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  • 1.
    Agneta, Grönlund
    et al.
    Linköpings universitet.
    Joakim, Samuelsson
    Linköpings universitet.
    Samuelsson, Johan
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    When documentation becomes feedback: tensions in feedback activity in Learning Management Systems2021In: Education Inquiry, E-ISSN 2000-4508, Vol. 14, no 2, p. 194-212Article in journal (Refereed)
    Abstract [en]

    Teachers’ feedback via Learning Management Systems (LMSs) isstudied within the subject of social studies at upper secondaryschool in Sweden. A qualitative study involved classroom observationswithin LMSs, gathering teachers’ feedback on pupils’ submittedassignments, and semi-structured interviews with sixteachers. With the support of activity theory, the interest of thestudy was directed towards the tensions that arise in an activitysystem consisting of teachers’ feedback actions in a digital assessmentcontext. The results reveal tensions in the relationshipbetween grading documentation in the LMS and the subject’straditions in the form of discussions, for example. Tensions weredistinguished in the interaction between a school policy of usinga feedback matrix and teachers’ formative ideals. Tensions werealso distinguished between teachers’ need to legitimise gradesand give feedback according to formative ideals. Finally,a tension was distinguished between the time available for providingfeedback and teachers’ formative ideals for giving feedback.

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  • 2.
    Bladh, Gabriel
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013).
    Spanget Christensen, Torben
    University of Southern Denmark, Denmark.
    Samuelsson, Johan
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013).
    Editorial Nordidactica 2023:1 Jubileum2023In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 1Article in journal (Other academic)
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    Editorial
  • 3.
    Broman, Anders
    et al.
    Karlstad University, Faculty of Social and Life Sciences, Department of Politics and History.
    Samuelsson, Johan
    Karlstad University, Faculty of Social and Life Sciences, Department of Politics and History.
    Introduktion Nordidactica 2011:1: Ett aktivt men outvecklat forskningsfält2011In: Nordidactica - Journal of Humanities and Social Science Education, ISSN 2000-9879, no 1, p. i-ivArticle in journal (Other (popular science, discussion, etc.))
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    Introduktion 2011 1
  • 4.
    Eriksson Gustavsson, Anna-Lena
    et al.
    Linköping.
    Göransson, KerstinMälardalens högskola.Nilholm, ClaesHögskolan i Jönköping.Bladini, KerstinKarlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.Samuelsson, JohanKarlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics.
    Specialpedagogisk verksamhet i grundskolan2011Collection (editor) (Other academic)
  • 5.
    Hübinette, Tobias
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Wikström, Peter
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Samuelsson, Johan
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Scientist or Racist? The Racialized Memory War Over Monuments to Carl Linnaeus in Sweden During the Black Lives Matter Summer of 20202022In: Journal of Ethnic and Cultural Studies, E-ISSN 2149-1291, Vol. 9, no 3, p. 27-55Article in journal (Refereed)
    Abstract [en]

    This is a study of the Swedish debate on statues and monuments to the world-famous Swedish natural scientist Carl Linnaeus that took place during the Black Lives Matter movement breakthrough in the summer of 2020. The purpose is to examine how understandings of race, racism, identity,and history were articulated in the debate. The empirical material consists of Twitter posts and newspaper editorials,which we approach through thematic analysis complemented with discourse analysis of illustrative examples and excerpts. Theoretically, we conceptualize the debate as a case of a Swedish racialized memory war. The results show that discourse participants constructed the terms of the debate as a matter of being “for” or “against” Linnaeus’ legacy, and consequently as a matter of being for or against science, reason, progress, and a supposedly non-ideological historiography, rather than as a matter of qualitatively renegotiating how we selectively remember and celebrate historical persons and legacies, and formulate tendentious narratives of the past that serve present agendas. In this memory war, discourse participants mainly representing the white majority population of Sweden mobilized a defense of a “canonized” understanding of Linnaeus’ legacy on the editorial pages of the Swedish newspapers and on Twitter. This defense, we argue, supports an ongoing effort to absolve Swedes of any substantial complicity in European and Western racism and colonialism. In effect, what is defended is a white-washed use and understanding of history – a status quo that largely remains unchallengedin Sweden.

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  • 6.
    Landahl, Joakim
    et al.
    Stockholm University.
    Samuelsson, Johan
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013).
    Allt heligt profaneras? Om skolans morgonbön och morgon-samling2020In: Skolans högtider: ceremoni, fest och firande i svensk skolhistoria / [ed] Sara Backman Prytz och Joakim Landahl, Uppsala: Föreningen för svensk undervisningshistoria , 2020Chapter in book (Other academic)
  • 7.
    Larsson, Anna
    et al.
    Umeå universitet.
    Samuelsson, Johan
    Karlstad University.
    Editorial Nordidactica 2019:3: Komparativ ämnesdidaktik2019In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 2019:3, p. i-viArticle in journal (Other academic)
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  • 8.
    Löfgren, Håkan
    et al.
    Linköpings universitet.
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Tanner, Marie
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Löfgren, Ragnhild
    Linköpings universitet.
    Samuelsson, Johan
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies.
    Lindberg, Viveca
    Stockholms universitet.
    Att ständigt bli bedömd2017In: 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)
  • 9.
    Nilsberth, Marie
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Liljekvist, Yvonne
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013).
    Olin-Scheller, Christina
    Samuelsson, Johan
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013).
    Hallquist, Claes
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Digital teaching as the new normal?: Swedish upper secondary teachers' experiences of emergency remote teaching during the COVID-19 crisis2021In: European Educational Research Journal, E-ISSN 1474-9041, Vol. 20, no 4, p. 442-462Article in journal (Refereed)
    Abstract [en]

    This paper takes an interest in how schools and teachers dealt with new demands when teaching rapidly went online during school closures related to the COVID-19 pandemic, in what we see as an example of emergency remote teaching. The aim is to make visible how schools and teachers dealt with the demands that they were confronted with while under hard pressure during emergency remote teaching, and what discursive frames are used in upper secondary teachers' pedagogical considerations. Fifteen teachers of history, mathematics and Swedish (five from each subject) are followed in recurring interviews between April 2020 and September 2020, resulting in a total of 41 interviews. A narrative approach is used in the analysis and results show how teachers made large efforts to maintain teaching in what can be described as a crisis organization. Three main discourses are identified: (a) a strong assessment discourse; (b) a relational discourse; and (c) a compensatory discourse. The findings are discussed in the light of educational policy based on the so-called Nordic model and the idea of one-school-for all, and in relation to what becomes possible to teach as well as what is not possible to do in times of crisis.

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  • 10.
    Nilsberth, Marie
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Liljekvist, Yvonne
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013). Karlstad University, Faculty of Health, Science and Technology (starting 2013), Science, Mathematics and Engineering Education Research.
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Samuelsson, Johan
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013).
    Hallquist, Claes
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Svenska gymnasielärares erfarenheter från distansundervisning med anledning av Covid-19 pandemin2020Report (Refereed)
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  • 11.
    Nordgren, Kenneth
    et al.
    Karlstad University, Faculty of Social and Life Sciences, Department of Politics and History.
    Odenstad, ChristinaKarlstad University, Faculty of Social and Life Sciences, Department of Politics and History.Johan, SamuelssonKarlstad University, Faculty of Social and Life Sciences, Department of Politics and History.
    Betyg i teori och praktik: Ämnesdidaktiska perspektiv på bedömning i grundskola och gymnasium2012Collection (editor) (Other (popular science, discussion, etc.))
    Abstract [sv]

    Betygsättning är en stor och omdiskuterad del av läraryrket. I den här boken ges en stabil teoretisk grund för blivande och verksamma lärare. Med hjälp av praktiska och ämnesspecifika exempel omsätts teorin i vardagsnära resonemang kring hur lärare sätter betyg.

  • 12.
    Samuelsson, Johan
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Att jobba med autentiska källor för att utveckla elevernas historiska tänkande: Anders Nersäter, Learning history in an enquiry and source-based practice: What do students need to learn in relation to second-order concepts to be able to handle historical sources?2023In: Historisk Tidskrift, ISSN 0345-469X, E-ISSN 2002-4827, Vol. 143, no 1, p. 93-98Article, book review (Refereed)
  • 13.
    Samuelsson, Johan
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies.
    Beckman, Jenny: Naturens palats2001In: Polhem, ISSN 0281-2142Article in journal (Other (popular science, discussion, etc.))
  • 14.
    Samuelsson, Johan
    Karlstad University, Faculty of Social and Life Sciences, Department of Politics and History.
    Bedömning och ämneskunskap: exemplet historia på mellanstadiet2011In: Ämnesdidaktik – dåtid, nutid och framtid: Bidrag från femte rikskonferensen iämnesdidaktik vidLinköpings universitet 26-27 maj 2010 / [ed] Bengt-Göran Martinsson & Suzanne Parmenius Swärd, Linköping: Linköpings universitet , 2011, p. 119-130Chapter in book (Refereed)
  • 15.
    Samuelsson, Johan
    Karlstad University, Faculty of Social and Life Sciences, Department of Politics and History. Karlstad University, Faculty of Social and Life Sciences, Centre for the Studies of Social Sciences Didactics.
    Betygshistorik2008In: Betyg i teori och praktik / [ed] Maria Jansdotter Samuelsson & Kenneth Nordgren, Lund: Gleerups Utbildning AB, 2008, 1Chapter in book (Refereed)
  • 16.
    Samuelsson, Johan
    Karlstad University, Faculty of Social and Life Sciences, Department of Politics and History. Karlstad University, Faculty of Social and Life Sciences, Centre for the Studies of Social Sciences Didactics.
    Censor Carlsson och inspektör Andersson: från akademisk betygsekvivalering till byråkratisk betygsnormering 1960-19822009Conference paper (Refereed)
  • 17.
    Samuelsson, Johan
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies.
    Elevens ämne: Kontextuella perspektiv på bedömning och historia i mångkulturella klassrum2017In: 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)
  • 18.
    Samuelsson, Johan
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Folkskole- och läroverkslärares perspektiv på demokratisk undervisning 1930–19502019Conference paper (Refereed)
  • 19.
    Samuelsson, Johan
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013).
    Grundskollärares ämnesdidaktiska bedömningspraxis: Exemplet historia2015In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 20, no 1-2, p. 54-78Article in journal (Refereed)
  • 20.
    Samuelsson, Johan
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013).
    Historiker och läroverkslärare som sociala ingenjörer: Exemplet skolans modernisering2021In: Historikern i samhället: Roller och förändringsmönster / [ed] David Ludvigsson ; Martin Åberg, Lund: Gidlunds förlag, 2021, p. 156-175Chapter in book (Other academic)
  • 21.
    Samuelsson, Johan
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013).
    History as performance: Pupil perspectives on history in the age of ‘pressure to perform’2018In: Education 3-13, ISSN 0300-4279, E-ISSN 1475-7575, Vol. 47, no 3, p. 333-347Article in journal (Refereed)
    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.

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  • 22.
    Samuelsson, Johan
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    History teacher's teaching practice around the 1940s2019Conference paper (Refereed)
  • 23.
    Samuelsson, Johan
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013).
    History Wars in Sweden?: A syllabus debate about nation, history, and identity2017In: 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)
    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.

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    History Wars in Sweden
  • 24.
    Samuelsson, Johan
    Karlstad University, Faculty of Social and Life Sciences, Department of Politics and History. Karlstad University, Faculty of Social and Life Sciences, Centre for the Studies of Social Sciences Didactics.
    Industriarvets födelse (2002)2002In: Historiska tidskrift 2002:2Article in journal (Refereed)
  • 25.
    Samuelsson, Johan
    Karlstad University, Faculty of Social and Life Sciences, Department of Politics and History. Karlstad University, Faculty of Social and Life Sciences, Centre for the Studies of Social Sciences Didactics.
    Kommunen gör historia2005Doctoral thesis, monograph (Other academic)
  • 26.
    Samuelsson, Johan
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Kris i skolfrågan: Progressiv krisretorik i samband med skolans modernisering2021In: Skolans kriser: historiska perspektiv på utbildningsreformer och skoldebatter / [ed] Joakim Landahl ; David Sjögren ; Johannes Westberg, Lund: Nordic Academic Press, 2021, p. 59-81Chapter in book (Other academic)
  • 27.
    Samuelsson, Johan
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013).
    Kunskapsdelning om undervisning i historia och SO-ämnena på sociala medier; en komparativ studie mellan USA och Sverige2019In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 2019:3, p. 101-121Article in journal (Refereed)
    Abstract [en]

    This article reports on a study of how teachers share knowledge about teaching on social media, specifically in teacher groups on Facebook, which is a common channel for teachers sharing experience on teaching issues. Group discussion fora for teachers in the US and Sweden in History and Social Studies Subjects are compared. Most of the posts concern teaching content knowledge in various areas. There are very few examples of discussions on why a topic is being taught, however. The similarities between the US and Sweden in this context are significant, and can be understood as a result of a shared school system, which is characterized by a focus on performance, standards and tests. The group similarities can also be understood in relation to the special "Facebook culture” in which certain expected behaviours recur regardless of national context.

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  • 28.
    Samuelsson, Johan
    Karlstad University, Faculty of Social and Life Sciences, Department of Politics and History. Karlstad University, Faculty of Social and Life Sciences, Centre for the Studies of Social Sciences Didactics.
    Kunskapskontrollanter i norden under 1900-talet2009Conference paper (Refereed)
  • 29.
    Samuelsson, Johan
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Läroverken och progressivismen: Perspektiv på historieundervisningenspraktik och policy 1920–19502021Book (Other academic)
    Abstract [sv]

    Perioden 1920-1950 innebar en intensiv utveckling av de svenska läroverken. Skolans demokratisering, privatläroverkens ställning och flickors tillgång till högre utbildning debatterades och omprövades. Diskussionen rörde inte heller bara skolans organisation utan också hur undervisningen kunde göras mer elevcentrerad och progressiv. Den progressiva skolan blev ett av idealen.

    I svensk skoldebatt har just läroverken beskrivits som förebilder, men också som stränga institutioner med auktoritära drag. Båda beskrivningarna har dock lidit brist på egentlig information direkt från lärarna. Johan Samuelsson tar därför sin utgångspunkt i ett tidigare outnyttjat källmaterial där lärarna redogör för hur de organiserade sitt och elevernas arbete. Hans fokus är berättelser som berör historieämnet som vid tiden gick från en nationell prägel till att bli mer samhälls- och samtidsfokuserat.

    Författaren belyser även lärarnas bakgrund, utbildning och samhällsengagemang. Han visar hur en krets av progressivt orienterade lärare intog centrala positioner i läroverkssverige och propagerade för sina arbetssätt i tidskrifter, lärarföreningar och utredningar. Den kritik som uppstod var polariserande och lämnar spår än idag.

  • 30.
    Samuelsson, Johan
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Läroverkets reformpedagoger: Historiedidaktiska perspektiv på lärare i gränslandet mellan läroverk och enhetsskola2019Conference paper (Refereed)
  • 31.
    Samuelsson, Johan
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013).
    Läroverkslärares bedömningspraktik, ett aktualiserbart yrkesarv för framtiden2021In: Att bedöma i historieämnet: Perspektiv på historisk kunskap, bedömning och prov  / [ed] David Ludvigsson &Lars Andersson hult, Estland: Historielärarnas förening , 2021, p. 27-42Chapter in book (Other academic)
  • 32.
    Samuelsson, Johan
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013).
    Nationella utvärderingar i historia: en statsreglerad reformpedagogisk historia?2012In: Ämnesdidaktisk komparation länder, ämnen, teorier, metoder, frågor och resultat , Karlstad: Karlstad University Press, 2012Chapter in book (Refereed)
  • 33.
    Samuelsson, Johan
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013).
    Performance and history: elite school pupils' views on assessment and their future in Sweden2023In: Education 3-13, ISSN 0300-4279, E-ISSN 1475-7575, Vol. 51, no 4, p. 672-684Article in journal (Refereed)
    Abstract [en]

    Historically, the Swedish school system has been designed to level out differences between pupils. There has also been scepticism about assessing pupils. However, new school reforms in Sweden centre on performance and tests. This article focuses on pupils (year 6) in Swedish elite schools and their perceptions of assessment. The pupils are in an environment radiating exclusiveness and achievement through tradition, the physical environment and social contexts. The study is based on qualitative interviews in which the pupils were asked about their vision of the future and the importance of good school results. The pupils recount extensive preparation for the tests, which technically have no bearing, something which testifies to the importance attached to high grades even though they play no role in the pupils' future careers. But the pupils translate the 'artefacts' tests and grades into a resource supporting their long-term performance and future access to attractive degree programmes.

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  • 34.
    Samuelsson, Johan
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013).
    Progressive knowledge crossing borders: Influences from America on Swedish teachers and schools, 1920-19502019Conference paper (Refereed)
  • 35.
    Samuelsson, Johan
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Progressive tProgressive teachers and knowledge crossing borders: Swedish teachers and radical scientist traveling to America1920-1950eachers and knowledge crossing borders: Swedish teachers and radical scientist traveling to America1920-19502019Conference paper (Refereed)
  • 36.
    Samuelsson, Johan
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013).
    Re-Thinking Industry? The city of Eskilstuna 1950-20002012In: Industrial Heritage Around the Baltic Sea / [ed] Isacson, M; et al, Uppsala: Acta Universitatis Upsaliensis, 2012Chapter in book (Other academic)
  • 37.
    Samuelsson, Johan
    Karlstad University, Faculty of Social and Life Sciences, Department of Politics and History. Karlstad University, Faculty of Social and Life Sciences, Centre for the Studies of Social Sciences Didactics.
    Sheehan, J Museums in the German art world from the end of the old regime to the rise of modernism,2002In: Historisk tidskrift 2002:1Article in journal (Other (popular science, discussion, etc.))
  • 38.
    Samuelsson, Johan
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013).
    Skola inför rätta: Tolkning och användning av skolhistoria i samtidens debatt om framtidens samhälle och skola2019In: Nordic Journal of Educational History, ISSN 2001-7766, E-ISSN 2001-9076, Vol. 6, no 2, p. 23-44Article in journal (Refereed)
    Abstract [en]

    School on Trial: Interpretation and Use of School History in Contemporary Debate About the Future of Society and School. This article centres on how education and the Swedish School Commission as an historical phenomenon become resources in the discussion on how society and education should be developed. Three authors’ texts on the School Commission are analysed based on narrative history theory, which engages in how history is used to legitimise political change. Education and the School Commission are inscribed in a national narrative of decline. The 1946 Commission is blamed for the perceived problems in present society and education, allegedly having caused a lack of focus on nationalism, morals and knowledge in Sweden. To change society, the message is, education must learn from the historical mistake of the Commission and invest in knowledge and nationalism. The narrative plot is reminiscent of other historical narratives, for example, of heroes (teachers) and villains (Alva Myrdal), who personify structural changes. The historical narrative of education also fits in with contemporary trends of modernism criticism.

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  • 39.
    Samuelsson, Johan
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013).
    Skolan och samhällsvetenskapen: Framväxt och etablering av en svensk gymnasial samhällsvetarutbildning 1922-19702023In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, ISSN 2000-9879, no 1, p. 74-93Article in journal (Other academic)
    Abstract [en]

    After the First World War, a reform was initiated in Swedish education and one area of change was the upper secondary programme system, which only offered the increasingly obsolete natural science and latin specialisations. The aim of this article is to describe and analyze, on the basis of government commission reports, curricula and debate articles, the revision of the upper secondary level grammar school programmes and in particular the introduction of a third specialisation option with a social science focus. The article shows that the introduction of the upper secondary social science specialisation programme in 1955 reflects the emergence of a new field of science, the Social Sciences. Changes in the labor market and the need to centre students' studies on fewer subjects also explain the development. Critics of the change feared that the third programme specialisation would attract untalented and lazy students. The critics further feared that in the long run it would impoverish Sweden as a nation of knowledge, a criticism that was mainly articulated during the interwar period. After the Second World War, when the decision was finally made to introduce the third option with a social science emphasis, this was implemented without any major political debate.

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  • 40.
    Samuelsson, Johan
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013).
    Skolan som försöksverkstad: Spridning av kunskap och erfarenhet av försökundervisning i svenska pedagogiska tidskrifter 1920–19602023In: Nordic Journal of Educational History, ISSN 2001-7766, E-ISSN 2001-9076, Vol. 10, no 2, p. 107-131Article in journal (Refereed)
    Abstract [en]

    The purpose of the article is to look at how knowledge about experimental teaching was disseminated through educational journals 1920–1960. Throughout the period, there was an interest from teachers and schools to experiment with new ways of teaching. Educational journals had an important role here to spread knowledge from these experiences. During the interwar period, it was mainly teachers who acted as brokers and shared knowledge of their experiences from experimental teaching. The knowledge shared was often a mix of teachers’ experiences and pedagogical perspectives. During the 1950s, other brokers took up more space, such as researchers and school mangers. Although the journals shared pedagogical perspectives from different countries, rarely individual countries came into focus. Often here too it was a combination of perspectives that are presented via the articles on experimental teaching. 

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  • 41.
    Samuelsson, Johan
    Karlstad University, Faculty of Social and Life Sciences, Department of Politics and History. Karlstad University, Faculty of Social and Life Sciences, Centre for the Studies of Social Sciences Didactics.
    Staden gör historia2006In: Demokratiskt kulturarv? : nationella institutioner, universella värden, lokala praktiker, Linköping: Linköpings universitet , 2006Chapter in book (Refereed)
  • 42.
    Samuelsson, Johan
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Sweden and Dewey: Progressive Knowledge traveling between Nations and Institutions 1920-19502020Conference paper (Refereed)
  • 43.
    Samuelsson, Johan
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Swedish teachers write about their teaching:   A discussion about the value of professional memories in historical research2018Conference paper (Refereed)
  • 44.
    Samuelsson, Johan
    Karlstad University, Faculty of Social and Life Sciences, Department of Politics and History. Karlstad University, Faculty of Social and Life Sciences, Centre for the Studies of Social Sciences Didactics.
    Ämnesdidaktik, kunskapskontroll och utvärdering2008Other (Other (popular science, discussion, etc.))
  • 45.
    Samuelsson, Johan
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics.
    Ämnesintegrering och ämnesspecialisering: SO-undervisning i Sverige 1980-20142014In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 2014:1, p. 85-118Article in journal (Refereed)
    Abstract [en]

    A major issue in Swedish and international research has, indeed, been the overriding purpose of social studies, along with the recurring discussion on whether the teaching of social studies should be organised in the individual subjects or be subject-integrated. The main aim of this article is to analyse how social studies as a specific field of study is featured in government commissions of inquiry and steering documents in the period 1980-2014. The analysis is primarily based on American and Nordic history and social studies education theory, which has identified a number of concepts regarding the purpose and organization of the social studies subject; the humanistic approach; the progressively approach; the disciplinary oriented approach and the postmodern and interpretive approach. The article is based on an analysis of national evaluations and reviews of social studies as well as curricula and government commissioned inquiries. The analysis shows that social studies as a knowledge domain is characterized by progressivism in the national evaluations in the whole period. Although curricula nowadays have a disciplinary perspective on the purpose and organization of social studies, progressivism is still prevalent in evaluations. It is clear that the public authorities responsible for the most recent inspections embrace progressivism. Concurrent with the predominance of certain education philosophies–progressivism in 1980-2011 and the disciplinary perspective from 2011– there are also traces of other approaches in the curricula, for example, the humanistic as well as the postmodern perspectives.

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  • 46.
    Samuelsson, Johan
    Karlstad University, Faculty of Social and Life Sciences, Department of Politics and History. Karlstad University, Faculty of Social and Life Sciences, Centre for the Studies of Social Sciences Didactics.
    Ämnesprofessionalitet under omförhandling: exemplet historielärarna kring 1940-19652008In: Didaktikens forum, ISSN 1652-2583, Vol. 5, no 3Article in journal (Refereed)
  • 47.
    Samuelsson, Johan
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
    Brismark, Anna
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies.
    Löfgren, Håkan
    Linköpings universitet.
    "Nu har vi Dexter": Lärares förändrade arbete med administration i reformernas och digitaliseringens tidevarv2016In: Kapet (avslutad tryckt version), ISSN 1653-4743, Vol. 12, no 1, p. 38-59Article in journal (Refereed)
    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.

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  • 48.
    Samuelsson, Johan
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013).
    Brismark Östlin, Anna
    Mittuniversitet.
    Löfgren, Håkan
    Linköpings universitet.
    Papperspedagoger – lärares arbete med administration i digitaliseringens tidevarv2018Report (Refereed)
    Abstract [sv]

    Syftet med studien har varit att undersöka hur lärare uppfattar att reformer för att minska deras administrativa uppgifter har slagit igenom i praktiken. Fokus har främst legat på förändringar som rör åtgärdsprogram och skriftliga individuella utvecklingsplaner. I samband med detta har också relationen mellan illegitima och legitima administrativa uppgifter studerats. Undersökningen bygger på intervjuer och do kumentstudier. Kraven på skriftliga individuella utvecklingsplaner i årskurser med betyg försvann 2013, men data indikerar att ett omfattande arbete med att doku-mentera och informera om elevernas kunskapsutveckling kvarstår på de skolor som tagit bort dessa. Lärare anger också att vissa skolor behållit skriftliga omdömen även när kravet inte längre finns. Extra anpassning är en åtgärd som nu skrivs fram när det gäller arbetet med elever som behöver hjälp att nå kunskapskraven, åtgärden är tänkt som en insats som kräver mindre arbete med dokumentation än ett åtgärdsprogram. Det är rimligt att anta att arbetet med åtgärdsprogram har minskat. Men denna minskning beror troligen på att lärarna nu istället arbetar med den mindre reglerade stödinsatsen ”extra anpassning”.  Reformernas inverkan påverkas av kontextuella faktorer som tillgång till tekniska hjälpmedel och förväntningar från vårdnadshavare.Flera delar av det administrativa arbetet ses av lärarna som en legitim del av deras professionella kärna.

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  • 49.
    Samuelsson, Johan
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013).
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Progressive education and grammar schools in Sweden: Mother tongue, History and Biology teaching in the 1940s2019Conference paper (Refereed)
    Abstract [en]

    The first half of the 20th century saw the breakthrough of the idea of democratic education with an emphasis on accessibility of education for all citizens. Also John Dewey's ideas that the content and form of instruction should be based on democratic principles influenced many school systems. In Sweden, these ideas had an impact not least on the school reform initiated in Sweden during the 1940s, as manifested in the School Commission report (SOU 1948:27)

    Research into this period has primarily focused on two educational levels. The first level deals to a large extent with policy and the character of curricula (Labaree, 2005; Popkewitz, 2006), while the second level concerns teaching in general with a special focus on how reform pedagogy has been implemented, for example, in studies of student influence and interaction (Cuban, 1993). In Sweden only the curricular level has been studied (Englund, 1996) leaving a knowledge gap regarding the reform pedagogics on the enacted curricula. In this study we fill this gap by investigating previously unexplored historical documents of teachers reports on their practice collected by the Swedish school commission from 1930s to the 1940s.  

    In addition, in this study we also focus on how different subject teachers handled the expectations of student-centred teaching in their subjects. Admittedly, we are inspired by the approaches above, but apply a comparative subject-specific perspective on reform pedagogical teaching by using the perspective of didactic transposition (Chevallard, 2007).

    The general approach of this study (and the project) is based on the education research tradition in which the voices and experiences of the members of the profession serve as a basis for generating new knowledge of specific professional issues (Schön, 1983; Lortie, 1992; Ball & Goodson, 1985)

    The overarching aim of this paper is to study how secondary education teachers in mother tongue(MT), history (HI) and biology (BI) conducted their teaching inspired by reform pedagogy. The following questions guide our study:

    What similarities and differences are there between the three subjects regarding

    -          Students' opportunities to study on their own (StudentPart)

    -          Student interaction (StundInter)

    -          Using the surrounding community as a resource (SCPR)

    A comparative perspective allows for more nuanced knowledge of the facets of reform pedagogy. It also adds to the field of history of education as it enables a better understanding of how different subject traditions influence how reforms are interpreted. The results presented here are part of a major project recently launched and are so far tentative. 

     The study particularly highlight the importance of professional practitioners’ own reflections on their work. Such reflections are assumed to generate new concepts and theories. Ball & Goodson, (1985), Goodson & Hargreaves (1996) and Ball et al (2012) are central regarding teachers’ work in general and the changes made in a reform context. They work on the assumption that teachers’ accounts and experiences contribute to understanding key aspects of the profession. This also applies to the historical development and current challenges.

    In 1946, the School Commission started collecting teachers' experiences of teaching. The Swedish schools received a circular requesting teachers to submit their accounts, and this request was also made in teaching magazines. A total of 850 accounts written by teachers were submitted to the commission (SOU 1948:27). The material consists of written accounts by elementary school teachers and grammar school teachers. These reports are now stored in the The Swedish National Archives (RA). The texts are divided into all the school subject blocks. In a pilot study, we went through all the reports that all have a narrative or story character in which the teachers describe how they enact the reform pedagogy in the classrooms. The “stories” can be categorised as related to history (N=83 stories), mother tongue (N=130 stories) and biology (N=38 stories) in grammar schools. Altogether, there are over 251 stories available in these categories in the archive. Note that this number represents about 10 per cent of the entire teaching staff in 1946, i.e. making up a substantial representation of the teachers at that time. The stories mostly includes detailed accounts of the teaching practised and its relation to the pedagogical approach of the reform. Recurring elements are perspectives on the role of the pupil, the organisation of instruction etc. The stories cover between one page to 100 pages and often include lesson plans, and student responses. There are descriptions of their own teaching, often in a historical perspective. In this proposal, we present our first initial comparison of the teaching reported in the stories of history, mother tongue and biology reports. The comparative aspects are developed in a forthcoming in-depth analysis. The basis of a comparison is that the “cases” should be different but at the same time similar enough to be interesting to compare in terms of similarities and variations. Using more than one case (e.g. only history teachers) increases the chances to theorise and generalise. In this case the variable was the context of reform, as all teachers and subjects were under pressure to make changes in preparation of reform implementation. In identifying subject-specific teaching perspectives in relation to democratisation of instruction, the analytical frames from Cuban (1993) to describe reform pedagogy were used. In this particular study we analyse three specific criteria of reform pedagogy as defined by Cuban: student participation, student interaction and surrounding community as pedagogical resource.

    Below, we present some general descriptive results based on the first quantitative analyses of the material, which focused on how teachers in different subjects relate to Cuban’s teaching criteria as mentioned in the method section. We present the results as frequencies as well as their relative distribution in per cent (%) of the three subjects of the three group of school subject reports of history, mother tongue and biology, see Table 1. If an instance of the specific criteria could be identified in a teacher story of their teaching it was included. Tabel 1 Distribution of reform pedagogical activities in the different school subjects. Frequency (per cent) StudPart Studinter SCPR Total HI 27 (33) 28 (34) 29 (35) 84 (34) MT 65 (50) 61 (47) 14 (11) 140 (36) BI 20 (53) 14 (37) 29 (76) 63 (55) T 112 (45) 103 (41) 72 (29) (Source Swedish National Archives) As can be seen in Table 1 the total results including all the three criteria of progressive teaching shows that the Biology teachers in average report far more reform pedagogic activities (55%) than Mother Tongue teachers (36%) and history teachers (34%). All in all, the first analysis shows that progressively oriented teaching occurred in upper secondary schools early in Sweden. It is also clear that there were variations between subjects. The differences should be understood as a result of various subject traditions that are enacted differently, which should be studied further by using qualitative in depth studies of the various didactic transpositions taking place in the different subjects. Further, studies will reveal whether these activities are an expression of a more close connection to the academic discipline, or a true influence of reform pedagogics

  • 50.
    Samuelsson, Johan
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013).
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). Karlstad Univ, Dept Educ Studies, Karlstad, Sweden..
    Melin, Åsa
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013).
    Practice before policy?: Unpacking the black box of progressive teaching in Swedish secondary schools2021In: Journal of Curriculum Studies, ISSN 0022-0272, E-ISSN 1366-5839, Vol. 53, no 4, p. 482-499Article in journal (Refereed)
    Abstract [en]

    The aim of the article is to deepen the knowledge of progressivism and how it was manifested in practice in Swedish secondary schools from a teacher perspective before it was prescribed in policy during the reforms of the 1950s. In the current educational debate, progressivism is blamed by some for being the root of a permissive style of education in decline that no longer provides any knowledge to students, and regarded by others as the starting point for the modern form of democratic schooling. The question we pursue is in what way progressive teaching practice existed before policy. We do that by investigating teacher narratives describing their own teaching practices found in a historical archive from 1946. Hence, rather than looking at the policy level as in most studies, we are unpacking the black box of progressive teaching. Through thematic analysis, we investigate 209 secondary teacher narratives from teachers of History, Biology and Mother tongue. We found that the theme of student participation was very frequently reported in 76% of the accounts, while student interaction (33%) and extended classroom (37%) were somewhat less reported. Hence, our study shows that progressive teaching existed in different ways before it appeared in policy.

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