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Right-wing populism and history education: Some insights from a Swedish case study
Örebro University, School of Humanities, Education and Social Sciences.ORCID iD: 0000-0001-9876-6255
(English)Manuscript (preprint) (Other academic)
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:oru:diva-76498OAI: oai:DiVA.org:oru-76498DiVA, id: diva2:1352230
Available from: 2019-09-18 Created: 2019-09-18 Last updated: 2019-09-18Bibliographically approved
In thesis
1. Om historieämnets politiska dimension: diskursiva logiker i didaktisk praktik
Open this publication in new window or tab >>Om historieämnets politiska dimension: diskursiva logiker i didaktisk praktik
2019 (Swedish)Doctoral thesis, comprehensive summary (Other academic)
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.

Place, publisher, year, edition, pages
Örebro: Örebro University, 2019. p. 122
Series
Örebro Studies in Education, ISSN 1404-9570 ; 60
Series
Örebro Studies in Educational Sciences with an Emphasis on Didactics ; 19
Keywords
History Education, History Didactics, History Wars, Classroom Practice, Political Discourse Theory, Logics, Populism
National Category
Pedagogy
Identifiers
urn:nbn:se:oru:diva-75192 (URN)978-91-7529-300-4 (ISBN)
Public defence
2019-10-11, Örebro universitet, Prismahuset, Hörsal P1, Fakultetsgatan 1, Örebro, 13:15 (Swedish)
Opponent
Supervisors
Available from: 2019-07-22 Created: 2019-07-22 Last updated: 2019-09-23Bibliographically approved

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Mårdh, Andreas

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Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
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  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
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  • text
  • asciidoc
  • rtf