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  • 1.
    Persson, Anders
    et al.
    Dalarna University, School of Humanities and Media Studies, History.
    Thorp, Robert
    Dalarna University, School of Education, Health and Social Studies, Educational Work. Stockholms universitet.
    Historieundervisningens existentialiserande potential2017In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 2, p. 59-74Article in journal (Refereed)
    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.

  • 2.
    Thorp, Robert
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Contextualising and Representing School: To Contextualise a Contextualisation, or the Importance of the Historiographic Gaze2014In: Engaging with Educational Space: Visualizing Spaces of Teaching and Learning / [ed] Catherine Burke, Ian Grosvenor and Björn Norlin, Umeå: Umeå University , 2014, p. 78-87Chapter in book (Other academic)
  • 3.
    Thorp, Robert
    Dalarna University, School of Education, Health and Social Studies, Educational Work. Stockholms universitet.
    Deconstructing Karlsson, part 1: historical consciousness2017In: Historical Encounters: A journal of historical consciousness, historical cultures and history education, E-ISSN 2203-7543, ISSN 2203-7543, Vol. 4, no 2, p. 1-10Article in journal (Refereed)
    Abstract [en]

    This paper presents an analysis of how leading Swedish historian and history didactical researcher Klas-Göran Karlsson presents the concept of historical consciousness in some of his most recent publications and seeks to analytically deconstruct his view of the concept. The study finds that Karlsson presents definitions of the concept that may not be compatible to each other. Using this result, the paper then tries to present and argue a view of the concept that harmonises with the one presented by Karlsson. 

  • 4.
    Thorp, Robert
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Experiencing, Using, and Teaching History: Aspects of Two History Teachers' Relations to History and Educational Media2017In: Journal of Educational Media, Memory and Society, ISSN 2041-6938, E-ISSN 2041-6946, Vol. 9, no 2, p. 129-146Article in journal (Refereed)
    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.

  • 5.
    Thorp, Robert
    Dalarna University, School of Education, Health and Social Studies, Education. Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies (History and Education).
    Historical Consciousness and Historical Media: A History Didactical Approach to Educational Media2014In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 5, no 4, p. 497-516Article in journal (Refereed)
    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.

  • 6.
    Thorp, Robert
    Dalarna University, School of Education, Health and Social Studies, Education.
    Historical Consciousness, Historical Media, and History Education2014Licentiate thesis, comprehensive summary (Other academic)
    Abstract [en]

    This thesis by publication contains an introductory summary chapter and three papers. The first paper presents a study of how the concept of historical consciousness has been defined, applied, and justified in Swedish history didactical research. It finds that there is consensus regarding the definition of what a historical consciousness is, but that there is variation in how the concept is applied. It is suggested that this variation makes historical con­sciousness a complex and vague concept.

         The second paper uses the results presented in the first paper as a point of departure and from thence argues for a broadened understanding of the concept of historical consciousness that incorporates its definition, applica­tion, development, and significance. The study includes research about his­torical consciousness primarily from Sweden, the UK, the USA and Canada. The paper presents a typology of historical consciousness and argues that level of contextualisation is what distinguishes different types of historical consciousnesses and that an ability to contextualise is also what makes his­torical consciousness an important concept for identity constitution and morality.

         The third paper proposes a methodological framework of historical con­sciousness based on the theory of historical consciosusness presented in the second paper. It presents arguments for why the framework of historical consciousness proposed can be useful for the analysis of historical media and it discusses how aspects of the framework can be applied in analysis. It then presents a textbook analysis that has been performed according to the stipulated framework and discusses its results regarding how textbooks can be used to analyse historical consciousness and its development.

  • 7.
    Thorp, Robert
    Dalarna University, School of Education, Health and Social Studies, Educational Work. Umeå universitet.
    Historiemedvetande, historiska medier och historieundervisning2016In: Medier i historieundervisningen: Historiedidaktisk forskning i praktiken / [ed] Anna Larsson, Umeå: Umeå universitet , 2016, 1, , p. 247p. 214-241Chapter in book (Other academic)
    Abstract [sv]

    I ljuset av samtidens förändrade medielandskap och samhällsgrundade spänningar om historieframställningar framstår de historiska mediernas roll i dagens och historiens historieämne i ungdomsskolan som en historiedidaktiskt angelägen fråga. Med denna fråga i fokus utformades forskarskolan Historiska medier: forskarskola i historia med didaktisk inriktning i början av 2011. I denna antologi ges en samlad presentation av elva studier från forskarskolan som berör de historiska mediernas roll, funktion, villkor och användning. Studierna bidrar till den historiedidaktiska forskningen, och erbjuder också verksamma och blivande historielärare en möjlighet att utveckla sin kunskap om hur medier påverkar undervisning och lärande i historia.

  • 8.
    Thorp, Robert
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Popular history magazines and history education2015In: Historical encounters: a journal of historical consciousness, historical cultures, and history education, ISSN 2203-7543, Vol. 2, no 1, p. 102-112Article in journal (Refereed)
    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.

  • 9.
    Thorp, Robert
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Representation and interpretation: textbooks, teachers, and historical culture2015In: IARTEM e-journal, ISSN 1837-2104, Vol. 7, no 2, p. 73-99Article in journal (Refereed)
    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.

  • 10.
    Thorp, Robert
    Dalarna University, School of Education, Health and Social Studies, Educational Work. Umeå universitet.
    The Concept of Historical Consciousness in Swedish History Didactical Research2013In: Cultural and Religious Diversity and Its Implications for History Education / [ed] Joanna Wojdon, Schwalbach: Wochenshau Verlag , 2013, 1, p. 207-224Chapter in book (Refereed)
    Abstract [en]

    This article presents a study of how the concept of historical consciousness is defined, applied and justified in Swedish history didactical research. The study finds that there is a common ground for understanding what  a historical consciousness is, but that the concept is applied in a variety of ways. It is suggested that this variation is one reason why the concept is generally believed to be difficult to define and apply, since the application of the concept influences how a historical consciousness is interpreted. It is also suggested that the concept could be rendered more versatile by further theoretical investigation into how the concept’s definition and applications are connected.

  • 11.
    Thorp, Robert
    Dalarna University, School of Education and Humanities, Education. Umeå universitet.
    Towards an epistemological theory of historical consciousness2014In: Historical Encounters: A journal of historical consciousness, historical cultures, and history education, ISSN 2203-7543, Vol. 1, no 1, p. 20-31Article in journal (Refereed)
    Abstract [en]

    This paper presents a theoretical analysis of the concept of historical consciousness. It argues that a focus on the epistemological problems of the concept can be a way of constructing a theory of the concept that both incorporates the diverse perspectives that exist in research about the concept and specifies how a historical consciousness can be developed in an individual.

  • 12.
    Thorp, Robert
    Dalarna University, School of Education, Health and Social Studies, Educational Work. Umeå universitet.
    Uses of history in history education2016Doctoral thesis, comprehensive summary (Other academic)
    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.

  • 13.
    Thorp, Robert
    Dalarna University, School of Education, Health and Social Studies, Educational Work. Umeå universitet.
    Vad är ett historiemedvetande egentligen och varför är det viktigt?2013In: Kritiska perspektiv på historiedidaktiken / [ed] David Ludvigsson, Eksjö: Historielärarnas förening , 2013, p. 97-118Chapter in book (Refereed)
    Abstract [sv]

    Historiemedvetande är ett centralt begrepp i svensk historiedidaktik samtidigt som det upplevs som vagt och svårt att tillämpa i undervisning. Den här studien presenterar en forskningsöversikt av hur historiemedvetandebegreppet används i svensk historiedidaktisk forskning utifrån frågeställningarna "Vad är ett historiemedvetande enligt svensk forskning?", "Varför anser forskarna att det viktigt?" och "Hur anser man i historiedidaktisk forskning att ett historiemedvetande utvecklas?"

  • 14.
    Vinterek, Monika
    et al.
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Donelly, Debra
    University of Newcastle, NSW , Australien.
    Thorp, Robert
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Narrating the nation: Swedish and Australian pre-service history teacher’s conceptualisation of their national history.2016Conference paper (Refereed)
    Abstract [en]

    In Australia national history and the teaching thereof continues to be controversial. Concerns over whose history is being taught in schools (Blainey, 1993; Donnelly, 1997), parallels anxieties over what the public knows about their nation’s past (Ashton, Connors, Goodall, Hamilton, & McCarthy, 2000; Ashton & Hamilton, 2007). In Sweden, on the other hand, national history does not have a dominant role in public discourse or research on history education. This lack of attention could, however, also be problematic (Lozic, 2010; Nordgren, 2006).

    Using an open-ended narrative methodology inspired by Canadian researcher Jocelyn Létourneau (2006), the Comparing our Pasts (COP) project aimed to determine and compare what Swedish and Australian pre-service teachers, as an important group when it comes to their future influential position in schools, know, understand, and believe to be important about their countries’ past. This paper reports on the preliminary analysis of the pre-service teachers’ narratives, comparing their perception of the nation as a geographical, cultural, or constitutional entity as well as Swedish and Australian stories of foundation and conquest. Furthermore, the paper examines the way the participants framed their narratives and the lens they used to relate and interpret their respective national histories and their understanding of the nation and the past.

  • 15.
    Vinterek, Monika
    et al.
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Donnelly, Debra
    University of Newcastle, Australia.
    Thorp, Robert
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Tell us about your nation’s past: Swedish and Australian preservice history teachers’ conceptualisation of their national history2017In: Yearbook (of the International Society for History Didactics), ISSN 1608-8751, Vol. 38, p. 51-72Article in journal (Refereed)
    Abstract [en]

    The Comparing our Pasts (COP) project aimed to determine what Swedish and Australian pre-service history teachers know, understand and believe to be important about their nations’ past. In this study pre-service history teachers were asked to write a short history of their nation in their own words without using outside sources of information. This article reports on a preliminary analysis of resulting texts, comparing and contrasting their conceptualisations of Sweden and Australia and what aspects of history were manifest in the analysed data. Given that the participant group is situated in two different national contexts, this study aims to analyse how the pre-service teachers’ narratives of the nation can be understood as influenced by the national historical cultures of Sweden and Australia. The results show that the respondents’ narratives expressed both similarities and differences that highlight the pertinence of a historical cultural approach to history education and pre-service history teacher training that may be linked to the differing national historical contexts. These results are then used to argue the importance of an awareness of historicity in order to highlight and stress how our views of and approaches to national history is contextually contingent. This poses a challenge to history teacher training both in Sweden and Australia.

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