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Nordgren, K. (2019). Boundaries of historical consciousness: a Western cultural achievement or an anthropological universal?. Journal of Curriculum Studies, 51(6), 779-797
Open this publication in new window or tab >>Boundaries of historical consciousness: a Western cultural achievement or an anthropological universal?
2019 (English)In: Journal of Curriculum Studies, ISSN 0022-0272, E-ISSN 1366-5839, Vol. 51, no 6, p. 779-797Article in journal (Refereed) Published
Abstract [en]

This article explores an underlying tension between two understandings of historical consciousness. On one hand, the concept is often perceived as a specific ability to historicize the world and thus appears as a modern cultural achievement. On the other hand, it is also conceptualized as an anthropological universal as the ability to make sense out of time seems to be a basic feature in all human societies. The basic aim here is to analyse both positions as theoretical constructs with implications for educational research and curriculum making. In order to frame how these ontological positions on historical consciousness have consequences at an operational level, the Goertz framework for complex concepts is used. This framework is applied to two previous studies that explored students’ historical consciousness. The methodical assumption is that both the studies serve as exemplary indicators for the two different positions. My analysis of the studies shows how their conceptualization of historical consciousness restricts how they define their research interests. In the concluding part of this article, the analysis is used as a stepping stone to a broad and normative discussion on how historical consciousness could influence history education

Keywords
Historical consciousness, historical culture, history education, use of history
National Category
Social Sciences
Research subject
History; Education
Identifiers
urn:nbn:se:kau:diva-75404 (URN)10.1080/00220272.2019.1652938 (DOI)000490403800002 ()
Available from: 2019-10-17 Created: 2019-10-17 Last updated: 2019-11-12Bibliographically approved
Zanazanian, P. & Nordgren, K. (2019). Introduction. Journal of Curriculum Studies, 51(6), 771-778
Open this publication in new window or tab >>Introduction
2019 (English)In: Journal of Curriculum Studies, ISSN 0022-0272, E-ISSN 1366-5839, Vol. 51, no 6, p. 771-778Article in journal, Editorial material (Refereed) Published
Abstract [en]

This special issue contributes to a growing international dialogue on historical consciousness and its manifold implications for research and pedagogy in the area of history education. It questions general mind-sets that exert influence in the field and seeks to expand the boundaries of what scholars are currently doing. Holding the promise to build on historical consciousness’ general appeal, the aim is to find ways to tap into its full potential and to capture its workings as a social phenomenon that is basic to everyday human needs. Most scholars would agree that people’s understandings of the past, or rather of history’s workings, strongly impact individuals’ ability to navigate the world and to orient themselves temporally. Yet when it comes to being more precise in defining and operationalising historical consciousness, its elusive nature becomes apparent, making the whole process all the more challenging. Sometimes, a reliance on standard interpretations for conceptualizing historical consciousness contributes to such difficulties. Other times, it is a conflation of historical consciousness’ relevance and workings with other important concepts, such as historical thinking, without recognizing and questioning differences and tensions between them, that does so. Add to this the complexity of translating all that emerges into something pedagogically workable and of relevance to learners’ overall interests, then you have an entanglement that is hard to redress and that risks taking historical consciousness’ workings for granted

Place, publisher, year, edition, pages
Routledge, 2019
Keywords
Historical consciousness, historical thinking, history education and didactics, history teaching and learning, historical culture
National Category
Social Sciences
Research subject
History; Education
Identifiers
urn:nbn:se:kau:diva-75405 (URN)10.1080/00220272.2019.1652940 (DOI)000490403800001 ()
Available from: 2019-10-17 Created: 2019-10-17 Last updated: 2020-01-07Bibliographically approved
Nordgren, K., Kristiansson, M., Liljekvist, Y. & Bergh, D. (2019). Lärares planering och efterarbete av lektioner: Infrastrukturer för kollegialt samarbete och forskningssamverkan. Karlstad: Karlstads universitet
Open this publication in new window or tab >>Lärares planering och efterarbete av lektioner: Infrastrukturer för kollegialt samarbete och forskningssamverkan
2019 (Swedish)Report (Refereed)
Abstract [sv]

I denna rapport beskrivs de huvudsakliga resultaten från en enkätstudie om hur lärare i svensk skola uppfattar sina förutsättningar att planeraoch efterarbeta sina lektioner. Studien visar för det första att de flesta lärare inte har organiserad tid för kollegialt samarbete runt planering och efterarbete av lektioner. För det andra visar studien att när det finns organiserat samarbete så är lärarna betydligt mer positiva till sin arbetsmiljö och sina möjligheter att planera och efterarbeta sina lektioner. För det tredje visar studien att skolor i liten utsträckning arbetar med formativ undervisning. Detta även på skolor med tid för organiserat samarbete. Sammantaget tyder resultaten på att vissa grundläggande förutsättningar för en skola på vetenskaplig grund saknas.

Place, publisher, year, edition, pages
Karlstad: Karlstads universitet, 2019
Series
Studier i de samhällsvetenskapliga ämnenas didaktik ; 2019:35Karlstad University Studies, ISSN 1403-8099 ; 2019:11
Keywords
Enkät, Planering, Efterarbete, Lärare, Infrastruktur, Skola
National Category
Educational Sciences
Research subject
Education
Identifiers
urn:nbn:se:kau:diva-71597 (URN)978-91-7867-011-6 (ISBN)978-91-7867-016-1 (ISBN)
Projects
Utbildning, Lärande, Forskning
Available from: 2019-03-22 Created: 2019-03-22 Last updated: 2019-04-29
Nordgren, K. (2018). Att organisera undervisningen i de samhällsorienterande ämnena (1ed.). In: Eva Insulander, Staffan Selander (Ed.), Att bli lärare: (pp. 38-45). Stockholm: Liber
Open this publication in new window or tab >>Att organisera undervisningen i de samhällsorienterande ämnena
2018 (Swedish)In: Att bli lärare / [ed] Eva Insulander, Staffan Selander, Stockholm: Liber, 2018, 1, p. 38-45Chapter in book (Other academic)
Place, publisher, year, edition, pages
Stockholm: Liber, 2018 Edition: 1
National Category
Educational Sciences
Identifiers
urn:nbn:se:kau:diva-69585 (URN)9789147122851 (ISBN)
Available from: 2018-10-11 Created: 2018-10-11 Last updated: 2019-02-07Bibliographically approved
Nordgren, K. (2018). Historiemedvetande och undervisningen. In: Martin Stolare; Joakim Wendell (Ed.), Historiedidaktik i praktiken: För lärare 4-6 (pp. 41-52). Gleerups Utbildning AB
Open this publication in new window or tab >>Historiemedvetande och undervisningen
2018 (Swedish)In: Historiedidaktik i praktiken: För lärare 4-6 / [ed] Martin Stolare; Joakim Wendell, Gleerups Utbildning AB, 2018, p. 41-52Chapter in book (Other (popular science, discussion, etc.))
Place, publisher, year, edition, pages
Gleerups Utbildning AB, 2018
Keywords
Historieundervisning, historiedidaktik
National Category
Educational Sciences
Identifiers
urn:nbn:se:kau:diva-69582 (URN)9789140697141 (ISBN)
Available from: 2018-10-11 Created: 2018-10-11 Last updated: 2019-02-07Bibliographically approved
Nordgren, K., Liljekvist, Y., Kristiansson, M. & Bergh, D. (2018). Reformer verkningslösa om lärare inte får tid att planera [Review]. Dagens nyheter
Open this publication in new window or tab >>Reformer verkningslösa om lärare inte får tid att planera
2018 (Swedish)In: Dagens nyheterArticle, book review (Other (popular science, discussion, etc.)) Published
Place, publisher, year, edition, pages
Stockholm: Dagens nyheter, 2018
National Category
Educational Sciences
Identifiers
urn:nbn:se:kau:diva-69586 (URN)
Available from: 2018-10-11 Created: 2018-10-11 Last updated: 2019-03-07Bibliographically approved
Nordgren, K. (2017). Powerful knowledge, intercultural learning and history education. Journal of Curriculum Studies, 49(5), 663-682
Open this publication in new window or tab >>Powerful knowledge, intercultural learning and history education
2017 (English)In: Journal of Curriculum Studies, ISSN 0022-0272, E-ISSN 1366-5839, Vol. 49, no 5, p. 663-682Article in journal (Refereed) Published
Abstract [en]

This article theorizes on the role of school subjects, especially history, in multicultural and intercultural education, arguing that to ensure intercultural learning there is a need to integrate these curricular intentions in subject teaching. However, the epistemological reorganization that such integration involves will challenge both a traditional structured content knowledge, and the multicultural research focused on deconstructing these traditions. This article investigates Michael Young’s concept of ‘powerful knowledge’ as a way to incorporate knowledge in the discourses of intercultural education. While proponents of the intercultural perspective emphasise educational policies and socialisation, advocates of powerful knowledge tend to dismiss such political interference. In order to use powerful knowledge in this context the concept is reconceptualised by relating it to curriculum theory and Gert Biesta’s conceptual distinction between educational purposes. Finally, this intersection is pursued through the example of history education. When acknowledging that societal needs, policy and disciplinary boundaries are interrelated, the perspective of ‘powerful knowledge’ can bring the potential of subject knowledge to intercultural research, and thus prove useful in identifying the guidelines necessary to develop History as a contemporary relevant subject.

Place, publisher, year, edition, pages
London: Taylor & Francis Group, 2017
Keywords
Powerful knowledge, intercultural learning, history, historical consciousness, curriculum
National Category
Educational Sciences
Research subject
History
Identifiers
urn:nbn:se:kau:diva-48497 (URN)10.1080/00220272.2017.1320430 (DOI)000416590200005 ()
Projects
Historieundervisningens processer i det mångkulturella Sverige
Funder
Swedish Research Council, 721-2009-6095
Available from: 2017-05-05 Created: 2017-05-05 Last updated: 2018-08-20Bibliographically approved
Nordgren, K. (2016). How to Do Things With History: Use of History as a Link Between Historical Consciousness and Historical Culture. Theory and research in social education, 44(4), 479-504
Open this publication in new window or tab >>How to Do Things With History: Use of History as a Link Between Historical Consciousness and Historical Culture
2016 (English)In: Theory and research in social education, ISSN 0093-3104, E-ISSN 2163-1654, Vol. 44, no 4, p. 479-504Article in journal (Refereed) Published
Abstract [en]

This article centers on a theoretical discussion of how use of history can be addressed as a distinct concept, analytically and pedagogically. The point of departure is the field of history education research in the Nordic countries where the concept has become a term to denote the space of action between historical consciousness and historical culture. The concept is introduced and the relationship between “history” and “use” is investigated further from a phenomenological perspective. Use of history is conceptualized as how people actively use the historical culture available to them. Through communication, they explain, build, and transform identities and societies. It is also suggested that use of history is a 3rd aim for history education. In addition to supporting students’ content knowledge and abilities to think historically, this article advocates the need to identify and analyze the role and function of history in contemporary life as an aspect of learning histor

Place, publisher, year, edition, pages
Routledge, 2016
Keywords
historical consciousness, historical culture, history education, speech act theory, use of history
National Category
Humanities History
Research subject
History
Identifiers
urn:nbn:se:kau:diva-47537 (URN)10.1080/00933104.2016.1211046 (DOI)000412489700002 ()
Projects
Historieundervisningens processer i det mångkulturella samhället
Funder
Swedish Research Council, 721-2009-6095
Available from: 2016-12-20 Created: 2016-12-20 Last updated: 2019-06-17Bibliographically approved
Eliasson, P. & Nordgren, K. (2016). Vilka är förutsättningarna i svensk grundskola för en interkulturell historieundervisning?. Nordidactica: Journal of Humanities and Social Science Education (2016:2), 47-68
Open this publication in new window or tab >>Vilka är förutsättningarna i svensk grundskola för en interkulturell historieundervisning?
2016 (Swedish)In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 2016:2, p. 47-68Article in journal (Refereed) Published
Abstract [en]

This is the first major quantitative study of how teachers at the compulsory school look at the subject of History and its conditions. The article focuses on elements of the survey related to the content of teaching and how teachers perceive the conditions for the intercultural mission of the subject. The historical content in the form of selected time periods and geographic focus forms a clear canon: in grades 1–3 local history and Swedish history, in 4–6 Swedish and Nordic history, and in 7–9 Western European history with global, but mainly Eurocentric, outlooks. In terms of students’ skills to interpret history they encounter the result is to some extent contradictory. Empathy and critical thinking are highly valued but the actual work to develop these abilities is of lesser importance. Instead, storytelling is stressed as the major form of education. Teachers in grades 7–9 emphasize that long lines of development are important in their teaching. History’s orienting function leans more to the future and contemporary perspectives in grades 7–9, while students’ perspective on their own historical background ranked highest in 1–3 and 4–6. Future and contemporary issues are highlighted as a pattern in which racism and xenophobia become more important in higher grades while environmental issues decrease in importance. Multiculturalism and diversity issues occupy an intermediate position in this context but are perceived as important by teachers on all levels. An overall conclusion is that in the tension that exists between the traditions of the subject and an external pressure for change teachers need support to deal with the intercultural perspective.

Place, publisher, year, edition, pages
Karlstad: CSD Karlstad, 2016
Keywords
HISTORY EDUCATION, INTERCULTURAL EDUCATION, SURVEY, TEACHERS
National Category
Didactics
Research subject
History
Identifiers
urn:nbn:se:kau:diva-47728 (URN)
Available from: 2017-02-01 Created: 2017-01-25 Last updated: 2019-06-17Bibliographically approved
Nordgren, K. & Johansson, M. (2015). Intercultural historical learning: A conceptual framework. Journal of Curriculum Studies, 47(1), 1-25
Open this publication in new window or tab >>Intercultural historical learning: A conceptual framework
2015 (English)In: Journal of Curriculum Studies, ISSN 0022-0272, E-ISSN 1366-5839, Vol. 47, no 1, p. 1-25Article in journal (Refereed) Published
Abstract [en]

This paper outlines a conceptual framework in order to systematically discuss themeaning of intercultural learning in history education and how it could be advanced. Wedo so by bringing together theories of historical consciousness, intercultural competenceand postcolonial thinking. By combining these theories into one framework, we identifysome specific and critical aspects of historical learning that are relevant for today. Wehave constructed a matrix with three rows of narrative abilities intersecting with threecolumns of intercultural dimensions. This generates a matrix that consists of nine cells.By formulating a set of questions and answers for each cell, we outline learning applica-tions and demonstrate how the historical and intercultural concepts are mutually enrich-ing. The framework addresses two issues: firstly, the intercultural historical competencethat may result; and secondly, how it can be developed. This can be used by researchersto analyse the intercultural elements of historical learning, in schools and in society, andby educators to construct relevant learning activities.

Place, publisher, year, edition, pages
Routledge, 2015
Keywords
history instruction, intercultural competence, multicultural education, cultural diversity, school history
National Category
Social Sciences History
Research subject
History
Identifiers
urn:nbn:se:kau:diva-38209 (URN)10.1080/00220272.2014.956795 (DOI)000346845700001 ()
Projects
Historieundervisningens processer i det mångkulturella samhället
Funder
Swedish Research Council
Available from: 2015-10-19 Created: 2015-10-19 Last updated: 2017-12-01Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-1168-8608

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