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Historia i förändring: En läroplansteoretisk analys
Örebro University, School of Humanities, Education and Social Sciences.
2018 (Swedish)Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
Abstract [en]

This essay focuses on showing the development of the subject of history in Swedish upper

secondary education. History in Swedish education has been subjected to changes throughout

different periods following contextual needs constituted by economic, political and social

challenges. The answer to the question what history education is good for forms a framework

for what kind of education is possible within the subject.

The theoretical framework for this study is based on Swedish curriculum theory and uses

anglo saxon curriculum theory and critical constructive didactics as models to analyze the

content of three Swedish curricula: lgy65, lpf94 and lgy11. The method used is a qualitative

text analysis which focuses on the main ideological and didactical concepts of the three

curricula in order to show what history is considered to be the answer to and what kind of

education is possible and considered to be good teaching in each curriculum.

The results of the study show a few main trends in the development of the subject. One of

those trends is the increased focus on history as a subject used in the education of citizens and

to create a sense of identity for students. History as a scientific subject with value in its own

right seems to have decreased. Another development is the decreased focus in the curricula of

using fixed content as a framing for teaching. Instead the later curriculas show a framing of

goals and results which leaves a bigger room for the didactical choices of the individual

teacher and group of students. Even if a slight shift can be seen in lgy11 towards an increased

focus on content, the main trend in the development of history as a subject seem to be towards

being of democratic and practical use for the individual and society which affects the teaching

frames in the curriculum. This leaves an increased responsibility for the teacher to make

relevant didactical choices as opposed to older curricula where the choices considering

content and to some extent methods were made politically and centrally.

Place, publisher, year, edition, pages
2018. , p. 37
National Category
History
Identifiers
URN: urn:nbn:se:oru:diva-67356OAI: oai:DiVA.org:oru-67356DiVA, id: diva2:1221506
Subject / course
Historia; Historia
Supervisors
Available from: 2018-06-20 Created: 2018-06-20 Last updated: 2018-06-20Bibliographically approved

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CiteExportLink to record
Permanent link

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Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf