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Om historieämnets politiska dimension: diskursiva logiker i didaktisk praktik
Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.ORCID-id: 0000-0001-9876-6255
2019 (svensk)Doktoravhandling, med artikler (Annet vitenskapelig)
Abstract [en]

Today, history education is often a contested issue over which political frontiers are drawn between adversaries advocating fundamentally different visions of what constitutes a desirable curriculum and, by extension, a desirable society. At present, this dimension is in need of increased attention, considering that populist rhetoric has gained a foothold in mainstream politics and that history, as a school subject, continues to serve the purpose of constituting “the people”, often in national and ethnic terms. Against this background, the aim of this thesis is to comprehensively grasp the political dimension of history education by conducting methodological, empirical and theoretical investigations.

The thesis draws on the pragmatist philosophy of democratic education as well as on post-structuralist theories of history, antagonism and populism. Methodologically, the thesis make use of the logics of critical explanation framework (LCE) to empirically explore how history classroom practices as well as contemporary right-wing populist discourse operate.

The results show that the LCE methodology constitutes a viable analytical vocabulary for generating knowledge of the political dimension of history education. Furthermore, the thesis offers empirical knowledge about how and why practices of history education are interchangeably politicised and rendered stable by teachers, students and members of the public. Theoretically, populism, as a discursive logic, is criticised and then reconceptualised into an educative mode by which history teaching practices can be enacted. Collectively, the results provide a comprehensive understanding of the political dimension of history education.

sted, utgiver, år, opplag, sider
Örebro: Örebro University , 2019. , s. 122
Serie
Örebro Studies in Education, ISSN 1404-9570 ; 60
Serie
Örebro Studies in Educational Sciences with an Emphasis on Didactics ; 19
Emneord [en]
History Education, History Didactics, History Wars, Classroom Practice, Political Discourse Theory, Logics, Populism
HSV kategori
Identifikatorer
URN: urn:nbn:se:oru:diva-75192ISBN: 978-91-7529-300-4 (tryckt)OAI: oai:DiVA.org:oru-75192DiVA, id: diva2:1338301
Disputas
2019-10-11, Örebro universitet, Prismahuset, Hörsal P1, Fakultetsgatan 1, Örebro, 13:15 (svensk)
Opponent
Veileder
Tilgjengelig fra: 2019-07-22 Laget: 2019-07-22 Sist oppdatert: 2019-09-23bibliografisk kontrollert
Delarbeid
1. Inquiring into the political dimension of history classroom practices: Suggestions for epistemological criteria and analytical concepts
Åpne denne publikasjonen i ny fane eller vindu >>Inquiring into the political dimension of history classroom practices: Suggestions for epistemological criteria and analytical concepts
2019 (engelsk)Inngår i: Historical Encounters: A journal of historical consciousness, historical cultures and history education, E-ISSN 2203-7543, Vol. 6, nr 1, s. 15-28Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

In this paper, three epistemological criteria are suggested against which analytical frameworks for studying the political dimension of history classroom practices can be deemed viable. The suggested criteria - (I) the primacy of practice, (II) the primacy of empirical openness and (III) the primacy of the political - are articulated by conducting critical and affirmative readings of previously established concepts, primarily historical consciousness. To clarify their application, the criteria are positioned in relation to the premises and concepts of a potential framework; namely, the logics of critical explanation (Glynos & Howarth, 2007), the viability of which is argued for theoretically and empirically.

sted, utgiver, år, opplag, sider
HERMES History Education Research Network, School of Education, The University of Newcastle, 2019
Emneord
History Education, History Wars, Politics, Classroom Practice
HSV kategori
Forskningsprogram
Pedagogik; Historia
Identifikatorer
urn:nbn:se:oru:diva-75848 (URN)000481624600002 ()
Tilgjengelig fra: 2019-08-21 Laget: 2019-08-21 Sist oppdatert: 2019-11-15bibliografisk kontrollert
2. Between stability and contingency: A case study of the social, political and fantasmatic logics of Swedish history classroom practice
Åpne denne publikasjonen i ny fane eller vindu >>Between stability and contingency: A case study of the social, political and fantasmatic logics of Swedish history classroom practice
2019 (engelsk)Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 1, s. 132-155Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

This study explores the political and ideological workings of history classroom practices enacted in the context of Swedish upper secondary education. Using the post-structuralist logics of critical explanation framework (Glynos & Howarth, 2007), the paper reports on a series of video-recorded observations and outlines the discursive logics found to constitute the studied practices. At the heart of the analysis are the socially shared assumptions, political relationships of us-and-them, and ideological narratives that alternately furnish the history classroom practices with stability and contingency. The results encompass three case-specific logics: (I) a social logic demonstrating that the stability of the studied classroom practices rests on shared assumptions about historical idealism and partial progress, (II) a political logic indicating that the classroom practices are unsettled when students establish temporal equivalence between past and present us-and-them relationships, and (III) a fantasmatic logic showing that teachers and students become ideologically invested in said practices through narratives emphasizing the need to prevent the repetition of past injustices.

sted, utgiver, år, opplag, sider
Karlstad: Karlstads universitet, 2019
Emneord
HISTORY DIDACTICS, CLASSROOM PRACTICE, POLITICAL DIMENSION, LOGICS
HSV kategori
Forskningsprogram
Historia; Pedagogik
Identifikatorer
urn:nbn:se:oru:diva-73988 (URN)
Tilgjengelig fra: 2019-05-02 Laget: 2019-05-02 Sist oppdatert: 2019-09-18bibliografisk kontrollert
3. Right-wing populism and history education: Some insights from a Swedish case study
Åpne denne publikasjonen i ny fane eller vindu >>Right-wing populism and history education: Some insights from a Swedish case study
(engelsk)Manuskript (preprint) (Annet vitenskapelig)
HSV kategori
Identifikatorer
urn:nbn:se:oru:diva-76498 (URN)
Tilgjengelig fra: 2019-09-18 Laget: 2019-09-18 Sist oppdatert: 2019-09-18bibliografisk kontrollert
4. Democratic Education in the Mode of Populism
Åpne denne publikasjonen i ny fane eller vindu >>Democratic Education in the Mode of Populism
2017 (engelsk)Inngår i: Studies in Philosophy and Education, ISSN 0039-3746, E-ISSN 1573-191X, Vol. 36, nr 6, s. 601-613Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

This paper seeks to bring John Dewey’s pragmatist philosophy of democratic education and the public into dialogue with Ernesto Laclau’s theory of populism. Recognizing populism as an integral aspect of democracy, rather than as its antithesis, the purpose of this paper is to provide a theoretical account of populism as being of educational relevance in two respects. First, it argues that the populist logic specifies a set of formal elements by which democratic education could operate as a collective enterprise. Second, it asserts that the notion of populism supplements any congenial understanding of democratic education by bringing political demands, conflicts and affects to the fore. Finally, the paper discusses the risks and possibilities inherent in visualizing populism as an educational modus.

sted, utgiver, år, opplag, sider
Springer, 2017
Emneord
Populism, Democratic education, The public, Demands, Affect, Antagonism
HSV kategori
Forskningsprogram
Pedagogik
Identifikatorer
urn:nbn:se:oru:diva-54881 (URN)10.1007/s11217-017-9564-5 (DOI)000412461800001 ()2-s2.0-85009848651 (Scopus ID)
Merknad

Funding Agency:

LUN (The Board of Teacher Education) at Örebro University

Tilgjengelig fra: 2017-01-20 Laget: 2017-01-20 Sist oppdatert: 2019-09-18bibliografisk kontrollert

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