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  • 1.
    Eliasson, Per
    et al.
    Malmö högskola.
    Nordgren, Kenneth
    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).
    Vilka är förutsättningarna i svensk grundskola för en interkulturell historieundervisning?2016In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 2016:2, p. 47-68Article in journal (Refereed)
    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 The historical content in the form of selected time periods and geographic focus forms a clear canon: in grades 1–3 local history and Swedish history, in 4–6 Swedish and Nordic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.

  • 2.
    Jansdotter Samuelsson, Maria
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Culture and Gender studies.
    Nordgren, KennethKarlstad University, Faculty of Social and Life Sciences, Department of Politics and History.
    Betyg i teori och praktik2008Collection (editor) (Refereed)
  • 3.
    Nordgren, Kenneth
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013).
    Att organisera undervisningen i de samhällsorienterande ämnena2018In: Att bli lärare / [ed] Eva Insulander, Staffan Selander, Stockholm: Liber, 2018, 1, p. 38-45Chapter in book (Other academic)
  • 4.
    Nordgren, Kenneth
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013). Karlstads universitet.
    Boundaries of historical consciousness: a Western cultural achievement or an anthropological universal?2019In: Journal of Curriculum Studies, ISSN 0022-0272, E-ISSN 1366-5839, Vol. 51, no 6, p. 779-797Article in journal (Refereed)
    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

  • 5.
    Nordgren, Kenneth
    Karlstad University, Faculty of Social and Life Sciences, Department of Politics and History.
    Historia som medvetande, identitet och handling i ett mångkulturellt Sverige2006In: Demokratiskt kulturarv?: Nationella institutioner, universella värden, lokala praktiker / [ed] Annika Alzén & Peter Aronsson, Linköping: Linköpings universitet , 2006, p. 205-215Chapter in book (Refereed)
  • 6.
    Nordgren, Kenneth
    Karlstad University, Faculty of Social and Life Sciences, Department of Politics and History.
    Historical conciusness and September 11 20012011In: The Processes of history teaching: An international symposium held att Malmö University, Seden, March 5th-7th 2009 / [ed] Kenneth Nordgren, Per Eliasson, Carina Rönnqvist, Karlstad: Karlstad University Press, 2011, 1, p. 141-162Chapter in book (Refereed)
  • 7.
    Nordgren, Kenneth
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013).
    Historiemedvetande och undervisningen2018In: 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.))
  • 8.
    Nordgren, Kenneth
    Karlstad University, Division for Social Sciences.
    Historiemedvetandet: om inte annat så för att vi tänker på det sättet2002In: Kors och tvärs bland teorierna: ett undervisningsexperiment vid Göteborgs och Karlstads universitet, Karlstad: Karlstads universitet, 2002Chapter in book (Other academic)
  • 9.
    Nordgren, Kenneth
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013).
    How to Do Things With History: Use of History as a Link Between Historical Consciousness and Historical Culture2016In: Theory and research in social education, ISSN 0093-3104, E-ISSN 2163-1654, Vol. 44, no 4, p. 479-504Article in journal (Refereed)
    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

  • 10.
    Nordgren, Kenneth
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013). Stockholms universitet.
    Powerful knowledge, intercultural learning and history education2017In: Journal of Curriculum Studies, ISSN 0022-0272, E-ISSN 1366-5839, Vol. 49, no 5, p. 663-682Article in journal (Refereed)
    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.

  • 11.
    Nordgren, Kenneth
    Karlstad University, Faculty of Social and Life Sciences, Department of Politics and History.
    Talet om mobbning - ett historiskt perspektiv2009In: PÅ tal om mobbning och det som görs / [ed] Skolverket, Stockholm: Skolverket , 2009Chapter in book (Other academic)
  • 12.
    Nordgren, Kenneth
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013).
    UR Samtiden - Kulturarvingarna: Vems är historien?: Samproduktion UR / Stockholms universitet, 2010 Svenska TV-program2010Other (Other (popular science, discussion, etc.))
  • 13.
    Nordgren, Kenneth
    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.
    Vad är en god historielärarutbildning?2008In: Historien är nu: en introduktion till historiedidaktiken / [ed] Klas-Göran Karlsson & Ulf Zander, Lund: Studentlitteratur , 2008, 2:1, p. 361-382Chapter in book (Refereed)
  • 14.
    Nordgren, Kenneth
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013).
    Vems är historien?: Historia som medvetande, kultur och handling i det mångkulturella Sverige2006Doctoral thesis, monograph (Other academic)
  • 15.
    Nordgren, Kenneth
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013).
    Vems är historien? Historiebruk och identitetsskapande i det mångkulturella Sverige2006In: Tvärsnitt, ISSN 0348-7997, Vol. 20, no 06Article in journal (Other academic)
  • 16.
    Nordgren, Kenneth
    et al.
    Karlstad University, Faculty of Social and Life Sciences, Department of Politics and History.
    Eliasson, PerRönnqvist, Carina
    The processes of history teaching: an international symposium held at Malmö University, Sweden, March 5th-7th 20092011Collection (editor) (Refereed)
  • 17.
    Nordgren, Kenneth
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics.
    Johansson, Maria
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics.
    Intercultural historical learning: A conceptual framework2015In: Journal of Curriculum Studies, ISSN 0022-0272, E-ISSN 1366-5839, Vol. 47, no 1, p. 1-25Article in journal (Refereed)
    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.

  • 18.
    Nordgren, Kenneth
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013).
    Kristiansson, Martin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (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 Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Bergh, Daniel
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for Research on Child and Adolescent Mental Health (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 Social and Psychological Studies (from 2013).
    Lärares planering och efterarbete av lektioner: Infrastrukturer för kollegialt samarbete och forskningssamverkan2019Report (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.

  • 19.
    Nordgren, Kenneth
    et al.
    Karlstad University, Faculty of Social and Life Sciences, Centre for the Studies of Social Sciences Didactics. Karlstad University, Faculty of Arts and Social Sciences (starting 2013).
    Liljekvist, Yvonne
    Karlstad University, Faculty of Technology and Science, Department of Mathematics. Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Kristiansson, Martin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013).
    Bergh, Daniel
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for Research on Child and Adolescent Mental Health (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 Social and Psychological Studies (from 2013).
    Reformer verkningslösa om lärare inte får tid att planera2018In: Dagens nyheterArticle, book review (Other (popular science, discussion, etc.))
  • 20.
    Nordgren, Kenneth
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013).
    Ludvigsson, David
    Linköpings universitet.
    Karlsson, Klas-Göran
    Lunds universitet.
    Ahonen, Sirkka
    Helsingfors universitet, Helsingfors, Finland. .
    Kvande, Lise
    Norges teknisk-naturvitenskapelige universitet, Trondheim, Norge .
    Nielsen, Carsten Tage
    Roskilde universitet, Roskilde, Danmark..
    Rundabordsdiskussion: Var står historiedidaktiken idag?: Ett rundabordssamtal fört i samband med den Nionde årliga konferensen inom det nationella nätverket för historiedidaktik, Karlstads universitet den 28 april 20152015In: Scandia, ISSN 0036-5483, Vol. 81, no 2, p. 14-35Article in journal (Refereed)
  • 21.
    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.

  • 22.
    Pérez Prieto, Héctor
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Arvidson, Markus
    Karlstad University, Faculty of Social and Life Sciences, Department of Social Studies.
    Bryntesson, Ylva
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Karlsson, Sven-Erik
    Karlstad University, Faculty of Social and Life Sciences, Department of Social Studies.
    Säll, Evelyn
    Nordgren, Kenneth
    Karlstad University, Faculty of Social and Life Sciences, Department of Politics and History.
    Rhöse Martinsson, Eva
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Erfarenhet, berättelse och identitet: Livsberättelsestudier2006Report (Refereed)
  • 23.
    Zanazanian, Paul
    et al.
    McGill University, Montreal.
    Nordgren, Kenneth
    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). Karlstads universitet.
    Introduction2019In: Journal of Curriculum Studies, ISSN 0022-0272, E-ISSN 1366-5839, Vol. 51, no 6, p. 771-778Article in journal (Refereed)
    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

1 - 23 of 23
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