To Örebro University

This article explores the tensions within inclusive education and emphasises the research community’s responsibility to enhance the understanding and practical application of inclusive practices. It highlights the challenges the researchers face when navigating diverse scientific disciplines, often leading to entrenched policies that overlook varied epistemologies. We aim to display and open up for scrutiny current and ongoing social epistemologies in research on inclusive education that can be achieved through a diverse research environment in the field of inclusive education, and its attempt to recognise and accommodate diverse epistemologies within research on inclusive education. Utilising Bacchi’s comparative policy analysis, we analyse researchers’ interpretations of inclusion and its implications. The article concludes by advocating for a broader embrace of theoretical diversity and a more nuanced, lived understanding of inclusion, challenging prevailing monocultural interpretations.

As mass migration from Sweden to the USA took off in the late 1860s, texts started to flow between Swedish and Swedish-American newspapers. A network of interconnected papers was established, based on cut-and-paste journalism and journalists moving between the countries. By combining digital text mining and network analysis with a biographical approach, this article examines the role of one specific editor and his paper within the transatlantic exchange system. The analysis shows that Isidor Kjellberg (1841–1895) and his newspaper Östgöten acted as a guide, giving advice and updates on American conditions to Swedes who wanted to migrate. Kjellberg also used the Swedish-American press as an ally in his campaigns for political reform, workers’ rights, and equality, but he also incorporated the methods of American new journalism in his own reporting. The result was not American journalism according to the standard news paradigm, but a hybrid serving his own political agenda.

The aim of this article is to explore the dynamics of and connection between local Americanization work and antisocialist campaigning during the period before and during the First World War through the example of Two Harbors, Minnesota, a town with a significant Swedish population. The work of Americanization and the molding of loyal citizens in Minnesota was spearheaded by the Minnesota Commission of Public Safety (MCPS), which primarily targeted the immigrant working class, including the large migrant groups of Swedes, Finns, and Norwegians. The MCPS cooperated with a wide range of local constituencies in Two Harbors but the Duluth & Iron Range Railroad, a US Steel subsidiary, proved a formidable partner for the MCPS as it offered a platform for information campaigns, loyalty parades, patriotic meetings, and a range of other activities to instill loyalty in the immigrant workers. Local preachers supported the company campaign and local newspapers willingly spread the propaganda material from the MCPS. The use of the workplace and familiar local institutions is highly significant in understanding the process of top-down Americanization of immigrant workers and its success during the period around the First World War. This was a process that took place on terms decided by the local business community and its class allies in the MCPS.

One of the key issues in the contemporary debate on education is student alien­ation from school, which can be linked to, among other issues, a discrepancy be­tween national curricula and student migration experiences in the multicultural classroom. In order to create inclusive environments accommodating the diver­sity represented in the classroom and to help teachers develop tools strengthen­ing "intercultural competency", this contribution introduces a project-oriented approach to teaching history based on the concept of narrative identity. The aim is to introduce new deliberative didactic methods to address migration in teaching history at school. Consequently, the contribution reflects the concept of narrative identity and its added value for classes on migration history. It also reflects on some crucial ethical aspects linked to the deliberative teaching on migration and maps the concept of normalization of migration at schools. As an example of good deliberative practice, the chapter presents a practical tool to normalize migration in teaching history classes by implementing the exercise "My Migration Story".

The purpose of this study is to analyze how Swedish students in year 9 perceives of, relates to and makes meaning of the historical narrative of a Holocaust survivor. The material used consist of letters written to the survivor Ilona Enqvist after her presentations in Swedish schools during the mid-1990s. The main conclusion is that the life story of a survivor quite effectively engages students in general questions on basic human rights, morals and ethics. The students also stress that the story´s authenticity and its individual perspective offers important insights. On the other hand, the study also shows how the presentation falls short of getting students to understand the historical dimension of the narrative and the historical context. It shows the need for teaching that emphasizes the historical perspective and that the story, through historization, can potentially qualify the process of meaning making. The study highlights the importance of the presentation to the students. It also gives a hint on the importance of the contribution made by Holocaust survivors in offering Swedish students unique and deeply engaging perspectives on the Holocaust that offers opportunities for teachers to conduct value-based history teaching.

This article addresses two subjects relating to the topic of this issue of Scandinavian Journal of History from a 'difference approach' in narratology. This means that we assume that words like 'narrative' and 'fiction' are used to denote different things and that it is important to distinguish between these uses. We also assume that narrative texts that share similar surface structures can still 'do' different things and are approached differently by readers. The first issue we focus on concerns history writing and narrative. We are especially interested in the discussion about the distinction between narrative history writing and literary fiction. When discussing this issue, we distinguish between different uses of terms like 'narrative', 'fictiveness', and 'fiction'. The second issue concerns the application of narratology as a method in the analysis of oral and written texts. We suggest that narratological concepts like narrator and perspective do not have the same denotation in the analysis of literary fiction as in the analysis of non-fictional narratives, and hence that narratology with its many concepts cannot be applied indiscriminately. In the discussion of these issues, we refer to factual and fictional written and oral texts concerned with migration.