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Representation and interpretation: Textbooks, teachers, and historical culture
Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies. Georg Eckert Institute for International Textbook Research, Germany.
2015 (English)In: IARTEM e-journal, ISSN 1837-2104, Vol. 7, no 2, 73-99 p.Article in journal (Refereed) Published
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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.

Place, publisher, year, edition, pages
2015. Vol. 7, no 2, 73-99 p.
Keyword [en]
textbooks, narrative, history didactics, interpretation, reception, uses of history
National Category
History
Identifiers
URN: urn:nbn:se:umu:diva-112757ISI: 000364560800004OAI: oai:DiVA.org:umu-112757DiVA: diva2:883047
Available from: 2015-12-16 Created: 2015-12-14 Last updated: 2015-12-16Bibliographically approved

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CiteExportLink to record
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Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
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  • de-DE
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Output format
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  • rtf