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Uses of history in history education
Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogiskt arbete. Umeå universitet. (Utbildning och lärande)
2016 (Engelska)Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)Alternativ titel
Historiebruk i historieundervisning (Svenska)
Abstract [en]

This compilation thesis contains an introductory chapter and four original articles. The studies comprising this thesis all concern aspects of how historical culture is constituted in historical media and history teachers’ narratives and teaching. It is argued that the teaching of history is a complex matter due to an internal tension resulting from the fact that history is both a product and a process at the same time. While historical facts, and knowledge thereof, are an important aspect of history, history is also a product of careful interpretation and reconstruction. This study analyses and discusses how history is constituted in history textbooks and popular history magazines, i.e. two common historical media, and in teachers’ narratives and teaching of history. The study finds that the historical media studied generally tend to present history as void of perspective, interpretation and representation, suggesting this to be the culturally warranted form of historical exposition. Moreover, the teachers studied also tend to approach history as if it were not contingent on interpretation and reconstruction. These results indicate that the history disseminated in historical media and history classrooms presents history in a factual way and disregards the procedural aspects of history. Applying the history didactical concepts of historical consciousness, historical culture and uses of history, this thesis argues that an essential aspect of historical understanding is an appreciation of the contextual contingency that characterises history. All history is conceived within a particular context that is pertinent to why and how a certain version of history is constructed. Furthermore, all history is also received within a particular context by people with particular preconceptions of history that are contextually contingent, in the sense that they are situated in a certain historical culture. Readers of historical media are members of societies and are thus affected by how history is perceived and discussed in these contexts. This thesis argues that an awareness of these aspects of history is an important factor for furthering a complex understanding of history that encompasses the tension highlighted above.

Ort, förlag, år, upplaga, sidor
Umeå: Umeå universitet , 2016. , s. 94
Serie
Umeå studies in history and education ; 13
Nyckelord [en]
uses of history, historical consciousness, historical culture, history education, history didactics, historical media
Nyckelord [sv]
historiebruk, historiemedvetande, historiekultur, historieundervisning, historiedidaktik, historiska medier
Nationell ämneskategori
Historia
Forskningsämne
Utbildning och lärande
Identifikatorer
URN: urn:nbn:se:du-23027ISBN: 978-91-7601-512-4 (tryckt)OAI: oai:DiVA.org:du-23027DiVA, id: diva2:958123
Disputation
2016-09-09, Föreläsningssal 4, Högskolegatan 2, Falun, 10:00 (Engelska)
Opponent
Handledare
Tillgänglig från: 2016-09-06 Skapad: 2016-09-06 Senast uppdaterad: 2016-09-06Bibliografiskt granskad
Delarbeten
1. Historical Consciousness and Historical Media: A History Didactical Approach to Educational Media
Öppna denna publikation i ny flik eller fönster >>Historical Consciousness and Historical Media: A History Didactical Approach to Educational Media
2014 (Engelska)Ingår i: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 5, nr 4, s. 497-516Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

This paper presents a theoretical approach to analysing educational media using the concept of historical consciousness. The concept of historical consciousness is defined and operationalised and its relevance for analysis of historical media discussed. One aspect of the theoretical framework proposed is then applied in an analysis of a history textbook account. The analysis finds that while the framework may be applied in analysis of textbooks, its results regarding historical consciousness are tentative and in need of further investigation from the perspective of how its users perceive and appropriate the textbook account. Still, it is argued that the framework proposed may be useful since it specifies how a historical consciousness may be manifested and what methodological approaches that can be used when analysing it.

Nyckelord
historical consciousness, uses of history, historical culture, historical media, historiemedvetande, historiebruk, historiekultur, historiska medier
Nationell ämneskategori
Historia
Forskningsämne
Utbildning och lärande
Identifikatorer
urn:nbn:se:du-14120 (URN)10.3402/edui.v5.24282 (DOI)
Tillgänglig från: 2014-05-20 Skapad: 2014-05-20 Senast uppdaterad: 2017-12-05Bibliografiskt granskad
2. Popular history magazines and history education
Öppna denna publikation i ny flik eller fönster >>Popular history magazines and history education
2015 (Engelska)Ingår i: Historical encounters: a journal of historical consciousness, historical cultures, and history education, ISSN 2203-7543, Vol. 2, nr 1, s. 102-112Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

This paper argues that popular history magazines may be a welcome complement toother forms of historical media in history teaching. By outlining a theoretical framework thatcaptures uses of history, the paper analyses popular history magazine articles from five Europeancountries all dealing with the outbreak of World War I. The study finds that while the studiedarticles provide a rather heterogeneous view of the causes of the Great War, they can be used todiscuss and analyse the importance of perspective in history, thus offering an opportunity tofurther a more disciplinary historical understanding.

Ort, förlag, år, upplaga, sidor
The University of Newcastle, Australia: , 2015
Nyckelord
uses of history, historical thinking, popular history magazines, history education, narrative, historiebruk, historiskt tänkande, populärhistoriska tidskrifter, historieundervisning, narrative
Nationell ämneskategori
Historia
Forskningsämne
Utbildning och lärande
Identifikatorer
urn:nbn:se:du-20343 (URN)
Tillgänglig från: 2015-12-03 Skapad: 2015-12-03 Senast uppdaterad: 2016-09-06Bibliografiskt granskad
3. Representation and interpretation: textbooks, teachers, and historical culture
Öppna denna publikation i ny flik eller fönster >>Representation and interpretation: textbooks, teachers, and historical culture
2015 (Engelska)Ingår i: IARTEM e-journal, ISSN 1837-2104, Vol. 7, nr 2, s. 73-99Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

This article presents a study of how contemporary Swedish lower secondary school textbooks present the emergence of the Cold War and how 10 active lower secondary school history teachers interpreted a quotation that was ambiguous in relation to the general narrative in the studied Swedish textbooks, seeking to analyse textbooks both from the perspectives of content and reception. Applying a theoretical framework of uses of history, the study finds that the narratives presented in the studied textbooks are what could be called traditional in the sense that they do not acknowledge perspective and representation in history. While the interviewed teachers generally acknowledged that textbook narratives are representations of history and contingent on perspective, few teachers extended this to include how their own views affect their interpretations, suggesting an intermediary appreciation of the contextual contingency of historical narratives.

Ort, förlag, år, upplaga, sidor
International Association for Research on Textbooks and Educational Media: , 2015
Nyckelord
textbooks; narrative; history didactics; interpretation; reception; uses of history, läroböcker, narrativ, historiedidaktik, tolkning, reception, historiebruk, historiemedvetande
Nationell ämneskategori
Historia
Forskningsämne
Utbildning och lärande
Identifikatorer
urn:nbn:se:du-19476 (URN)
Projekt
Teaching the Cold War: Memory Practices in the Classroom
Tillgänglig från: 2015-09-18 Skapad: 2015-09-18 Senast uppdaterad: 2017-12-05Bibliografiskt granskad
4. Experiencing, Using, and Teaching History: Aspects of Two History Teachers' Relations to History and Educational Media
Öppna denna publikation i ny flik eller fönster >>Experiencing, Using, and Teaching History: Aspects of Two History Teachers' Relations to History and Educational Media
2017 (Engelska)Ingår i: Journal of Educational Media, Memory and Society, ISSN 2041-6938, E-ISSN 2041-6946, Vol. 9, nr 2, s. 129-146Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

How do two Swedish lower secondary school teachers relate to and make sense of history via their experiences and educational media? The study seeks to gain knowledge about history education by analyzing two teachers’ narratives of their personal experiences of the Cold War and classroom observations of the teachers in practice. The study finds that the teachers’ narrations of personal experiences and observed teaching of the Cold War resemble the dominant historical culture on the Cold War in Swedish education. On the basis of these results, the author discusses the importance of a critical awareness of historical culture in order to further a complex understanding of history.

Ort, förlag, år, upplaga, sidor
New York/Oxford: Berghahn Books, 2017
Nyckelord
Cold War, educational media, historical consciousness, historical culture, history education, narrative, history didactics, uses of history, Kalla kriget, läromedel, historiemedvetande, historiekultur, historiebruk, historieundervisning, historiedidaktik, narrativ
Nationell ämneskategori
Historia
Forskningsämne
Utbildning och lärande
Identifikatorer
urn:nbn:se:du-23026 (URN)10.3167/jemms.2017.090207 (DOI)
Projekt
Teaching the Cold War: Memory Practices in the Classroom
Tillgänglig från: 2016-09-06 Skapad: 2016-09-06 Senast uppdaterad: 2018-05-24Bibliografiskt granskad

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