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Åström Elmersjö, HenrikORCID iD iconorcid.org/0000-0003-4500-5502
Publications (10 of 63) Show all publications
Åström Elmersjö, H. (2025). En tidskrift i tiden: Nordic Journal of Educational History - de första tio åren. In: Johannes Westberg; Emma Hellström; Esbjörn Larsson (Ed.), Utbildningshistorisk forskning under 2000-talet: det utbildningshistoriska nätverket, forskningsmiljöer, konferenser och föreningar (pp. 291-302). Uppsala: Uppsala universitet
Open this publication in new window or tab >>En tidskrift i tiden: Nordic Journal of Educational History - de första tio åren
2025 (Swedish)In: Utbildningshistorisk forskning under 2000-talet: det utbildningshistoriska nätverket, forskningsmiljöer, konferenser och föreningar / [ed] Johannes Westberg; Emma Hellström; Esbjörn Larsson, Uppsala: Uppsala universitet, 2025, p. 291-302Chapter in book (Other academic)
Abstract [sv]

Detta kapitel beskriver grundandet och uppstarten av den vetenskapliga open access-tidskriften Nordic Journal of Educational History, samt de utmaningar som tidskriften ställdes inför under de första tio åren. Kapitlet tar upp publiceringslandskapet och även den utmaning mot förlagen som open access-rörelsen utgör, samt de problem gällande finansiering, indexering och behovet av forskarsamhällets tillit, som en ny tidskrift ställs inför. Den kontextuella fonden för kapitlet är den utveckling av nordisk utbildningshistorisk forskning, som antologin i sin helhet behandlar.

Place, publisher, year, edition, pages
Uppsala: Uppsala universitet, 2025
Series
Utbildningshistoriska meddelanden, ISSN 2000-4168 ; 13
Keywords
vetenskapliga tidskrifter, utbildningshistoria, öppen tillgång, open access, Norden
National Category
History Educational Sciences
Research subject
history of education
Identifiers
urn:nbn:se:umu:diva-238793 (URN)9789186701086 (ISBN)
Available from: 2025-05-15 Created: 2025-05-15 Last updated: 2025-05-15Bibliographically approved
Hallingfors, H. & Åström Elmersjö, H. (2025). Guarding the boundaries: a Swedish policy debate about geography and education for sustainable development. Nordic Journal of Studies in Educational Policy
Open this publication in new window or tab >>Guarding the boundaries: a Swedish policy debate about geography and education for sustainable development
2025 (English)In: Nordic Journal of Studies in Educational Policy, ISSN 2002-0317Article in journal (Refereed) Epub ahead of print
Abstract [en]

In this article, we analyse how educational policy debates regarding specific school subjectsare related to the demarcation of science. Utilising boundary-work theory we analyse materialfrom a later abandoned revision process for the Swedish upper secondary school curriculumin 2004–2006. During this process a new subject – Sustainable Development – was proposedby the Swedish National Agency for Education. As a consequence, the Geography subject,potentially a suitable arena to naturally handle education for sustainable development, wouldbe given a very peripheral role in the upper secondary school curriculum. From the sugges-tion a debate about scientific boundaries arose, with arguments that may be traced back tothe theoretical concepts; ‘exclusion’, ‘expansion’ and ‘protection of autonomy’.

Place, publisher, year, edition, pages
Routledge, 2025
Keywords
Geography discipline, geography education, policy debates, sustainable development, boundary-work
National Category
Human Geography Educational Sciences Didactics
Research subject
history of education; environmental science; education
Identifiers
urn:nbn:se:umu:diva-234748 (URN)10.1080/20020317.2025.2457171 (DOI)2-s2.0-85216229143 (Scopus ID)
Available from: 2025-01-29 Created: 2025-01-29 Last updated: 2025-05-27
Åström Elmersjö, H., Lundberg, S. & Zanazanian, P. (2025). The relationship between past and history in teachers' theoretical understandings and professional practice. Journal of Curriculum Studies
Open this publication in new window or tab >>The relationship between past and history in teachers' theoretical understandings and professional practice
2025 (English)In: Journal of Curriculum Studies, ISSN 0022-0272, E-ISSN 1366-5839Article in journal (Refereed) Epub ahead of print
Abstract [en]

Perceived inconsistencies in history teachers’ epistemological beliefs have been a recurring theme in research on epistemic cognition. In this article, we explore how teachers discuss history's epistemology when presented with different scenarios where epistemology might be an issue. A study design aimed at capturing teachers thinking in different contexts was adopted, and through semi-structured interviews with history teachers in Quebec and Sweden we could follow changes in nuance by analyzing teacher statements in relation to their ideas about the relationship between the past itself and the (teachable) history about the past, when discussing these issues in relation to different scenarios. The results point to teachers articulating rather well-adjusted and consistent epistemological beliefs when discussing the matter at a theoretical level while tending to adapt these beliefs — probably for pedagogical and practical reasons — when they discuss their own teaching and specific classroom situations. We argue that the teachers rarely seem to be notice the changes in their epistemological reasoning, but changes tend to go from complicated thought to more straightforward when complexity in context increases.

Place, publisher, year, edition, pages
Routledge, 2025
Keywords
epistemology, history, teachers, Quebec, Sweden
National Category
Educational Sciences History
Research subject
history of education; history and history teaching
Identifiers
urn:nbn:se:umu:diva-236232 (URN)10.1080/00220272.2025.2476940 (DOI)001439886100001 ()2-s2.0-86000608276 (Scopus ID)
Funder
Swedish Research Council, 2018-03787
Available from: 2025-03-10 Created: 2025-03-10 Last updated: 2025-04-15
Åström Elmersjö, H., Larsson, A. & Norlin, B. (2025). Utbildning och religion i historiska perspektiv: en introduktion. In: Henrik Åström Elmersjö; Anna Larsson; Björn Norlin (Ed.), Utbildning och religion i historiska perspektiv: vänbok till Daniel Lindmark (pp. 11-18). Artos & Norma bokförlag
Open this publication in new window or tab >>Utbildning och religion i historiska perspektiv: en introduktion
2025 (Swedish)In: Utbildning och religion i historiska perspektiv: vänbok till Daniel Lindmark / [ed] Henrik Åström Elmersjö; Anna Larsson; Björn Norlin, Artos & Norma bokförlag, 2025, p. 11-18Chapter in book (Other academic)
Place, publisher, year, edition, pages
Artos & Norma bokförlag, 2025
Series
Umeå studies in history and education ; 29
Keywords
utbildning, religion, historia
National Category
History Educational Sciences Religious Studies
Research subject
history of education; History Of Religions
Identifiers
urn:nbn:se:umu:diva-235881 (URN)9789177773092 (ISBN)
Projects
Utbildningshistoria
Available from: 2025-02-24 Created: 2025-02-24 Last updated: 2025-03-03Bibliographically approved
Åström Elmersjö, H., Larsson, A. & Norlin, B. (Eds.). (2025). Utbildning och religion i historiska perspektiv: vänbok till Daniel Lindmark. Artos & Norma bokförlag
Open this publication in new window or tab >>Utbildning och religion i historiska perspektiv: vänbok till Daniel Lindmark
2025 (Swedish)Collection (editor) (Other academic)
Abstract [sv]

Den här boken belyser mötet mellan utbildning och religion i historiska kontexter. I boken diskuterar femton författare idéströmningar, politiska reformer, utbildningsinstitutioner, undervisningspraktiker, skolämnen och andra kunskapsförmedlande verksamheter där utbildning och religion har kommit att interagera. Genom att uppmärksamma dessa sammanvävningar är ambitionen med boken att ge ett unikt bidrag till en aktiv dialog mellan utbildningens och religionens historia, områden som idag oftast betraktas och behandlas var för sig i forskning.

Boken är en vänbok till vår högt värderade kollega Daniel Lindmark, vars långa forskningsverksamhet ofta har flätat samman just utbildning, religion och historia.

Place, publisher, year, edition, pages
Artos & Norma bokförlag, 2025. p. 286
Series
Umeå studies in history and education ; 29
Keywords
utbildning, religion, historia
National Category
History Educational Sciences Religious Studies
Research subject
history of education; History Of Religions
Identifiers
urn:nbn:se:umu:diva-235876 (URN)9789177773092 (ISBN)
Projects
Utbildningshistoria
Available from: 2025-02-24 Created: 2025-02-24 Last updated: 2025-03-03Bibliographically approved
Åström Elmersjö, H. & Sjögren, D. (Eds.). (2024). Historielärarnas förenings årsskrift 2024: tema: stormaktstiden. Helsingborg: Historielärarnas förening
Open this publication in new window or tab >>Historielärarnas förenings årsskrift 2024: tema: stormaktstiden
2024 (Swedish)Collection (editor) (Other academic)
Place, publisher, year, edition, pages
Helsingborg: Historielärarnas förening, 2024. p. 253
Series
Historielärarnas förenings årsskrift, ISSN 0439-2434 ; 2024
National Category
History Educational Sciences
Research subject
history and history teaching; didactics of history; history of education
Identifiers
urn:nbn:se:umu:diva-232219 (URN)9789198938128 (ISBN)
Available from: 2024-11-27 Created: 2024-11-27 Last updated: 2025-01-13Bibliographically approved
Åström Elmersjö, H. (2024). Identitet och samhällsorienterande undervisning. In: Anna Larsson (Ed.), Att undervisa om kontroversiella frågor: didaktiska utmaningar och möjligheter (pp. 79-95). Malmö: Gleerups Utbildning AB
Open this publication in new window or tab >>Identitet och samhällsorienterande undervisning
2024 (Swedish)In: Att undervisa om kontroversiella frågor: didaktiska utmaningar och möjligheter / [ed] Anna Larsson, Malmö: Gleerups Utbildning AB, 2024, p. 79-95Chapter in book (Other academic)
Abstract [sv]

Kapitlet reder dels ut vad identitet kan vara och betyda, och dels hur identitet kan göras kontroversiellt i olika situationer i ett klassrum. Baserat på lärares egna erfarenheter visar kapitlet hur flera olika värden behöver balanseras i undervisningen. Exempelvis kan elevernas behov av ett säkert rum där deras identitet inte blir ifrågasatt ställas mot behovet av ett öppet debattklimat där många olika synpunkter i politiska frågor som tangerar identitet diskuteras. Gränsen är ibland glasklar, men i andra fall mer svårdefinierad, exempelvis på grund av identiteters mer eller mindre framträdande koppling till politik på olika sätt.

Place, publisher, year, edition, pages
Malmö: Gleerups Utbildning AB, 2024
Keywords
identitet, kontroversiella frågor, undervisning
National Category
Pedagogy
Research subject
history of education
Identifiers
urn:nbn:se:umu:diva-222612 (URN)9789151110844 (ISBN)
Funder
Swedish Research Council, 2017-03642
Available from: 2024-03-22 Created: 2024-03-22 Last updated: 2024-04-26Bibliographically approved
Åström Elmersjö, H. (2024). Interkulturell undervisning och det historiska kunskapsfältet: [Interculturality and history: the theory and practice of history teaching in a multicultural world] [Review]. Historisk Tidskrift, 144(2), 288-295
Open this publication in new window or tab >>Interkulturell undervisning och det historiska kunskapsfältet: [Interculturality and history: the theory and practice of history teaching in a multicultural world]
2024 (Swedish)In: Historisk Tidskrift, ISSN 0345-469X, E-ISSN 2002-4827, Vol. 144, no 2, p. 288-295Article, book review (Other academic) Published
Place, publisher, year, edition, pages
Svenska Historiska Föreningen, 2024
National Category
History Educational Sciences
Research subject
history of education
Identifiers
urn:nbn:se:umu:diva-225567 (URN)001262088500011 ()
Note

Recension av: Maria Johansson, Interkulturalitet och historia: Historieundervisningens teori och praktik i en mångkulturell värld (Karlstad: Karlstads universitet 2023). 260 s. + fyra delstudier.

Available from: 2024-06-05 Created: 2024-06-05 Last updated: 2024-12-05Bibliographically approved
Åström Elmersjö, H. (2024). Introduction: The epistemology of history and the realities of teaching. In: Henrik Åström Elmersjö & Paul Zanazanian (Ed.), Teachers and the epistemology of history: (pp. 1-17). Cham: Palgrave Macmillan
Open this publication in new window or tab >>Introduction: The epistemology of history and the realities of teaching
2024 (English)In: Teachers and the epistemology of history / [ed] Henrik Åström Elmersjö & Paul Zanazanian, Cham: Palgrave Macmillan, 2024, p. 1-17Chapter in book (Refereed)
Abstract [en]

This introduction establishes the framework of the book. It introduces some basic concepts of epistemology in history and history teaching, a brief overview of the field, and the problems that are faced at the present, including the difficulties in establishing consistent views, the ‘wobbling’ of teachers on epistemic issues, and what this means for the field in general and for the idea of teachers’ epistemological views creating opportunities or obstacles in the teaching of history to students. The chapter is also an outline of the entire book, describing the parts of the book, as well as each individual chapter.

Place, publisher, year, edition, pages
Cham: Palgrave Macmillan, 2024
Keywords
epistemology, history, teachers, ideology, epistemic cognition
National Category
History Didactics
Research subject
history and history teaching; history of education
Identifiers
urn:nbn:se:umu:diva-227665 (URN)10.1007/978-3-031-58056-7_1 (DOI)978-3-031-58056-7 (ISBN)978-3-031-58055-0 (ISBN)
Funder
Swedish Research Council, 2018-03787
Available from: 2024-07-02 Created: 2024-07-02 Last updated: 2024-07-03Bibliographically approved
Åström Elmersjö, H. (2024). Lärares syn på historisk kunskap. Noter (240), 14-19
Open this publication in new window or tab >>Lärares syn på historisk kunskap
2024 (Swedish)In: Noter, ISSN 0909-086X, no 240, p. 14-19Article in journal (Other (popular science, discussion, etc.)) Published
Place, publisher, year, edition, pages
Historielærerforeningen for Gymnasiet og HF, 2024
National Category
Educational Sciences History
Research subject
history of education
Identifiers
urn:nbn:se:umu:diva-222613 (URN)
Funder
Swedish Research Council, 2018-03787
Available from: 2024-03-22 Created: 2024-03-22 Last updated: 2024-03-25Bibliographically approved
Projects
Teaching Rival Histories: History Teachers? Epistemological Stances and Epistemic Switching [2018-03787_VR]; Umeå University; Publications
Åström Elmersjö, H., Lundberg, S. & Zanazanian, P. (2025). The relationship between past and history in teachers' theoretical understandings and professional practice. Journal of Curriculum StudiesÅström Elmersjö, H. (2024). Introduction: The epistemology of history and the realities of teaching. In: Henrik Åström Elmersjö & Paul Zanazanian (Ed.), Teachers and the epistemology of history: (pp. 1-17). Cham: Palgrave MacmillanÅström Elmersjö, H. (2024). Lärares syn på historisk kunskap. Noter (240), 14-19Zanazanian, P., Åström Elmersjö, H. & Nitsche, M. (2024). Revisiting history and its epistemology: Teachers and learners (1ed.). Historical Encounters: A journal of historical consciousness, historical cultures and history education, 11(2), 1-5Åström Elmersjö, H. & Zanazanian, P. (Eds.). (2024). Teachers and the epistemology of history (1ed.). Cham: Palgrave MacmillanÅström Elmersjö, H. & Persson, A. (2023). Controversial issues and the nature of history: teachers’ views on controversial historical issues in Swedish lower secondary school. History Education Research Journal (HERJ), 20(1), Article ID 8. Åström Elmersjö, H. (2023). Saknar historielärare en förståelse av sitt ämnes kunskapsanspråk?: kunskapsteoretiska perspektiv på historia i historielärarutbildningen. Historisk Tidskrift, 143(4), 602-608Åström Elmersjö, H. (2022). Genre Positions and Epistemic Cognition: Swedish Upper Secondary School History Teachers and the Nature of History. Scandinavian Journal of Educational Research, 66(5), 824-837Åström Elmersjö, H. & Zanazanian, P. (2022). History teachers and historical knowledge in Quebec and Sweden: Epistemic beliefs in distinguishing the past from history and its teaching. Historical Encounters: A journal of historical consciousness, historical cultures and history education, 9(1), 181-195Åström Elmersjö, H. (2021). Historielärares syn på historisk kunskap och undervisning om historiebruk. Nordidactica: Journal of Humanities and Social Science Education, 11(3), 1-23
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-4500-5502

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