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  • 1.
    Larsson, Anna
    Umeå universitet, Humanistiska fakulteten, Institutionen för idé- och samhällsstudier.
    Kontroversiella samhällsfrågor i samhällsorienterande ämnen 1962–2017: en komparation2019Ingår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 3, s. 1-23Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Teaching social studies in Swedish school involve dealing with many complex and potentially controversial issues. This implies didactical challenges. This article uses a subject comparative perspective to discuss how controversial societal issues have been presented and changed as teaching objects in the social studies subjects in Swedish school years 7 to 9 since 1962. By following curriculum changes over time, the aim is to show similarities and differences between the school subjects of geography, history, religion and civics concerning the role of controversial issues. What controversial issues can be found in the curriculum texts? How are teachers supposed to teach them? What importance for the students are they given? By comparatively answering these research questions this study offers deepened knowledge about the social studies subjects and the role of controversial issues, but also about Swedish curriculum history in general.

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  • 2.
    Larsson, Anna
    et al.
    Umeå universitet, Humanistiska fakulteten, Institutionen för idé- och samhällsstudier.
    Samuelsson, Johan
    Editorial Nordidactica 2019:3: Komparativ ämnesdidaktik2019Ingår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 3, s. i-viArtikel i tidskrift (Övrigt vetenskapligt)
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  • 3.
    Ledman, Kristina
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Discourses of criticality in Nordic countries’ school subject Civics2019Ingår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 3, s. 149-167Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Criticality (the ability to think, self-reflect and act critically, as well as reason analytically) is framed as an important goal of education generally, and citizenship education specifically. However, literature and research within subject didactics tend to frame criticality as subject-specific, hence its conceptualisation can vary substantially depending on epistemological and research traditions. Thus, this paper compares its treatment in the same subject, civics, in curricula of the five Nordic countries. Civics is an interesting case as it is a major element of citizenship education, which varies somewhat among the five countries. Four ideal types of criticality are elaborated and deployed in the analysis: general, disciplinary, moral and ideological criticality. The results reveal substantial differences between the five compared curricula. They also reveal apparent correlations between civics as a single-subject construct (as in Denmark and Sweden) and disciplinary criticality, and between civics as an integrated curriculum construct (as in Iceland) and general criticality. Overall, the disciplinary view of criticality slightly prevails in the five compared curricula. The results raise questions about contextual factors’ effects on how criticality is constructed in school subjects, and helps reflection on what we actually refer to when we talk about a certain school subject.

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  • 4.
    Ledman, Kristina
    Umeå universitet, Humanistiska fakulteten, Institutionen för idé- och samhällsstudier.
    The Voice of History and the Message of the National Curriculum: Recontextualising History to a Pedagogic Discourse for Upper Secondary VET2014Ingår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 2, s. 161-179Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In the reform by the liberal-conservative government of Swedish upper secondary education in 2011, history was recognized as an important part of citizenship education and was introduced into the curriculum for vocational education and training (VET) tracks. Through the concepts of classification and framing, this article explores the process of constructing the history syllabus for VET. The data consist of archived material from the working group responsible for the history curriculum under the Swedish National Agency for Education. The analysis shows that there are competing discourses concerning the relative emphasis on competencies and skills and concerning the emphasis on contemporary and modern history. Although historians, history teachers and other agents are invited to respond to the content of the curriculum, the respondents have no influence on the knowledge structure of the curriculum, which is controlled by agents of the dominant educational ideology. From a critical perspective, this article suggests that the curriculum reflects the instrumental and neoconservative message of the reform through strong classification and framing and through the emphasis on general abilities and a contemporary history that has a more direct explanatory value to contemporary society.

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    The voice of history
  • 5.
    Lindmark, Daniel
    Umeå universitet, Humanistiska fakulteten, Institutionen för idé- och samhällsstudier.
    Historiska medier: Forskarskola i historia med didaktisk inriktning (ForHiM)2011Ingår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 2, s. 91-92Artikel i tidskrift (Övrig (populärvetenskap, debatt, mm))
  • 6.
    Lindström, Niclas
    Umeå universitet, Humanistiska fakulteten, Institutionen för idé- och samhällsstudier.
    Olof Franck & Malin Löfstedt "Etikdidaktik – Grundbok om etikundervisning i teori och praktik"2015Ingår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 4, s. 106-111Artikel, recension (Övrigt vetenskapligt)
  • 7.
    Lindström, Niclas
    et al.
    Umeå universitet, Humanistiska fakulteten, Institutionen för idé- och samhällsstudier.
    Samuelsson, Lars
    Umeå universitet, Humanistiska fakulteten, Institutionen för idé- och samhällsstudier.
    Den nya syntesen och etik i undervisningen2018Ingår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 3, s. 27-43Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Researchers within the educational field usually acknowledge the idea that teaching is an essentially moral activity. Yet, they seem to have different opinions on how teachers are supposed to complete that task in their everyday pedagogical practice. Jonathan Haidt has conducted a series of international studies, during recent years, revealing how people in general tend to respond ethically to situations that evoke strong emotional reactions. Based on the results he has presented a theory, the New Syntheses, in which he claims to explain the difference between the dominating moral pedagogical models and develop new approaches to teaching ethics. The present paper is based on a survey of Swedish teacher students and religious education teachers for which we have borrowed two of Jonathan Haidts examples. We discuss the New Synthesis in relation to the results of the surveys and the ethical dimension of the teaching profession. We argue that these results indicate a need for teacher students and teachers to consciously reflect on their values and methods for approaching ethics in education.

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  • 8.
    Manni, Annika
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Barn- och ungdomspedagogik, specialpedagogik och vägledning (BUSV).
    Contingency and transformation: teachers’ and students’ experiences of a Climate Council School Project2018Ingår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, Vol. 4, s. 1-20Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This paper presents a case study of a Climate Council School project within education for sustainable development (ESD). Students and their teachers from grade 9 and upper secondary school took part in this project when working on finding sustainable visions and solutions for their city in 2030. The project involved the local government as well as businesspeople, since they all met and shared sustainable visions at the climate council conference. Drawing on transformative learning theories, the case is studied and analysed from both teacher and student perspectives. Educational challenges as well as new possibilities are documented outcomes through the participants’ experiences in this school project aiming for sustainability. Initial contingency, in relation to the complex content and new ways of teaching, is found to be a presumption for learning as creative work, transformation, and new ideas contributing to a more sustainable society.

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  • 9.
    Nygren, Thomas
    et al.
    Umeå universitet, Humanistiska fakulteten, Humlab. Stanford University; Uppsala universitet.
    Sandberg, Karin
    Mälardalens Högskola.
    Vikström, Lotta
    Umeå universitet, Samhällsvetenskapliga fakulteten, Centrum för befolkningsstudier (CBS).
    Digitala primärkällor i historieundervisningen: en utmaning för elevers historiska tänkande och historiska empati2014Ingår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 2, s. 208-245Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In this study, 110 Swedish upper secondary students use a historical database designed for research. We analyze how they perceive the use of this digital tool in teaching and if they are able to use historical thinking and historical empathy in their historical writing and presentations. Using case-study methodology including questionnaires, observations, interviews and text analysis we find this to be a complex task for students. Our results highlight technological problems and problems in contextualizing historical evidence. However, students show interest in using primary sources and ability to use historical thinking and historical empathy, especially older students in more advanced courses when they have time to reflect upon the historical material.

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    NygrenSandbergVikström2014
  • 10.
    Nygren, Thomas
    et al.
    Umeå universitet, Humanistiska fakulteten, Humlab.
    Åstrand, Björn
    Umeå universitet, Humanistiska fakulteten, Institutionen för idé- och samhällsstudier.
    En splittrad historia: Sambandet mellan kursplaner i historia för gymnasieskola och högre utbildning2012Ingår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 2, s. 1-30Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This quantitative and qualitative analysis of syllabuses indicates difficulties in the relation between history teaching in upper secondary schools and in higher education. Using analytical tools stemming from research of education and history didactics we highlight problematic differences between universities. It is evident that history education in many ways lacks a progression from upper secondary school to higher education. Judging from the formulations in the syllabuses, the grading demands on the students in upper secondary schools are in some cases even higher than in the universities. The results from this study suggest a need for further analysis of the teaching of history, and other subjects, in higher education in relation to teaching in upper secondary schools.

  • 11.
    Nyström, Daniel
    Umeå universitet, Humanistiska fakulteten, Institutionen för idé- och samhällsstudier.
    The Social Studies Subjects and Interdisciplinarity2019Ingår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 3, s. 24-44Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article examines the ways in which the term tvärvetenskaplig is conceptualized within the social studies subjects (geography, religious education, civics, and history) in Swedish upper secondary school. The term tvärvetenskaplig is generally translated as interdisciplinary. Through a comparative analysis of syllabi (ämnesplaner), subject didactic textbooks, and schoolbooks, existing descriptions of the term are identified. These descriptions are in turn analyzed using theoretical perspectives on interdisciplinarity. The article agrees with the viewpoint that interdisciplinarity is a form of progressive discourse. Moreover, the analysis employs Heinz Heckhausen’s typology of interdisciplinarity, which differentiates between indiscriminate, pseudo, auxiliary, composite, supplementary, and unifying interdisciplinarity. It is concluded that different subjects ascribe different understandings of interdisciplinarity to the concept of tvärvetenskaplighet.

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  • 12.
    Olovsson, Tord Göran
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen. Umeå universitet.
    Näsström, Gunilla
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen. Umeå universitet.
    Ämnesövergripande undervisning och betyg i årskurs 4-6 i svensk grundskola i SO- och NO-ämnena2018Ingår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 4, s. 88-117Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Sweden introduced a new national curriculum (Lgr11) for the compulsory school in 2011. It included new syllabi for the school subjects and a grading system now starting from school year 6. Social studies (civics, geography, history and religious studies) and natural sciences (biology, chemistry and physics) received syllabus with knowledge requirements for each respective subject. Despite the sectioning, Lgr11 encourages subject-integrated teaching and, when teaching has mainly been subject-integrated, summarised grades in both social studies and natural sciences are possible in school year 6. The purpose of this study is to investigate, analyse and compare to which extent teaching in school year 4-6 is subject-integrated and whether the grades in school year 6 are summarised in social studies as well as natural sciences. In the autumn of 2017, principals from 113 schools comprehending school years 4-6, completed a questionnaire. The results, also analysed in relation to Bernsteins theoretical model, show that teaching in each individual subject, as well as alternation between subject-integrated teaching and teaching in the individual subjects is most common. Fully subject-integrated teaching in social studies and nature sciences respectively is the least common practise. Three quarters of the schools give grades in the individual subjects. In schools with fully subject-integrated teaching, it is more common with summarised grades than grades in the individual subjects. However, this is more common in social studies than in the natural sciences. Almost all of the schools that teach in the individual subjects also give grades in the individual subjects.

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  • 13.
    Parkes, Robert
    University of Newcastle.
    Postmodernism, Historical Denial, and History Education: What Frank Ankersmit Can Offer to History Didactics2013Ingår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, Vol. 3, nr 2, s. 20-37Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    History educators frequently ignore, or engage only reluctantly and cautiously with postmodernism. This is arguably because postmodernism is frequently accused of assaulting the epistemological foundations of history as an academic discipline, fostering a climate of cultural relativism, encouraging the proliferation of revisionist histories, and providing fertile ground for historical denial. In the Philosophy of History discipline, Frank Ankersmit has become one of those scholars most closely associated with ‘postmodern history’. This paper explores Ankersmit’s ‘postmodern’ philosophy of history, particularly his key notion of ‘narrative substances’; what it might do for our approach to a problem such as historical denial; and what possibilities it presents for history didactics.

  • 14.
    Spjut, Lina
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Stereotyper och rasbegreppet i finlandssvenska läroböcker: En textnära komparation av beskrivningar av samer under fyra decennier2019Ingår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 2019:2, s. 50-71Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Textbooks are in this article seen as reflections on values and ideas of its present. Often, it’s the majority’s culture and narrative that are told in a nation’s textbooks. What happens when one minority’s textbooks describe another minority? In Finland such a study is possible, since their Swedish-speaking minority, Finland-swedes, have their own tradition of textbook-production. This article analyses textbooks-quotes about Sami, a Finnish minority-group. The textbooks in question are written 1963, 1972, 1981 and 1997, for the Finnish minority-group, Finland-swedes. The aim of the article is to, by comparison, enlighten and analyse how and why one minority’s textbook describes another minority during four decades of status-change for minorities in Finland. Questions raised are i) How do textbooks for the Finland-swedes describe Sami-people, another marginalized minority during a period of 40 years? ii) Which identity-markers and concepts are in focus in textbook-descriptions? iii) What changes or stagnations are seen in textbooks and what factors could have made impact on the textbook-content over time?Results show that the first three books are reproduced intertextual but with an out-fading of stereotypical identity concepts which reflects a change from a biological definition of ethnicity to a more social definition. Although the concept ‘race’ appears in the textbooks from 1997, which can be caused by new race-debates, combined with change in the status of both Finland-swedes and Sami’s in Finland in the beginning of 1990s. The article argues that a marginalisation of Finland-swedes, as the same time as Sami’s got recognition as Finland’s indigenous people, made it important to connect Finns and Swedes as the common people – the common race – in order to get acknowledged as a natural part of Finlands population. In other words: When a majority culture defines and narrows down what is included in a national identity, it effects the minorities at several levels.

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