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Samuelsson, J. (2018). History as performance: Pupil perspectives on history in the age of ‘pressure to perform’. Education 3-13, 47(3), 333-347
Open this publication in new window or tab >>History as performance: Pupil perspectives on history in the age of ‘pressure to perform’
2018 (English)In: Education 3-13, ISSN 0300-4279, E-ISSN 1475-7575, Vol. 47, no 3, p. 333-347Article in journal (Refereed) Published
Abstract [en]

The development a standard-based curriculum in History can be related to the school reforms where ‘performance’ are crucial principles. The aim is to analyse pupils’ perspectives on the relation between their views on historical knowledge and the national test in History and grading. When the pupils in this study – directly after taking a national test in History – were asked to reason about what historical knowledge is, another subject emerged: a collective memory subject. History as ‘performance’ emerges clearly in connection with the pupils’ discourse on grades and History, which has an emphasis on ‘working’, ‘writing’, and ‘doing homework’ to get a better grade in History. The disciplinary knowledge content specified in the curricula does not correspond to pupils’ experiences of what the central historical knowledge is in national tests and grading. It is apparent that disciplinary knowledge content is ‘under pressure’ in the age of performance.

Keywords
assessment, history, performance, primary school
National Category
History and Archaeology Educational Sciences
Research subject
History
Identifiers
urn:nbn:se:kau:diva-66832 (URN)10.1080/03004279.2018.1446996 (DOI)2-s2.0-85043329295 (Scopus ID)
Available from: 2018-03-23 Created: 2018-03-23 Last updated: 2019-03-14Bibliographically approved
Samuelsson, J. & Wendell, J. (2017). A national hero or a Wily Politician? Students’ ideas about the origins of the nation in Sweden. Education 3-13, 45(4), 477-489
Open this publication in new window or tab >>A national hero or a Wily Politician? Students’ ideas about the origins of the nation in Sweden
2017 (English)In: Education 3-13, ISSN 0300-4279, E-ISSN 1475-7575, Vol. 45, no 4, p. 477-489Article in journal (Refereed) Published
Abstract [en]

The topic of this article is how primary school students express ideas about

the ‘origins of the nation’. The study is based on texts written by Swedish

students aged 12–13 about a historical event well embedded in Swedish

national mythology, the rise to power of Swedish ‘founding father’

Gustav Vasa. The analysis is inspired by James V. Wertsch’s concept of

schematic narrative templates. The main finding of the study is that the

students mainly structure their answers along one of two different

narrative templates; either a kind of historical master narrative with

strong foundations in traditional Swedish history culture, or a more

generic story about the founding father as a ruthless or corrupt

politician, which is arguably influenced by presentism.

Place, publisher, year, edition, pages
London & New York: Routledge, 2017
Keywords
History; nation; master narrative; presentism; founding father; school
National Category
Social Sciences History
Research subject
History; Education
Identifiers
urn:nbn:se:kau:diva-41023 (URN)10.1080/03004279.2015.1130077 (DOI)
Available from: 2016-03-11 Created: 2016-03-11 Last updated: 2017-07-03Bibliographically approved
Löfgren, H., Pérez Prieto, H., Tanner, M., Löfgren, R., Samuelsson, J. & Lindberg, V. (2017). Att ständigt bli bedömd. In: Héctor Pérez Prieto, Håkan Löfgren (Ed.), Att ständigt bli bedömd: Elevers berättelser om betyg och nationella prov (pp. 175-188). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Att ständigt bli bedömd
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2017 (Swedish)In: Att ständigt bli bedömd: Elevers berättelser om betyg och nationella prov / [ed] Héctor Pérez Prieto, Håkan Löfgren, Lund: Studentlitteratur AB, 2017, p. 175-188Chapter in book (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2017
National Category
Educational Sciences
Research subject
Education
Identifiers
urn:nbn:se:kau:diva-65455 (URN)978-91-44-11590-0 (ISBN)
Available from: 2017-12-20 Created: 2017-12-20 Last updated: 2017-12-21Bibliographically approved
Samuelsson, J. (2017). Elevens ämne: Kontextuella perspektiv på bedömning och historia i mångkulturella klassrum. In: Héctor Pérez Prieto, Håkan Löfgren (Ed.), Att ständigt bli bedömd: Elevers berättelser om betyg och nationella prov (pp. 139-158). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Elevens ämne: Kontextuella perspektiv på bedömning och historia i mångkulturella klassrum
2017 (Swedish)In: Att ständigt bli bedömd: Elevers berättelser om betyg och nationella prov / [ed] Héctor Pérez Prieto, Håkan Löfgren, Lund: Studentlitteratur AB, 2017, p. 139-158Chapter in book (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2017
National Category
Educational Sciences
Research subject
Education
Identifiers
urn:nbn:se:kau:diva-65453 (URN)978-91-44-11590-0 (ISBN)
Available from: 2017-12-20 Created: 2017-12-20 Last updated: 2017-12-21Bibliographically approved
Samuelsson, J. (2017). History Wars in Sweden?: A syllabus debate about nation, history, and identity. Historical Encounters: A journal of historical consciousness, historical cultures and history education, 4(2), 30-47
Open this publication in new window or tab >>History Wars in Sweden?: A syllabus debate about nation, history, and identity
2017 (English)In: Historical Encounters: A journal of historical consciousness, historical cultures and history education, E-ISSN 2203-7543, Vol. 4, no 2, p. 30-47Article in journal (Refereed) Published
Abstract [en]

History teaching and learning in schools has been the subject of history culture wars in countries such as Sweden, Australia, the US, and Canada. In a Swedish-specific context, this and similar debates should be viewed in relation to the fact that throughout the twentieth century, governments in Sweden, as well as other countries, have regarded history teaching in schools as an important builder of national consciousness. At the same time, Sweden has undergone substantial demographic changes in recent decades. This article analyzes the different perspectives put forward in a debate on the school subject of history in Swedish education as a new syllabus was being introduced. Seixas' approaches to history are used in the analysis. The debate was initiated by historians who criticized the syllabus for the absence of the period of Antiquity. Leading politicians also participated. The collective memory approach was a central perspective on history in schools in the debate.

Place, publisher, year, edition, pages
Callaghan, NSW, Australia: , 2017
Keywords
History Wars; Social Studies Wars; Identity; Nation; Curriculum, Nation, Identitet, läroplaner, historieundervisning, kulturarv
National Category
History Educational Sciences
Research subject
History
Identifiers
urn:nbn:se:kau:diva-69040 (URN)000437048000004 ()
Available from: 2018-09-05 Created: 2018-09-05 Last updated: 2018-09-13Bibliographically approved
Tanner, M., Samuelsson, J. & Pérez Prieto, H. (2017). Skolan, marknaden och ämnet.: Kommersiella aktörer på internet i undervisningen. Kapet (elektronisk), 13(1), 3-26
Open this publication in new window or tab >>Skolan, marknaden och ämnet.: Kommersiella aktörer på internet i undervisningen
2017 (Swedish)In: Kapet (elektronisk), E-ISSN 2002-3979, Vol. 13, no 1, p. 3-26Article in journal (Other academic) Published
Abstract [sv]

I den här artikeln uppmärksammar vi förekomsten av olika privata och kommersiella webbsajter som specifikt riktar sig mot undervisning och lärande i skolan. Syftet är att beskriva och diskutera hur några olika kommersiella aktörer på internet tar plats som policyaktörer i ett utbildningssammanhang, och vad det kan betyda i relation till undervisningens ämnesinnehåll. Med ett särskilt fokus på historieämnet, analyserar vi med inspiration från metoden network ethnograpy två olika exempel på sådana webbsajter, SO-rummet samt studi.se. Vi undersöker det nätverk av aktörer som ligger bakom webbsajten, hur syftet med sajten framställs samt hur historieämnet konstrueras på dessa sajter. Resultatet visar hur den politiska styrningen av skolan har fått konkurrens av nya aktörer, vilket leder till att de förstnämndas inflytande minskar till förmån för det komplexa nätverk av aktörer som istället tar plats. På så vis skapas ett marknadens ämne, som visserligen i de två studerade exemplen visar sig ligga nära det konventionella skolämnet historia, men som också visar på ett starkt behov av ytterligare forskning som kan synliggöra hur olika och vitt skilda ideologiska intressen tar plats och skapar politiska kluster som kommer att påverka undervisningens innehåll.

Place, publisher, year, edition, pages
Karlstad: Karlstads universitet, 2017
Keywords
digitalisering, policy enactment, network ethnography, ämneskonstruktion
National Category
Pedagogical Work
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-65392 (URN)
Available from: 2017-12-19 Created: 2017-12-19 Last updated: 2018-11-27Bibliographically approved
Samuelsson, J. & Joakim, W. (2016). ‘Because Christian was mean and killed innocent people!’: Swedish primary school students’ causal reasoning about the origins of the nation. Education 3-13, 1-16
Open this publication in new window or tab >>‘Because Christian was mean and killed innocent people!’: Swedish primary school students’ causal reasoning about the origins of the nation
2016 (English)In: Education 3-13, ISSN 0300-4279, E-ISSN 1475-7575, p. 1-16Article in journal (Refereed) Published
Abstract [en]

The topic of this article is how Swedish primary school students aged 12–13 use causal reasoning when they explain a historical event that is usually considered the ‘origin of the nation’. The study is based on student texts about the rise to power of Gustav Vasa, who is traditionally portrayed as the ‘founding father’ of Sweden. The analysis of the students’ causal reasoning takes into account how many, and what kinds of, causal factors the students use. The main finding of the study is that one category of students give causal explanations that adhere very close to the traditional image of the event, with Vasa as an important and heroic agent pitted against an antagonist, king Kristian II. Another category of students instead give generic explanations with very little historical context. Of these, the former category shows greater causal complexity than the latter. In both categories, there are instances of students failing to causally connect agents to the event, suggesting that teaching practices may need to address this issue.

Place, publisher, year, edition, pages
London & New York: Routledge, 2016
Keywords
History; nation; school; causal
National Category
Educational Sciences History and Archaeology
Research subject
History; Education
Identifiers
urn:nbn:se:kau:diva-41021 (URN)10.1080/03004279.2016.1154084 (DOI)
Available from: 2016-03-11 Created: 2016-03-11 Last updated: 2017-07-03Bibliographically approved
Samuelsson, J., Brismark, A. & Löfgren, H. (2016). "Nu har vi Dexter": Lärares förändrade arbete med administration i reformernas och digitaliseringens tidevarv. Paper presented at Andra nationella konferensen i Pedagogiskt arbete 2015. Kapet (avslutad tryckt version), 12(1), 38-59
Open this publication in new window or tab >>"Nu har vi Dexter": Lärares förändrade arbete med administration i reformernas och digitaliseringens tidevarv
2016 (Swedish)In: Kapet (avslutad tryckt version), ISSN 1653-4743, Vol. 12, no 1, p. 38-59Article in journal (Refereed) Published
Abstract [en]

The purpose of this article is to study the impact of the government reform to reduce the requirement for written assessments in primary school, grade six and whose aim, among other things, was to reduce teachers' administrative work. The study is based on interviews with primary school teachers. One of the theoretical starting points of the article is that teachers and schools interpret and implement reforms based on their local contexts and their own school practice, teachers "do" reforms (Ball, Maguire & Braun 2012). This is also confirmed in this study which, proves that several of the schools retained written assessments despite the reform, while others have taken them away.

In summary, we see that teachers do not believe that the administrative burden has decreased significantly as a result of the reform. Several instead emphasizes that the last ten years has meant an increase in administration. The revised rules are not the factor that most teachers highlight in the talk about what affects their work with administration. Functionality of digital tools, an established formative practice and assessment expectations from external operators, such as parents and local authorities, are rather underlined as factors that affect their work.

Place, publisher, year, edition, pages
Karlstad: Karlstads universitet, 2016
National Category
Pedagogy Pedagogical Work
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-43713 (URN)
Conference
Andra nationella konferensen i Pedagogiskt arbete 2015
Available from: 2016-06-28 Created: 2016-06-28 Last updated: 2017-11-28Bibliographically approved
Samuelsson, J. (2015). Grundskollärares ämnesdidaktiska bedömningspraxis: Exemplet historia. Pedagogisk forskning i Sverige, 20(1-2), 54-78
Open this publication in new window or tab >>Grundskollärares ämnesdidaktiska bedömningspraxis: Exemplet historia
2015 (Swedish)In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 20, no 1-2, p. 54-78Article in journal (Refereed) Published
Place, publisher, year, edition, pages
Malmö: , 2015
Keywords
assessment, history education, ämnesdidaktisk bedömning
National Category
Social Sciences
Research subject
History; Education
Identifiers
urn:nbn:se:kau:diva-36129 (URN)
Available from: 2015-05-29 Created: 2015-05-29 Last updated: 2017-12-04Bibliographically approved
Stolare, M., Schüllerqvist, B., Berg, M. & Samuelsson, J. (2015). Is a scientific basis for subject specific teaching possible?: The example of history education. Education: Opole university Annual, 1, 135-151
Open this publication in new window or tab >>Is a scientific basis for subject specific teaching possible?: The example of history education
2015 (English)In: Education: Opole university Annual, ISSN 2450-7121, Vol. 1, p. 135-151Article in journal (Other academic) Published
Place, publisher, year, edition, pages
Opole: Opole university, 2015
Keywords
Historiedidaktik
National Category
Didactics
Identifiers
urn:nbn:se:kau:diva-42036 (URN)
Available from: 2016-05-17 Created: 2016-05-17 Last updated: 2017-08-08Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-5716-2372

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