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Johansson, Maria
Publications (2 of 2) Show all publications
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
history instruction, intercultural competence, multicultural education, cultural diversity, school history
National Category
Social Sciences History
Research subject
urn:nbn:se:kau:diva-38209 (URN)10.1080/00220272.2014.956795 (DOI)000346845700001 ()
Historieundervisningens processer i det mångkulturella samhället
Swedish Research Council
Available from: 2015-10-19 Created: 2015-10-19 Last updated: 2017-12-01Bibliographically approved
Johansson, M. (2012). Historieundervisning och interkulturell kompetens. (Licentiate dissertation). Karlstad: Karlstads universitet
Open this publication in new window or tab >>Historieundervisning och interkulturell kompetens
2012 (Swedish)Licentiate thesis, monograph (Other academic)
Alternative title[en]
History teaching and intercultural competence
Abstract [en]


Title: History teaching and intercultural competence

This study takes as its starting point the relationship between the multicultural and globalised society and history as a school subject, and explores it theoretically as well as empirically. 

Intercultural historical competence, which is the main theoretical and analytical concept of the study, is developed from theories of narrative competence and theories of intercultural competence, and is positioned in the intersection between the two. Narrative competence describes historical consciousness as being characterised by three distinct sub-competencies, the competence of experience, the competence of interpretation and the competence of orientation. Historical learning is seen as the qualification of these competencies to be able to tell meaningful stories about our lives. 

The empirical case study explores how intercultural historical competence as a learning objective is interpreted and enacted in one history classroom. The enacted object of learning is regarded as a co-construction between the teacher, the pupils and historical narratives. This study explores how experiences and interpretations of the past are made and used in the work in the classroom. The question of what constitutes each narrative sub-competence is addressed and discussed in three empirical chapters respectively. The source material mainly consists of observations from a sequel of 25 history lessons in an upper secondary school

The empirical results show how different dimensions of each sub-competence contribute to what is possible to learn in relation to intercultural historical competence. One important dimension of the competence of experience is the employment of strategies of pluralism, deconstruction and counter-narratives to open up closed narratives. The competence of interpretation is strengthened by the use of second-order concepts as tools to qualify historical thinking. Furthermore, it is demonstrated how it is possible to practise the competence of orientation by giving pupils the opportunity to use historical narratives and historical tools to make sense of the present and to think about the future. One additional conclusion is that the planning process, when the learning objective is interpreted and framed into lessons and exercises, is decisive for what is possible for pupils to learn. Finally, it is stated that history as a school subject has the capacity to develop knowledge, skills and attitudes that are relevant in a multicultural and globalised society.

Key words: history teaching, historical learning, history education, intercultural competence, intercultural education, historical consciousness, upper secondary school, class room study, object of learning, learning objective, historical narrative.

Place, publisher, year, edition, pages
Karlstad: Karlstads universitet, 2012. p. 258
Studier i de samhällsvetenskapliga ämnenas didaktik ; 19Karlstad University Studies, ISSN 1403-8099 ; 2012:14
History teaching, historical learning, history education, intercultural competence, intercultural education, upper secondary school, object of learning, historical narrative, historieundervisning, interkulturell kompetens, historiskt lärande, interkulturell utbildning, historiemedvetande, gymnasiet, klassrumsstudie, lärandeobjekt, lärandemål, historisk berättelse, narrativ
National Category
Research subject
Educational Work
urn:nbn:se:kau:diva-11932 (URN)978-91-7063-418-5 (ISBN)
2012-05-04, Globala gymnasiet, Hornsgatan 93, Stockholm, 15:00 (Swedish)
Available from: 2012-04-18 Created: 2012-02-29 Last updated: 2017-12-06Bibliographically approved

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