study explored how DP facilitated the students’ history learning of the local heritage. Forty-one history education students from an Indonesian public university agreed and consented to participate in the study. Data were analyzed from the PBL portfolio, student-created DP, and focus group interviews (FGI) with the students. As a result, the study highlights three key findings that PBL-DP integrated strategy: 1) facilitated and increased the students’ learning engagement, participation, autonomy, collaboration, and activeness in learning activities, 2) encouraged the production of student-created digital photovoice, and 3) promoted their historical and cultural identity. The implication of this study suggests integrating DP into history pedagogy and history teachers’ professional development., Esta investigación basada en proyectos se enmarca dentro de la sociología visual en la educación histórica, que se centra en la integración del patrimonio cultural local a través de la fotovoz digital (DP). Su objetivo es construir la identidad histórica y cultural de los estudiantes para preservar el patrimonio cultural de Indonesia. Sin embargo, la investigación sobre el DP en la enseñanza de la historia aún es escasa y está poco estudiada. Basado en la teoría del aprendizaje basado en proyectos (PBL), este estudio exploró cómo el DP facilitó el aprendizaje de la historia del patrimonio local por parte de los alumnos. Cuarenta y un estudiantes de educación histórica de una universidad pública de Indonesia acordaron y dieron su consentimiento para participar en el estudio. Los datos se analizaron del portafolio PBL, DP creado por estudiantes y entrevistas de grupos focales (FGI) con los estudiantes. Como resultado, el estudio destaca tres hallazgos clave de la estrategia integrada PBL-DP: 1) facilitó y aumentó el compromiso de aprendizaje, la participación, la autonomía, la colaboración y la actividad de los estudiantes en las actividades de aprendizaje, 2) alentó la producción de documentos digitales creados por los estudiantes. fotovoz, y 3) promovieron su identidad histórica y cultural. La implicación de este estudio sugiere integrar el PD en la pedagogía de la historia y el desarrollo profesional de los profesores de historia.

This paper presents the results of a comparative study that seeks to identify conceptions of the importance of four types of formal content in history teaching (periods of history, cross-cutting themes in history, history of places, and national historical processes) among a group of Colombian (M = 764) and Spanish (N = 648) students in the last year of compulsory education in the cities of Bogotá and Murcia, respectively. A descriptive approach was followed based on a closed-ended questionnaire relating to historical consciousness, with item responses measured on a Likert scale. The results support the idea that the interest shown by students in the formal content proposed is an indicator that calls for a critical review of the structure and organization of history curricula in the two contexts studied., Se presentan los resultados de un estudio comparativo orientado a identificar las concepciones sobre la importancia de cuatro tipos de contenidos formales de enseñanza de la historia (períodos históricos, temas transversales de la historia, historia de lugares y procesos históricos nacionales) de un grupo de estudiantes colombianos (N = 764) y españoles (N = 648) que cursaban el último grado de educación obligatoria en las ciudades de Bogotá y Murcia, respectivamente. Para ello, se empleó un método descriptivo sustentado en la aplicación de un cuestionario cerrado fundamentado en la categoría conciencia histórica, cuyos ítems debían ser valorados por medio de una escala Likert. Los resultados obtenidos permiten afirmar que el interés manifestado por los estudiantes en los contenidos formales propuestos es un indicador que sugiere una revisión crítica de la estructura y el sentido de organización curricular de la enseñanza de la historia en los dos contextos analizados.

This article aims to analyze two curricular documents related to the teaching of History, the Essential Learnings (AE) approved in 2018 in Portugal and the Common National Curriculum Base Skills (BNCC) approved in 2017 in Brazil. We will carry out a qualitative analysis, using the methodological strategy of document analysis. At first, we will briefly contextualize both documents, verifying in which historical contexts they were approved and how the concepts of historical learning in both proposals are explained. Our analysis is part of the field of History Education, which in Portugal and Brazil has been constituted as a proposal for teaching history that articulates theory and practice in the perspective of the epistemology of history and which has been positioned as a field of study for a history teaching committed to democratic pluralism. In this sense, the analysis will focus on identifying key elements of the field of History Education in these curricular documents, such as the approach to meta-historical concepts, substantive concepts and the issue of controversial themes. We also established an analysis cutout in the 9th grade curricula in both countries on the approaches to the assumptions of historical learning presented by the curriculum documents., Este artigo tem como objetivo analisar dois documentos curriculares ligados ao ensino de História, as Aprendizagens Essenciais (AE) aprovadas em 2018 em Portugal e as Habilidades da Base Nacional Comum Curricular (BNCC) aprovadas em 2017, no Brasil. Realizaremos uma análise qualitativa, utilizando a estratégia metodológica da análise documental. Em um primeiro momento, faremos uma breve contextualização de ambos documentos, verificando em quais contextos históricos eles foram aprovados e como são explicitadas as concepções de aprendizagem histórica em ambas propostas. Nossa análise insere-se no campo da Educação histórica, que em Portugal e no Brasil tem se constituído como uma proposta de ensino de história que articula teoria e prática na perspectiva da epistemologia da história e que tem se colocado como um campo de estudo para um ensino de história comprometido com o pluralismo democrático. Nesse sentido, a análise terá como foco a identificação de elementos-chave do campo da Educação histórica nesses documentos curriculares, como a abordagem de conceitos meta-históricos, de conceitos substantivos e a questão dos temas controversos. Também estabelecemos um recorte de análise nos currículos do 9º ano em ambos países sobre as abordagens dos pressupostos da aprendizagem histórica apresentada pelos documentos curriculares., Este artículo tiene como objetivo analizar dos documentos curriculares relacionados con la enseñanza de la Historia, los Aprendizajes Esenciales (AE) aprobados en 2018 en Portugal y las Habilidades de la Base de currículo nacional común (BNCC) aprobadas en 2017 en Brasil. Realizaremos un análisis cualitativo, utilizando la estrategia metodológica de análisis documental. En un primer momento contextualizaremos brevemente ambos documentos, verificando en qué contextos históricos fueron aprobados y cómo se explican los conceptos de aprendizaje histórico en ambas propuestas. Nuestro análisis forma parte del campo de la Educación Histórica, que en Portugal y Brasil se ha constituido como una propuesta de enseñanza de la historia que articula teoría y práctica en la perspectiva de la epistemología de la historia y que se ha posicionado como un campo de estudio para una enseñanza de la historia comprometida con el pluralismo democrático. En este sentido, el análisis se enfocará en identificar elementos claves del campo de la Educación Histórica en estos documentos curriculares, como el abordaje de conceptos metahistóricos, conceptos sustantivos y el tema de temas controvertidos. También establecimos un recorte de análisis en los planes de estudio de 9º grado en ambos países sobre los enfoques a los supuestos del aprendizaje histórico presentados por los documentos del plan de estudios.

This thesis explores how a flipped pedagogical approach can foster historical understanding. The study adopts the model of historical thinking advanced by Seixas (2017) and the Historical Thinking Project (2015). Historical thinking encompasses substantive and procedural knowledge: the former is concerned with the content of the past, the latter with the method of history. They are interrelated concepts that are equally important to historical thinking. Effective historical thinking enables students to demonstrate historical understanding. The flipped pedagogical model requires teachers to invert the teaching and learning process. Work traditionally learnt in class is completed prior to class as preparatory activities. Class time is subsequently devoted to in class activities that facilitate higher-order thinking. The flipped pedagogical model advanced in this study contains four interrelated components: required preparation, consolidation activities, in class activities, and summative assessment. This model can be applied to history curricular in order to facilitate historical understanding. Substantive knowledge is learnt prior to class as required preparation and reviewed during consolidation activities. Procedural knowledge is then learnt during in class activities as historical thinking concepts are applied to substantive matter. In the final component, students complete summative assessment to showcase historical understanding. There is a dearth of study evaluating the flipped pedagogical approach in history education generally, and the flipped pedagogical approach in Australian history classrooms specifically. This study is therefore concerned with examining the four components of the approach and the extent to which they can foster historical understanding. An action research strategy was used within a teacher research framework to investigate students’ perception of the flipped pedagogical approach in a Year 10 History classroom. Three forms of data were co

In light of the desire to right past wrongs regarding Swedish Roma history, research has called for a stronger focus on state redress and the challenges and opportunities of focusing on reconciliation in history education practice. As an answer to that call, this design-based study builds on theories concerning the complexities of teaching and learning about historical justice and difficult histories and investigates how secondary school students make sense of the difficult Swedish Romani history in the Social Studies classroom. Analysing pre- and post-tests, classroom observations and student exams, the study found that the students were capable of combining historical and practical perspectives in their narrative reconstructions of the Roma past, present and future. This was mainly done through: critical historical thinking, contextualization, an awareness of different manifestations of antigypsyism in the past and present, and lived experience of antigypsyism, whilst also acknowledging the importance of a shared responsibility for Roma rights in the present and displaying an optimistic view on the Swedish Roma future. Altogether, the results indicate that this approach may foster a nuanced multiperspectival understanding of the past among young learners, informed by both historical and practical perspectives. These findings also shed new light on how we may overcome some of the challenges related to reconciliation in history education.

Motion pictures have been used in the history classroom for a long time. Despite that fact, there are not a lot written about how this can be done. This essay, therefore, explores the possibility of a theoretical frame with the aim for a motion picture to promote the development of historical empathy among students. It is not deployed in a classroom setting; however, it seeks to study the preconditions in how it can be done. The study draws from history didactics and film analysis to study Michael Haneke´s The White Ribbon from 2009. Haneke is renown in the academic world where his movies draw a lot of attention. The reason is that his movies have a tendency to depict the ongoing decay of our society. This study aims at intertwining theory of history didactics with film analysis in order to promote the development of historical empathy among students. The theoretical frame the essay provides show a possibility in how a motion picture can be used for this purpose in the history classroom.

I skolorna talas det alltmer om utomhuspedagogik som arbetssätt och dess inflytande på elevers inlärning. Det finns forskning som behandlar huruvida arbetssättet påverkar elevers förståelse och kunskapslagring, men desto mindre kring hur arbetssättet bedrivs i praktiken. Frågor som kan ställas är om det även kan finnas faktorer som har inflytande på användandet av arbetssättet, och varför. Syftet med föreliggande studie är att bidra med kunskap om hur lärare i Stockholms innerstad kontra förorter, använder historiska platser i form av besök i samband med sin historieundervisning. Sju legitimerade grundskolelärare i årskurs 4–6 som arbetar på olika skolor runt om i Stockholm har deltagit i studien. Metoden som använts är kvalitativa semistrukturerade intervjuer med en abduktiv ansats. Intervjufrågorna som har ställts är öppna för att respondenterna ska få utrymme till mer utförliga svar med eventuella följdfrågor. Den övergripande teorin för studien är Learning by doing av John Dewey med särskilt fokus på begreppen utomhuspedagogik, platsbaserad undervisning och upplevelsebaserat lärande. Dessa är förankrade med undersökningens innehåll, och därav baseras arbetet utifrån dessa teorier gällande lärande. Resultatet av studien visade att geografiska förutsättningar ökar användningen av arbetssättet i samband med historieundervisningen, då det oftast används i innerstaden med närhet till många av Stockholms kulturhistoriska platser., In schools you often hear about outdoor education as a way of teaching and its influence of the students learning. There is research that shows whether outdoor education has an impact on the student’s understanding and memorization, however it is hard to find research that describes how it is actually used and practiced. Questions that should be considered is whether factors that affect the use of outdoor education, and why that is. The aim of the study is to contribute with knowledge about how teachers in Stockholm’s inner city versus the suburbs, tend to use historical places in terms of visits in connection with their history teaching. The respondents who participated in the research are seven licensed primary school teachers who teach the history subject in grades 4–6 and work at different schools in Stockholm. The method that is used is qualitative and semi structured interviews with an aduktiv approach. The interview questions that have been asked are opened with the possibility to give the respondent space for a more free answer and also the possibility to ask supplementary questions. The overall theory for the study is learning by doing by John Dewey, with a particular focus on concept outdoor education, place-based education, and experience-based learning. These are strongly anchored with the consent of the research, and therefore the research is based upon these theories about learning. The result shows that the geographic closeness increase the use of the working method in connection with history education, as it is most often used in the inner city with closeness to many of Stockholm's cultural-historical places.

”Representation matters: history education through the intersectional lens” is a critical intersectional content analysis based on a qualitative interview study with three grade school teachers and one high school teacher of history. The purpose of the interviews was to chart teachers ́ perspectives on history education and to analyze their history textbooks. The participants’ thoughts were thereafter connected to our pre-constructed theoretical interpretive framework. The result that appeared through the empirical data was that the teachers experience the subject of history as a male dominated arena where women are dedicated minimal attention. Furthermore, the teachers illuminate the fact that Swedish history education is characterized by Eurocentric values, since other cultures and ethnicities remain unattended. In addition, stereotyping is a frequent occurrence. Schools constitutes as childrens’ main social platform and by exposing the pupils to stereotypical illustrations of women and people of color, the children are socialized into normative hierarchical power structures at an early age. The teachers provide testimonies of encounters with children who express hopelessness and exclusion because of deficient representation. This study also shows that the teacher is completely in charge of the pupils’ learning. This means that the teachers own identity and level of interest affect the selection of history which is conveyed to the pupils. Therefore, to rely on the teachers’ good judgement makes education arbitrary and undermines the equivalent school system.

La enseñanza de la Historia viene implicando un modelo didáctico principalmente transmisivo y un aprendizaje memorístico que no facilita la comprensión del hecho histórico ni su investigación. Aunque desde fines del siglo XIX podemos destacar importantes propuestas de cambio,nos detendremos en el último tercio del siglo XX para estudiar los grupos de innovación formados por profesores de bachillerato que promovieron nuevos paradigmas a través de sus modelos didácticos y proyectos para el aula. Por ello esta investigación pretende describir y comprender las propuestas de tales grupos desde sus fundamentos teóricos a los materiales publicados y experimentados. Los datos se recogieron mediante entrevistas y el análisis de los documentos generados por cada grupo de innovación. Se expone lo que caracterizó a aquellos proyectos didácticos y se evidencian los cambios en la enseñanza de la Historia que pretendieron, dejando constancia de estos referentes para las actuales tendencias de renovación pedagógica, The teaching of History has involved a mainly transmissivedidactic model and rote learning which does not facilitate the understanding of the historical fact or its investigation. Although we can highlight important proposals for change since the end of the 19th century, we will focus on the last third of the 20th century to study the innovation groups formed by secondary school teachers who promoted new paradigms through their didactic models and classroom projects. Therefore, this research aims to describe and understand the proposals of these groups from theirtheoretical foundations to the materials published and experimented. Data was collected through interviews and analysis of the documents generated by each innovation group. What characterised those didactic projects is presented and the changes in the teaching of history that they sought to bring about, leaving a record of these references for current trends in pedagogical renewal

Haptics in the sense of active touch, as well as internally felt bodily sensations, add an important dimension to learning sessions at historical sites. Drawing on observations of primary school pupils visiting historical sites in Sweden, and interviews with pupils, teachers, and site educators following the visits, this study investigates in which ways haptics affect how young pupils learn history. Three aspects of haptics are identified as important to learning in history education: touch, internally felt bodily sensations, and visual and auditory senses, the latter interacting with haptics. The study argues that visits to historical sites help pupils develop their historical understanding through knowledge by acquaintance. It also emphasises that for historical learning to take place, the experience must be put in relation to a historical frame of reference.

History and Moral Encounters

History and Moral Encounters

Este artículo tiene como objetivo analizar dos documentos curriculares relacionados con la enseñanza de la Historia, los Aprendizajes Esenciales (AE) aprobados en 2018 en Portugal y las Habilidades de la Base de currículo nacional común (BNCC) aprobadas en 2017 en Brasil. Realizaremos un análisis cualitativo, utilizando la estrategia metodológica de análisis documental. En un primer momento contextualizaremos brevemente ambos documentos, verificando en qué contextos históricos fueron aprobados y cómo se explican los conceptos de aprendizaje histórico en ambas propuestas. Nuestro análisis forma parte del campo de la Educación Histórica, que en Portugal y Brasil se ha constituido como una propuesta de enseñanza de la historia que articula teoría y práctica en la perspectiva de la epistemología de la historia y que se ha posicionado como un campo de estudio para una enseñanza de la historia comprometida con el pluralismo democrático. En este sentido, el análisis se enfocará en identificar elementos claves del campo de la Educación Histórica en estos documentos curriculares, como el abordaje de conceptos metahistóricos, conceptos sustantivos y el tema de temas controvertidos. También establecimos un recorte de análisis en los planes de estudio de 9º grado en ambos países sobre los enfoques a los supuestos del aprendizaje histórico presentados por los documentos del plan de estudios., Este artigo tem como objetivo analisar dois documentos curriculares ligados ao ensino de História, as Aprendizagens Essenciais (AE) aprovadas em 2018 em Portugal e as Habilidades da Base Nacional Comum Curricular (BNCC) aprovadas em 2017, no Brasil. Realizaremos uma análise qualitativa, utilizando a estratégia metodológica da análise documental. Em um primeiro momento, faremos uma breve contextualização de ambos documentos, verificando em quais contextos históricos eles foram aprovados e como são explicitadas as concepções de aprendizagem histórica em ambas propostas. Nossa análise insere-se no campo da Educação histórica, que em Portugal e no Brasil tem se constituído como uma proposta de ensino de história que articula teoria e prática na perspectiva da epistemologia da história e que tem se colocado como um campo de estudo para um ensino de história comprometido com o pluralismo democrático. Nesse sentido, a análise terá como foco a identificação de elementos-chave do campo da Educação histórica nesses documentos curriculares, como a abordagem de conceitos meta-históricos, de conceitos substantivos e a questão dos temas controversos. Também estabelecemos um recorte de análise nos currículos do 9º ano em ambos países sobre as abordagens dos pressupostos da aprendizagem histórica apresentada pelos documentos curriculares., This article aims to analyze two curricular documents related to the teaching of History, the Essential Learnings (AE) approved in 2018 in Portugal and the Common National Curriculum Base Skills (BNCC) approved in 2017 in Brazil. We will carry out a qualitative analysis, using the methodological strategy of document analysis. At first, we will briefly contextualize both documents, verifying in which historical contexts they were approved and how the concepts of historical learning in both proposals are explained. Our analysis is part of the field of History Education, which in Portugal and Brazil has been constituted as a proposal for teaching history that articulates theory and practice in the perspective of the epistemology of history and which has been positioned as a field of study for a history teaching committed to democratic pluralism. In this sense, the analysis will focus on identifying key elements of the field of History Education in these curricular documents, such as the approach to meta-historical concepts, substantive concepts and the issue of controversial themes. We also established an analysis cutout in the 9th grade curricula in both countries on the approaches to the assumptions of historical learning presented by the curriculum documents.

The COVID-19 pandemic forced most governments in Africa to temporarily close educational institutions in attempt to reduce the spread of the pandemic. In Uganda particularly, Higher Education Institutions, Universities and schools adopted the online and blended approaches to afford continuity of learning during the lockdown. This article provides a reflection of the opportunities, challenges and lessons learnt in teaching and learning of history during the COVID-19 pandemic. Qualitative data was obtained from a narrative inquiry of the researcher's own teaching experience and interviews with pre-service history teachers from Makerere University. Findings indicated that, while online and blended approaches facilitate history education through Makerere University e-Learning (MUELE) Learning Management System, WhatsApp exchanges, Zoom, emails, mobile phone text messaging and print media; there were persistent challenges such as limited Information Communication Technology (ICT ) tools, digital illiteracy, digital divide, increased workloads as well as social-emotional stress and distractions at home. The article concludes with a key lesson for Teacher Education programmes to shift the way they train pre-service history teachers to embrace online learning with access to offline, downloadable, print learning materials to facilitate blended learning approaches. This is relevant in preparation of different generations of teachers to integrate blended pedagogy in History Education in response to the new normal caused by the COVID-19 pandemic.

Two of the recurring concerns identified in teacher education are a lack of curricular coherence and a schism between content and practice. In this article, we discuss a specific intervention that was aimed at addressing these two challenges as they relate to English and History specifically. We argue that through the use of a carefully selected historical memoir, much tighter coherence between these subjects can be articulated in ways that facilitate students' mastery of core concepts and skills across both these learning areas, as well as a richer appreciation of their implication for teaching practice. For the purposes of this article, we define curricular coherence as an experienced sense of connectedness within and across modules. Focusing on the use of Trevor Noah's memoir, Born a Crime (2016), we argue that engaging with a single historical text across multiple modules can improve curricular coherence and offer a more integrated approach to engaging with written texts and historical resources. With close reference to the Department of Higher Education and Training's Policy on the Minimum Requirements for Teacher Education Qualifications, we reflect on our experiences of integrating this memoir into an undergraduate Intermediate Phase (IP) teacher education programme at the University of Johannesburg (UJ). We show how this memoir was integrated into four modules that form part of the second year of the degree, namely English for the Primary School, Social Sciences for the Intermediate Phase, Teaching Methodology for English, and Teaching Methodology for the Social Sciences.