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Berg, M. & Persson, A. (2020). Graderande granskning och förklarade glapp: Svensk historie- och samhällskunskapsdidaktisk forskning om lärares bedömningspraktik 2009–2019. Nordidactica: Journal of Humanities and Social Science Education (1), 18-44
Open this publication in new window or tab >>Graderande granskning och förklarade glapp: Svensk historie- och samhällskunskapsdidaktisk forskning om lärares bedömningspraktik 2009–2019
2020 (Swedish)In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 1, p. 18-44Article in journal (Refereed) Published
Abstract [en]

During the last decade there has been an increasing interest in the Swedish research field concerning assessment in schools, especially with focus on the school subject’s history and social science. The aim of this article is therefore to explore what perspectives that have being used by researchers in the Swedish field of history and social science subject didactic, when investigating teacher’s assessment practice. The method used in the article is a text analysis of 13 Swedish thesis and articles that deal with teacher’s assessment practice within the Swedish field of history and social science subject didactics between 2009 and 2019. The result shows that there an overwhelming part of the studies deals with examine teacher’s assessment practice. Another dominant trend is to explain the variations in teacher’s assessment practice. Overall the result shows that there is a lack of studies which begin with teachers subject specific experiences and also a lack of studies with a policy critical approach. To try to capture the complexity in assessment we therefore argue in the light of the result that there is a need of both a theoretical and cumulative broadening of the Swedish research field concerning teacher’s assessment with focus on the school subject’s history and social science.

Keywords
ASSESSMENT, ASSESSMENT PRACTICE, SUBJECT DIDACTICS, HISTORY DIDACTICS, SOCIAL SCIENCE DIDACTICS
National Category
Pedagogical Work Didactics
Research subject
Education and Learning
Identifiers
urn:nbn:se:du-32067 (URN)
Available from: 2020-03-02 Created: 2020-03-02 Last updated: 2020-03-03Bibliographically approved
Thorp, R. & Persson, A. (2020). On historical thinking and the history educational challenge. Educational Philosophy and Theory, 1-11
Open this publication in new window or tab >>On historical thinking and the history educational challenge
2020 (English)In: Educational Philosophy and Theory, ISSN 0013-1857, E-ISSN 1469-5812, p. 1-11Article in journal (Refereed) Published
Abstract [en]

The notion of historical thinking has in recent years become popular in research on history education, particularly so in North America, the UK and Australia. The aim of this paper is to discuss the cognitive competencies related to historical thinking, as expressed by some influential Canadian researchers, as an history educational notion from two aspects: what is historical thinking and what does it mean in an educational context, and what are the consequences of historical thinking for history education? Our discussion will focus on possible implications of this approach to history education regarding what should be taught in history classrooms and why. By focusing on the notion of historicity, we want to argue that while a focus on a more disciplinary approach to history education is welcome, we think that more attention should be given to what could qualify as a disciplinary approach. We further argue historical thinking and the history educational challenge should be understood as wider and more complex than what history education informed by historical thinking entails.

Place, publisher, year, edition, pages
Routledge, 2020
National Category
Educational Sciences
Research subject
Education and Learning
Identifiers
urn:nbn:se:du-31611 (URN)10.1080/00131857.2020.1712550 (DOI)2-s2.0-85078584042 (Scopus ID)
Available from: 2020-01-14 Created: 2020-01-14 Last updated: 2020-03-18Bibliographically approved
Persson, A. (2019). Americans and Russians as Representatives of ‘Us’ and ‘Them’: Contemporary Swedish School History Textbooks and their Portrayals of the Central Characters of the Cold War (1ed.). In: Christophe, Barbara, Gautschi, Peter, Thorp, Robert (Ed.), The Cold War in the Classroom: International Perspectives on Textbooks and Memory Practices (pp. 107-135). Falun: Palgrave Macmillan
Open this publication in new window or tab >>Americans and Russians as Representatives of ‘Us’ and ‘Them’: Contemporary Swedish School History Textbooks and their Portrayals of the Central Characters of the Cold War
2019 (English)In: The Cold War in the Classroom: International Perspectives on Textbooks and Memory Practices / [ed] Christophe, Barbara, Gautschi, Peter, Thorp, Robert, Falun: Palgrave Macmillan, 2019, 1, p. 107-135Chapter in book (Other academic)
Place, publisher, year, edition, pages
Falun: Palgrave Macmillan, 2019 Edition: 1
National Category
Educational Sciences
Research subject
Education and Learning
Identifiers
urn:nbn:se:du-31069 (URN)10.1007/978-3-030-11999-7 (DOI)978-3-030-11999-7 (ISBN)978-3-030-11998-0 (ISBN)
Available from: 2019-10-31 Created: 2019-10-31 Last updated: 2019-11-04Bibliographically approved
Persson, A. (2019). Helen Persson, Historia i futurum: Progression i historia i styrdokument och läroböcker 1919–2012 [Review]. Nordic Journal of Educational History, 6(1)
Open this publication in new window or tab >>Helen Persson, Historia i futurum: Progression i historia i styrdokument och läroböcker 1919–2012
2019 (Swedish)In: Nordic Journal of Educational History, ISSN 2001-7766, E-ISSN 2001-9076, Vol. 6, no 1Article, book review (Other academic) Published
Place, publisher, year, edition, pages
Umeå: , 2019
Keywords
läroböcker, historia, styrdokument, läroplaner, utbildningshistoria, progression
National Category
Educational Sciences
Research subject
Education and Learning
Identifiers
urn:nbn:se:du-30662 (URN)
Available from: 2019-09-03 Created: 2019-09-03 Last updated: 2019-09-09Bibliographically approved
Persson, A. (2019). Kolonisatör eller turist?: Frågor och arbetsuppgifter i svenska historieläromedel under en tid av kunskapsideologisk förhandling. Nordic Journal of Educational History, 6(2), 45-72
Open this publication in new window or tab >>Kolonisatör eller turist?: Frågor och arbetsuppgifter i svenska historieläromedel under en tid av kunskapsideologisk förhandling
2019 (Swedish)In: Nordic Journal of Educational History, ISSN 2001-7766, E-ISSN 2001-9076, Vol. 6, no 2, p. 45-72Article in journal (Refereed) Published
Abstract [sv]

Coloniser or Tourist?: Questions and Exercises in Swedish History Textbooks, 1927–2015. The history of History as a Swedish school subject has usually been based on two sources: curriculum plans and textbook narratives. Drawing upon more than 900 exercises that occur in 72 history text-books published 1927–2015, this article primarily examines which different approaches to history that have been prearranged to the pupils during the second half of the last century. It is shown that a great majority of the exercises, throughout the whole period of time, prescribes a simple reproduction of unchallenged truths. It is also argued that both disciplinarian assignments and aesthetic tasks, seem to appear at least as often before, as after, the 1970s. Subsequently, especially in the 1990s, the exercises occasionally ask for the individual student’s own opinions - without demanding them to consider any historical circumstances. Accordingly it is argued that while the former category of exercises most often enjoin the distanced view of the uninvolved tourist, the latter rather instructs the pupil to embrace the coloniser’s self-centred perspective of the past.

Keywords
svensk utbildningshistoria, läroböcker, arbetsuppgifter, övningar, besök
National Category
Educational Sciences History
Research subject
Education and Learning
Identifiers
urn:nbn:se:du-31282 (URN)10.36368/njedh.v6i2.150 (DOI)2-s2.0-85077838210 (Scopus ID)
Available from: 2019-12-13 Created: 2019-12-13 Last updated: 2020-02-03Bibliographically approved
Persson, A. & Stolare, M. (2018). Att använda historiska begrepp. In: Martin Stolare & Joakim Wendell (Ed.), Historiedidaktik i praktiken: För lärare 4-6 (pp. 73-100). Malmö: Gleerups Utbildning AB
Open this publication in new window or tab >>Att använda historiska begrepp
2018 (Swedish)In: Historiedidaktik i praktiken: För lärare 4-6 / [ed] Martin Stolare & Joakim Wendell, Malmö: Gleerups Utbildning AB, 2018, p. 73-100Chapter in book (Other academic)
Place, publisher, year, edition, pages
Malmö: Gleerups Utbildning AB, 2018
Keywords
Historiedidaktik, begrepp, SOC, historieundervisning, epoker, mellanstadiet, årskurs 4-6
National Category
Didactics
Research subject
Education and Learning
Identifiers
urn:nbn:se:du-28296 (URN)9789140697141 (ISBN)
Available from: 2018-08-13 Created: 2018-08-13 Last updated: 2018-08-14Bibliographically approved
Persson, A. & Thorp, R. (2017). Historieundervisningens existentialiserande potential. Nordidactica: Journal of Humanities and Social Science Education (2), 59-74
Open this publication in new window or tab >>Historieundervisningens existentialiserande potential
2017 (Swedish)In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 2, p. 59-74Article in journal (Refereed) Published
Abstract [en]

This article presents a study of how history education can be understood as a practice directed towards existentialisation. Through classroom observation, teacher interviews and focus group interviews with students in grade 9 in Swedish lower secondary school, a complex teaching practice is uncovered where history teachers have to deal with matters pertaining to disseminating a meaningful narrative of the past, a critical approach to these narratives and an awareness of historicity and its implications for how we approach and understand the past. These results are then discussed from the perspectives of how history education can promote existentialisation among students, and what challenges and opportunities this may present to history teachers.

Place, publisher, year, edition, pages
Karlstads universitet, 2017
Keywords
history education, existentialisation, history, teachers, historicity, history didactics, historididaktik, existentialisation, lärare, historia, historieundervisning
National Category
Didactics
Research subject
Education and Learning
Identifiers
urn:nbn:se:du-25154 (URN)
Available from: 2017-06-12 Created: 2017-06-12 Last updated: 2017-06-12Bibliographically approved
Persson, A. (2017). Lärartillvaro och historieundervisning: innebörder av ett nytt uppdrag i de mätbara resultatens tid. (Doctoral dissertation). Umeå: Umeå universitet
Open this publication in new window or tab >>Lärartillvaro och historieundervisning: innebörder av ett nytt uppdrag i de mätbara resultatens tid
2017 (Swedish)Doctoral thesis, monograph (Other academic)
Alternative title[en]
History teaching in the age of performativity : Swedish upper primary school teachers’ experiences of a new curriculum
Abstract [en]

Swedish compulsory school has recently been subjected to a number of political reforms. Between 2011 and 2014, for example, earlier grades, more national tests and a new curriculum plan (Lgr 11) were to be implemented. This thesis aims to examine those changes as they were experienced by teachers who teach history in Swedish upper primary schools. The theoretical framework is in-spired by existential philosophy, primarily as formulated in the works of Martin Heidegger and Hanna Arendt. In this way, the study highlights the teachers’ lived experience by making use of the concepts yearning, appearance, acting and mood.

The study comprises of 36 interviews with 26 informants. The interviews were carried out and transcribed during 2014. The questions focus on both the existential being of the teachers’ lives as well as the ideological function of the history subject. This highly renders in the issue of how lived experiences of a specific school reform corresponded to the teachers’ own perception of a mean-ingful history education. Both the yearnings that were expressed by the participants and their de-scriptions of what they have experienced, have been related to the overall educational ideological functions stated by Gert Biesta (socialisation, subjectification and qualification) and Jonas Aspelin (existentialisation).

Although the teachers’ narratives were greatly varied in some aspects, their interpretations of the new assignment seemed to be quite homogenous. Most of the teachers portrayed a situation characterised by performativity. Measurable knowledge and more frequent documentation seemed to be prioritised. Some of them stressed that they experienced less autonomy. In terms of history, the new curriculum was associated with more content knowledge, cognitive skills and procedural abilities. From the teachers’ perspective, pure qualification, rather than subjectification and social-isation, characterised the new curriculum.

Still, the teachers’ feelings towards the curricular changes showed a great deal of divergence. Some of them embraced most of the new aspects. They claimed that clearly formulated require-ments in the history curricula provided them with security. They declared that their history teaching to some extent became more professional. In line with such beliefs, some teachers asserted that the strengthened focus on analytical skills improved their teaching. Particularly those who ex-pressed that they preferred such analytic procedural approaches described their experience in terms of confirmation and approval. Others appeared to struggle with the changes. While a few teachers even tried to resist the curricular changes, some found themselves forced to endure what appeared to be a totally new situation. They expressed disbelief, frustration and pain. Notably it was those most devoted to the existentialisational function of history teaching that usually seemed to express such alienation. As argued, they appeared to long for a lost possibility to engage their pupils, to bring history alive and to make meaning of the past.

Place, publisher, year, edition, pages
Umeå: Umeå universitet, 2017. p. 222
Series
Umeå studies in the educational sciences ; 25
Keywords
History, History teacher, History didactics, Existential philosophy, Primary school, Lived experience, Martin Heidegger, Hanna Arendt, Curriculum change, Performativity, Historia, Lärare, Historiedidaktik, Existensfilosofi, Existentialisation, Mellanstadiet, Årskurs 4-6, Läroplan, Skolreform, Lgr 11, Gert Biesta, Jonas Aspelin
National Category
Educational Sciences History
Research subject
Education and Learning
Identifiers
urn:nbn:se:du-26644 (URN)978-91-7601-725-8 (ISBN)
Public defence
2017-09-15, Fö 5, Högskolan i Dalarna, Falun, 10:00 (Swedish)
Opponent
Supervisors
Available from: 2017-11-30 Created: 2017-11-30 Last updated: 2017-11-30Bibliographically approved
Persson, A. (2016). Mormor, oönskade tyskar och en hänsynslös dansk: Några reflektioner om identifikation och mening, efter en kritisk läsning av en nyutgiven lärobok i historia för den svenska grundskolans mellanår. In: Urban Claesson & Dick Åhman (red.) (Ed.), Kulturell reproduktion i skola och nation: En vänbok till Lars Petterson (pp. 251-268). Möklinta: Gidlunds
Open this publication in new window or tab >>Mormor, oönskade tyskar och en hänsynslös dansk: Några reflektioner om identifikation och mening, efter en kritisk läsning av en nyutgiven lärobok i historia för den svenska grundskolans mellanår
2016 (Swedish)In: Kulturell reproduktion i skola och nation: En vänbok till Lars Petterson / [ed] Urban Claesson & Dick Åhman (red.), Möklinta: Gidlunds , 2016, p. 251-268Chapter in book (Other academic)
Place, publisher, year, edition, pages
Möklinta: Gidlunds, 2016
National Category
History
Research subject
Education and Learning
Identifiers
urn:nbn:se:du-21649 (URN)9789178449613 (ISBN)
Available from: 2016-06-10 Created: 2016-06-10 Last updated: 2017-06-12Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-5177-547x

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