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  • 201.
    Aléx, Peder
    Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies.
    The Swedish craving: centuries of luxury consumption2017In: Historisk Tidskrift (S), ISSN 0345-469X, Vol. 137, no 2, 327-329 p.Article, book review (Other academic)
  • 202.
    Aman, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    ¿Cómo están representados los indígenas y su cultura en los libros escolares suecos en comparación con sus equivalentes colombianos?2007In: Cuestiones: Revista del Centro de Investigación en Ciencias Sociales, Educación y Artes, ISSN 0121-0947, Vol. 4, no 8, 84-94 p.Article in journal (Refereed)
    Abstract [en]

    The purpose of this paper is to investigate how the indigenous people and the culture in Latin America is represented in Swedish high school schoolbooks in comparison with their equals in Colombia. The aim is to discover whether there are any differences or similarities between the reproductions in both countries. The theoretical part discusses the difficulties involved to determine both a Latin-American identity as well as a Colombian one. This is due to the fact that identity in Latin America is a product of colonization, which is to say that it came into being through the people who conquered the region because, prior to their arrival, Latin America didn’t exist as we know it. Multiculturalism within the region complicates this construction since different groups and nations construct their memory and ‘wear’ these concepts from which they get their proper sense of the past in function with the present and how it aspires to identify itself with the future. This means that not just one Latin America exists, but many. Part of the problem is, according to some scholars (cf. Díaz Geniz 2004), Latin Americans desire to identify themselves with the ‘other’, meaning the white, the European or the North American. The study concludes that there exists a European point of view in the books of both countries in their way of representing the history of the region.

  • 203.
    Aman, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    El indígena ‘latinoamericano’ en la enseñanza: Representación de comunidad indígena en manuales escolares europeos y latinoamericanos2010In: Estudios pedagógicos, ISSN 0718-0705, Vol. 36, no 2, 41-50 p.Article in journal (Refereed)
    Abstract [en]

    In this article we compare how the native population of Latin America and their culture is represented in History schoolbooks both in Sweden and in Colombia. The aim was to find out if there are differences and similarities in the reproduction of the native community in both countries. The study shows that Colombian schoolbooks give information more thoroughly, describing and explaining the facts, however, both countries consistently show the trend to represent the natives as being different and inferior, especially when describing their way of living and their knowledge. We find explanations about what they owned and what they did not own, what they knew and did not know, all focused from a Eurocentric perspective.

  • 204.
    Aman, Robert
    Karlstad University, Division for Social Sciences.
    Folkpartiets syn på svensk säkerhets- och utrikespolitik 1956-1974: En jämförande analys av Folkpartiets syn på svensk säkerhets- och utrikespolitiska frågor i förhållande till regeringen2006Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The socialdemokrats’ long possession of government power from the 1930’s to 1976 gave them the opportunity to put their stamp on Swedish domestic and foreign affairs in the shadow of the cold war. The government policy in security and foreign affairs, therefore, was that of the socialdemokratic party. The stance of the government has been researched, but it lacks focus on the opposition. The purpose of this paper is to analyse Folkpartiet´s view of security and foreign affairs in comparison with government policy. The study is built around three years that are case studied: 1956, 1965 and 1974. More specific is the Folkpartiet’s stance in the foreign affairs debates in the parliament during those specific years that are being investigated. For this purpose, five questions have been formulated: What kind of goals did the Folkpartiet have with security and foreign policy during the investigated period of time? Did there exist an agreement between the goals of the government and the Folkpartiet? Did the Folkpartiet mark their own line in specific security and foreign policy questions? On which specific security and foreign policy questions was the Folkpartiet in agreement with the government? Finally, does Folkpartiet’s present stance in favour of Swedish membership in NATO have any historical substance?

    The study shows that the Folkpartiet are in agreement with the government’s policy of being neutral during the whole investigated period of time. The Folkpartiet are constantly critical towards the Soviet Union, defend Israel in the state’s conflict with neighbouring countries and favour third world countries. The parties are in most agreement when the government decides to side with either part in a conflict. When the government decides not to do so, it causes criticism from the Folkpartiet.

  • 205.
    Aman, Robert
    Karlstad University.
    Reaktionerna på Tage Erlanders metalltal: En analys av aktörers identitet och intressen2006Independent thesis Advanced level (degree of Magister), 10 points / 15 hpStudent thesis
    Abstract [en]

    The Swedish Prime Minister, Tage Erlander, made a speech on the 22 of August 1961 in which he dismissed speculation that Sweden was seeking to abandon its neutral stance and non-alignment in foreign policy with a view to requesting membership of the European Economic Community. The reason was that the EEC was supposed to have a political part where a connection with NATO should have existed. This speech led to a domestic discussion which has been called the most intense debate of foreign affairs in recent history. The purpose of this paper is to analyse the reactions of the other parliamentary parties to Erlander’s speech. The theoretical points draw from social constructivism, which is being operationalised into states’ identity and interests. These interests are states’ physical survival, autonomy and economic well-being. All of these three interests were present in Erlander’s speech.

    The study shows that the Centre Party (Centerpartiet) was in agreement with Erlander’s stance and coincided that it was impossible to reconcile membership of the EEC with the state’s neutral stance. Both the Social Democrats (Socialdemokraterna) and the Centre Party gave priority to the interest of autonomy over economic well-being. However, there were aspects of the interest of physical survival in the opinions of the Social Democrats, which might be connected with their role as the government party and therefore having the ultimate responsibility. The biggest critics were the non-socialist parties: the Liberal Party (Folkpartiet) and the Conservative Party (Högerpartiet). The latter two believed that the country should seek the oppurtunity to make an exception to the neutral stance when applying for membership and then evaluate whether it would be possible to reconcile it with non-allignment. They both had economic well-being as their major interest. Further criticism came from the Communist Party (Kommunistpartiet), who were opponents of any aspect of European cooperation. They even drew parallels between the EEC and Hitler’s vision for Europe. The Communist Party included interests of physical survival and autonomy in their argumentation. All parties were consistent in keeping to their interests throughout the period of this research.

  • 206.
    Ambrosiani, Per
    Umeå University, Faculty of Arts, Department of language studies.
    Pogostnamnen i Ockupationsarkivet från Novgorod: några metodologiska aspekter på sammanställandet av index över geografiska namn2012In: Novgorodiana Stockholmiensia / [ed] Gennadij Kovalenko, Elisabeth Löfstrand, Stockholm: Stockholms universitet, Slaviska institutionen , 2012, 40-50 p.Chapter in book (Other academic)
  • 207.
    Ambrosiani, Per
    Umeå University, Faculty of Arts, Department of language studies.
    Названия погостов в документах Новгородского Оккупационного архива: методологические аспекты составления указателя топонимов2012In: Novgorodiana Stockholmiensia: Стокгольмская Новгородика / [ed] Э. Лёфстранд, Г.М. Коваленко, Stockholm: Stockholms universitet, Slaviska institutionen , 2012, 51-62 p.Chapter in book (Other academic)
  • 208. Ambrosiani, Per
    et al.
    Löfstrand, Elisabeth
    Stockholm University, Faculty of Humanities, Department of Slavic and Baltic Studies, Finnish, Dutch, and German.
    The Stockholm Smolensk Archives: History, Contents and Cataloguing2017In: Петербургский исторический журнал [Peterburgskij istoričeskij žurnal], ISSN 2311-603X, no 3, 162-173 p.Article in journal (Refereed)
    Abstract [en]

    This article presents the “Smolensk Archives”, which consist mainly of documents from the Chancellery of Smolensk from the time of the Polish king Sigismund III’s siege of the city (1609–1611). Most of the documents are now in the Swedish National Archives in Stockholm, but a significant number are also to be found at the Institute of History of the Russian Academy of Sciences in St Petersburg. The archives have a complex history. Following the fall of Smolensk in 1611, they were taken as spoils of war, ending up on the Sapieha family estate in present-day Belarus. In the mid‑17th century they were seized as war booty once again — now by Swedish troops — and taken to Skokloster Castle in Sweden. There they were discovered in the 1830s by Helsinki professor Sergej Solov’ev, who in turn removed a relatively large part of the collection to St Petersburg. Portions of Solov’ev’s collection of documents from Skokloster were published in 1841 in Akty istoričeskie. Around 1900, Russian historian Jurij Got’e worked on the documents from the Swedish National Archives, and in 1912, he published a text edition comprising much of the collection, Pamjatniki oborony Smolenska 1609–1611. The article includes a brief overview of the contents of the material in Stockholm, with a few examples of individual documents. A digital catalogue of the Smolensk Archives is currently being prepared, including brief descriptions of the contents and information on external characteristics such as condition, inscriptions and watermarks.

  • 209.
    Amirell, Stefan
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    Trump väcker Jacksons spöke till liv2017In: Svenska dagbladet, ISSN 1101-2412, no 2017-02-23Article in journal (Other (popular science, discussion, etc.))
  • 210. Amirell, Stefan
    et al.
    Lindström, Peter
    Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies.
    Tjugoandra världshistorikerkongressen, Jinan, 23-29 augusti 20152016In: Historisk Tidskrift (S), ISSN 0345-469X, Vol. 136, no 1, 131-134 p.Article in journal (Other academic)
  • 211.
    Ammert, Niklas
    University of Kalmar, School of Human Sciences.
    Att stimulera historiemedvetande2009In: Grundskoletidningen, ISSN 1652-7844, Vol. 3Article in journal (Other (popular science, discussion, etc.))
  • 212.
    Ammert, Niklas
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    Att öva historia2017In: Radar: Historiedidaktisk tidskriftArticle in journal (Other (popular science, discussion, etc.))
    Abstract [da]

    Kender du kvaliteten af dine læremidler, og hvilke former for viden de kan give? Der findes et væld af undervisningsmaterialer at vælge imellem samt ofte utilstrækkelige boganmeldelser i forhold til elevøvelser og opgaver, som ellers kan være centrale. Læs her om at kvalificere dit materialevalg ved at identificere og analysere forskellige typer af viden, som findes i opgaver og øvelser i historiebøgerne.

  • 213.
    Ammert, Niklas
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    Contact and contrast: the subject of history and its relation to students 1905-20052014In: International Journal of Historical Learning, Teaching and Research, ISSN 1472-9466, Vol. 12, no 2, 46-63 p.Article in journal (Refereed)
    Abstract [en]

    At a first glance at curricula, syllabi and textbooks, history teaching and its content in schools appear to be fairly unchanged over a long period of time. Selected subject matter, concentrated on political and social processes, war, peace, progress, and the objective to clarify changes, is in many respects the same. There are however aspects of history’s presentation that are seldom described or analyzed. One such aspect is how the relationship between the past and the student is approached. Connections between the past and the student in present time have the potential to make sense and meaning, and likely increase understanding of the past and of the student and society as interwoven in time.

    The study is based on a comparison between Swedish history textbooks and curricula during the period 1905 to 2005. Textbook characteristics sometimes do not have their counterpart in the curricula and syllabi. The consistencies and discrepancies that exist during the different time periods provide nuances for the picture of how curricula and syllabi intentions were realized and expressed

  • 214.
    Ammert, Niklas
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    Den svårfångade kunskapen: elevers beskrivningar och tillämpningar av kunskap om historia2014In: Blickar: kulturvetenskapliga perspektiv på utbildning / [ed] Niklas Ammert, Ulla Rosén & Jonas Svensson, Växjö: Linnaeus University Press, 2014, 1, 61-76 p.Chapter in book (Other academic)
  • 215.
    Ammert, Niklas
    University of Kalmar, School of Human Sciences.
    Do you want me to kill you now?: Ett historiedidaktiskt nedslag vid Eketorps fornborg2005Report (Other academic)
  • 216.
    Ammert, Niklas
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    En banbrytande historiedidaktiker2013In: I farmors kök blev jag människa: historiedidaktiska texter av K G Jan Gustafson / [ed] Niklas Ammert och Roland Hallgren, Lund: Sekel Bokförlag, 2013, 1, 19-28 p.Chapter in book (Other academic)
  • 217.
    Ammert, Niklas
    University of Kalmar, School of Human Sciences.
    En katastrofkanon: 1900-talets katastrofer i historieläroböcker2009In: Didaktisk Tidskrift, ISSN 1101-7686, Vol. 18, no 5, 377-392 p.Article in journal (Other academic)
  • 218.
    Ammert, Niklas
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    En ögonblicksbild av ondskan: Förintelsen och andra folkmord i svensk historieundervisning2015In: Historia vid skiljevägen: Historiekulturella sonderingar när och fjärran / [ed] Johan Dietsch, Maria Karlsson, Johan Stenfeldt, Ulf Zander, Höör: Agerings Bokförlag , 2015, 247-268 p.Chapter in book (Other academic)
  • 219.
    Ammert, Niklas
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    Ethical Values and History: a mutual relationship?2013In: International Journal of Historical Learning, Teaching and Research, ISSN 1472-9466, Vol. 12, no 1, 5-15 p.Article in journal (Refereed)
    Abstract [en]

    In the last two decades, ethical values in the form of reconciling with the past and recognizing victimized groups in history, have become more common themes in history books and in history teaching, like a ‘moral turn’ in the writing of history. History didactics research points out that values issues and moral questions clarify issues and contexts, stimulating thinking over time and activating people’s historical consciousness. Previous research, however, often only states that there is a relationship. In this article, I describe and analyze on empirical grounds, first how values are approached, and have been approached, in Swedish history textbooks, and how history and values relate to each other. Thereafter, I describe how 15-year-old students in Sweden express the relationship between values and history. Central to the analysis is how the historical context can clarify values and at the same time, how values can function as an interface creating meaning and bringing together knowledge between the past, the present and the future.

  • 220.
    Ammert, Niklas
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Cultural Sciences.
    Ett innehåll förmedlas2011In: Att spegla världen: Läromedelsstudier i teori och praktik / [ed] Niklas Ammert, Lund: Studentlitteratur, 2011, 1, 259-278 p.Chapter in book (Other academic)
  • 221.
    Ammert, Niklas
    University of Kalmar, School of Human Sciences.
    Finns då (och) nu (och) sedan? Uttryck för historiemedvetande i läroböcker för grundskolan2004In: Historien är nu: En introduktion till historiedidaktiken / [ed] Klas-Göran Karlsson & Ulf Zander, Lund: Studentlitteratur, 2004Chapter in book (Other academic)
  • 222.
    Ammert, Niklas
    University of Kalmar, School of Human Sciences.
    Folkvilja, etikett eller jordbruksteknik?: En historiedidaktisk analys av synen på demokrati i historieläroböcker 1960-20032005In: Utbildning och Demokrati, ISSN 1102-6472, Vol. 14, no 3, 31-50 p.Article in journal (Refereed)
    Abstract [en]

    The concept of “democracy” is highly emphasized in society as wellas in Swedish school curricula. This article analyses the “supply-side” of education – the textbooks. What various conceptions ofdemocracy do lower secondary pupils meet in history textbooksand how is democracy presented in these books? Have there beenany changes in how the concept of democracy has been introducedbetween the 1960’s and the 2000’s? The first purpose of this articleis to analyse the concept of democracy in lower secondary historytextbooks and confront these representations and interpretationswith political and philosophical theories about democracy. Sec-ondly, I intend to find out whether the textbooks describe andexplain democracy in a historical context that can be useful forlearning and understanding. A contested concept like democracymay also open a way for pupils to understand the historical proc-ess and stimulate their history consciousness.

  • 223.
    Ammert, Niklas
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    Förväntningar och förekomst: Elevers förväntningar och läromedlens urval och presentation av kalla kriget-epoken2017In: NHM-2017, 29: Nordiska historikermøde, 2017Conference paper (Other academic)
    Abstract [sv]

    Elever möter historia i en rad olika sammanhang; i media, i spel, i reklam, i filmer och i historiska faktaprogram på TV för att nämna några. Elevernas uppfattningar och kunskaper har därför sannolikt formats redan innan de möter skolans undervisning och därefter formas de som en parallell process. I skolans historieundervisning spelar läromedlen fortfarande en viktig roll. De används i olika utsträckning och på olika sätt, men de finns ändå där som en konstant. En intressant spänning kan därför uppstå mellan elevernas förkunskaper, deras förväntningar och den bild av det förflutna de möter i skolan. I denna presentation tar jag det inom historiedidaktiken tidigare svagt beforskade begreppet förväntning eller förväntan som utgångspunkt. Jag studerar vilka förväntningar eleverna har på, och vad de menar är viktigt och vad de vill lära sig om, en historisk epok som de ännu inte har studerat i skolan – kalla kriget. Elevernas förväntningar jämförs med läromedlens urval och beskrivning av epoken. Studien bygger på gruppintervjuer med svenska elever i årskurs 8 och en analys av historieläroböcker för årskurs 9. Resultaten diskuteras i ljuset av syften och innehållsbeskrivningen i den kursplan i historia som infördes i Sverige från 2011.

  • 224.
    Ammert, Niklas
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    Förväntningar och förekomst: Elevers förväntningar och läromedlens urval och presentation av kalla kriget-epoken2017In: Historie – didaktik, dannelse og bevidsthed: Rapporter til det 29. Nordiske Historikermøde, Aalborg, 15.-18. august 2017, Bind 1 / [ed] Peter Brunbech, Ketil Knutsen, Jens Aage Poulsen, Aalborg: Aalborg Universitetsforlag, 2017, 40-70 p.Conference paper (Refereed)
  • 225.
    Ammert, Niklas
    University of Kalmar, School of Human Sciences.
    Gemenskap och ambivalens: Finsk-svenska möten i finlandssvenska läroböcker i historia2009In: Historisk Tidskrift för Finland, ISSN 0046-7596, Vol. 94, no 1, 1-19 p.Article in journal (Refereed)
  • 226.
    Ammert, Niklas
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    Historia som kunskap: Innehåll, mening och värden i möten med historia2013Book (Other academic)
  • 227.
    Ammert, Niklas
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    Historieläromedel: en forskningsöversikt2016In: Humanetten, ISSN 1403-2279, no 37, 140-153 p.Article in journal (Other academic)
  • 228.
    Ammert, Niklas
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    History as knowledge: ethical values and meaning in encounters with history2015 (ed. 1)Book (Other academic)
    Abstract [en]

    What do you know when you know something about history? What is important to know and how do you learn? Adolescents encounter history everywhere: at school, in the family, in media and society. But how do adolescents perceive history and in what ways do aspects of meaning and ethical values affect the encounters with history? This study discusses how Swedish adolescents and teachers encounter, communicate and define knowledge about history, analysing the process from curricula and history textbooks to the world of the pupils.

  • 229.
    Ammert, Niklas
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    History IRL: How participants perceive time travels2016In: Bridging Ages Conference: Sept 13-16, 2016, Kalmar, Sweden, 2016Conference paper (Other academic)
    Abstract [en]

    To travel in time can be described as an encounter between now and then. The time traveller experiences a constructed past interpreted in present time. At the same time the time traveller could use the past as a mirror to learn something about herself. These multidimensional relations between the past and the present could be perceived and interpreted in a variety of ways. In this presentation I will discuss a typology to chategorize and analyze time travellers’ perceptions of the past.

  • 230.
    Ammert, Niklas
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Cultural Sciences.
    Inledning (Att spegla världen)2011In: Att spegla världen: Läromedelsstudier i teori och praktik / [ed] Niklas Ammert, Lund: Studentlitteratur, 2011, 17-22 p.Chapter in book (Other academic)
  • 231.
    Ammert, Niklas
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    Interpreting historical encounters: how cultural sociology might enrich and complement history didactics2014Conference paper (Other academic)
  • 232.
    Ammert, Niklas
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Cultural Sciences.
    'Ja utan ondska skulle det knappt finnas någon historia': Värden som bärare av historisk kunskap2012In: Historiedidaktik i Norden 9: Del I: Historiemedvetande - historiebruk / [ed] Per Eilasson, Hammarlund, Karl Gunnar, Lund, Erik, Nielsen, Carsten Tage, Malmö och Halmstad: Malmö högskola , 2012, 54-74 p.Chapter in book (Other academic)
  • 233.
    Ammert, Niklas
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Cultural Sciences.
    Kontakt och kontrast: Historieämnets innehåll och dess relation till elever 1905-20052012Conference paper (Other academic)
  • 234.
    Ammert, Niklas
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Cultural Sciences.
    Kulturrevolutionen i Boda: ett provokativt historiebruk2011In: HumaNetten, ISSN 1403-2279, no 27, 97-102 p.Article in journal (Other academic)
  • 235.
    Ammert, Niklas
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    Meddelande till rymden2015In: Rymden och människan: Rymdforskning i humaniora, konst och samhällsvetenskap, 10-11 p.Article in journal (Other (popular science, discussion, etc.))
  • 236.
    Ammert, Niklas
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    Mening i möten med historia2016In: Möten med mening: Ämnesdidiaktiska fallstudier i konst och humaniora / [ed] Karin L. Eriksson, Lund: Nordic Academic Press, 2016, 19-33 p.Chapter in book (Other academic)
  • 237.
    Ammert, Niklas
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    Mot samma mål?2015In: Manus: Sveriges läromedelsförfattares förbunds tidskrift, ISSN 2000-4028, no 2Article in journal (Other (popular science, discussion, etc.))
  • 238.
    Ammert, Niklas
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Cultural Sciences.
    Mörkrets hjärta i klassrummet:: Historieundervisning och elevers uppfattningar om förintelsen: av Bo Persson2011In: Scandia, ISSN 0036-5483, Vol. 77, no 2, 186-187 p.Article, book review (Other academic)
  • 239.
    Ammert, Niklas
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Cultural Sciences.
    Om läroböcker och studiet av dem2011In: Att spegla världen: Läromedelsstudier i teori och praktik / [ed] Niklas Ammert, Lund: Studentlitteratur, 2011, 25-42 p.Chapter in book (Other academic)
  • 240.
    Ammert, Niklas
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Cultural Sciences.
    Om vad och hur 'må' ni berätta?: undervisning om Förintelsen och andra folkmord2011Book (Other academic)
  • 241.
    Ammert, Niklas
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    On Genocide and the Holocaust in Swedish History Teaching2015In: Historical Encounters: A journal of historical consciousness, historical cultures and history education, E-ISSN 2203-7543, Vol. 2, no 1, 58-69 p.Article in journal (Refereed)
    Abstract [en]

    Teaching about the Holocaust and other genocides is emphasized in Swedish History teaching. In Sweden there is a public authority commisioned to work with issues related to tolerance, democracy and human rights. It is this context and under these conditions, that Swedish History teachers select a variety of topics for their students to learn, as part of the History curriculum. In addition to the Holocaust, they teach about crimes against humanity committed under communist regimes, the genocide of Tutsies in Rwanda, and mass murder and ethnic cleansing in former Yugoslavia. Teachers use a multiplicity of uses of history and teaching methods. They conduct a scientific use of history when focusing on the historical contexts and explaining the background, motives and consequences of genocide. Teachers also stress the students’ personal reflections and standpoints in a moral use of history. The teaching aims at developing understanding and empathy among students.

  • 242.
    Ammert, Niklas
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    Patterns of reasoning: A tentative model to analyse historical and moral consciousness among 9th grade students2017In: Historical Encounters: A journal of historical consciousness, historical cultures and history education, E-ISSN 2203-7543, Vol. 4, no 1, 23-35 p.Article in journal (Refereed)
    Abstract [en]

    Students find ethical and moral issues central and interesting when they interpret history. History can offer explanations and references to moral values that are still valid - or not valid - in our time. At the same time moral values provide conceivable contexts that connect students to the past. Views on interrelations between the past and the present seem to interact with the students' moral foundations, questions, interpretations, understanding or repudiation. On a societal level similar phenomena can be identified when groups of people turn to history either to handle challenges or to apologize or heal wrongs from the past. Furthermore National curricula prescribe ethical dimensions in school education, not least for the subject of history.

    In this pilot study swedish 9th grade students discuss a text from Christopher Brownings' book Ordinary Men. The students' answers are analysed in a theroetical model including different aspects of historical consciousness and different apsects of moral reasoning. The aim is to study if there are patterns of interrelations and, if so, how these patterns are manifested.

  • 243.
    Ammert, Niklas
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    Patterns of reasoning: A tentative model to analyse historical and moral consciousness among Swedish 9th grade students2015In: Book of Abstracts: NoFa5 Nordic Conference on Subject Education, 27-29 May 2015, University of Helsinki , 2015, 94-94 p.Conference paper (Other academic)
    Abstract [en]

    Students find ethical and moral issues central and interesting when they interpret history. History can offer explanations and references to moral values that are still valid – or not valid – in our time. At the same time moral values provide conceivable contexts that connect students to the past. Views on interrelations between the past and the present seem to interact with the students’ moral foundations, questions, interpretations, understanding or repudiation. On a societal level similar phenomena can be identified when groups of people turn to history, either to handle challenges or to apologize or heal wrongs of the past. Furthermore the National Curricula prescribe ethical dimensions in school education, not least for the subject of history.

    In this pilot study Swedish 9th grade students discuss a text from Christopher Brownings’ book Ordinary Men. The students’ answers are analysed in a theoretical model including different types of historical consciousness and different aspects of moral reasoning. The aim is to study if there are patterns of interrelations and, if so, how these patterns are manifested.

  • 244.
    Ammert, Niklas
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    [recension av:] Sirkka Ahonen: Coming to terms with a dark past - how post-conflict societies deal with history2014In: Historielärarnas Förenings Årsskrift 2014, ISSN 0439-2434, 218-219 p.Article, book review (Other academic)
  • 245.
    Ammert, Niklas
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Cultural Sciences.
    To Bridge Time: Historical Consciousness in Swedish History Textbooks2010In: Journal of Educational Media, Memory and Society, ISSN 2041-6938, Vol. 2, no 1, 17-30 p.Article in journal (Refereed)
    Abstract [en]

    Since the early 1990s, the concept of historical consciousness has been central to didactic research in Sweden. It has mostly been used as a theoretical framework on a macro-level or as an attempt to identify students' historical consciousness. This article applies the theoretical concept of historical consciousness to tangible source material: history textbooks from the twentieth century. It focuses on whether Swedish history textbooks for lower secondary school have articulated contexts that may be conducive to developing historical consciousness. The article employs a number of theoretical concepts—narratives, multichronology, identity, and values—in order to analyze perspectives that can be utilized to trigger historical consciousness.

  • 246.
    Ammert, Niklas
    University of Kalmar, School of Human Sciences.
    To Bridge Time: Historical Consciousness in Swedish History Textbooks During the 20th Century2009Conference paper (Other academic)
  • 247.
    Ammert, Niklas
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    Vad kan man när man kan något om historia?2013Other (Other (popular science, discussion, etc.))
  • 248.
    Ammert, Niklas
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    Vinner man val med hjälp av historia?: Nedslag i den svenska debatten inför riksdagsvalet 20142015In: Humanetten, ISSN 1403-2279, no 34, 5-11 p.Article in journal (Other academic)
  • 249.
    Ammert, Niklas
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Cultural Sciences.
    Värden som bärare av historisk kunskap2011Conference paper (Other academic)
  • 250.
    Ammert, Niklas
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    What do you know when you know something about history?2014In: Historical Encounters: A journal of historical consciousness, historical cultures and history education, E-ISSN 2203-7543, Vol. 1, no 1, 50-61 p.Article in journal (Refereed)
    Abstract [en]

    What does it mean to know something about history? If you know “your” history, what is it that you know? For many, it is definitely about being able to provide dates, to state what happened or how people lived in the past; while for others it means being able to conduct genealogical research or being able to navigate in a video game that takes place in an historical environment. In a school context, the issue of knowledge is always central. Pupils and teachers meet in, around and through knowledge, and moreover, knowledge is assessed daily. This article addresses how pupils in the last years of the nine-year period of Swedish compulsory schooling regard knowledge about history. The aim is to investigate how Swedish 15 years old pupils in Grade 9 describe knowledge about history, as well as what type of knowledge about history pupils appear to hold.

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