Henrik Åström Elmersjö – författare

This book presents a survey of approaches to dealing with ‘rival histories’ in the classroom, arguing that approaching this problem requires great sensitivity to differing national, educational and narrative contexts. Contested narratives and disputed histories have long been an important issue in history-teaching all over the world, and have even been described as the ‘history’ or ‘culture’ wars. In this book, authors from across the globe ponder the question “what can teachers do (and what are they doing) to address conflicting narratives of the same past?”, and puts an epistemological issue at the heart of the discussion: what does it mean for the epistemology of history, if it is possible to teach more than one narrative? Divided into three sections that deal with historical cultures, multicultural societies and multiperspectivity, the chapters of the book showcase that dealing with rival histories is very much dependent on context, and that diverse teaching traditions and societal debates mean that teachers’ abilities in engaging with the teaching of rival narratives are very different. The volume will be compelling reading for students and researchers in the fields of education, history, sociology and philosophy, as well as practising teachers.

This book explores how the expectations of historical justice movements and processes are understood within educational contexts, particularly history education. In recent years, movements for historical justice have gained global momentum and prominence as the focus on righting wrongs from the past has become a feature of contemporary politics. This imperative has manifested in globally diverse contexts including societies emerging from recent, violent conflict, but also established democracies which are increasingly compelled to address the legacies of colonialism, slavery, genocides, and war crimes, as well as other forms of protracted discord. This book examines historical justice from an educational perspective, exploring the myriad ways that education is understood as a site of historical injustice, as well as a mechanism for redress. The editors and contributors analyse the role of history education in processes of historical justice broadly, exploring educational sites, policies, media, and materials. This edited collection is a unique and important touchstone volume for scholars, policy-makers, practitioners, and teachers that can guide future research, policy, and practice in the fields of historical justice, human rights and history education.

This book explores how the expectations of historical justice movements and processes are understood within educational contexts, particularly history education. In recent years, movements for historical justice have gained global momentum and prominence as the focus on righting wrongs from the past has become a feature of contemporary politics. This imperative has manifested in globally diverse contexts including societies emerging from recent, violent conflict, but also established democracies which are increasingly compelled to address the legacies of colonialism, slavery, genocides, and war crimes, as well as other forms of protracted discord. This book examines historical justice from an educational perspective, exploring the myriad ways that education is understood as a site of historical injustice, as well as a mechanism for redress. The editors and contributors analyse the role of history education in processes of historical justice broadly, exploring educational sites, policies, media, and materials. This edited collection is a unique and important touchstone volume for scholars, policy-makers, practitioners, and teachers that can guide future research, policy, and practice in the fields of historical justice, human rights and history education.

This edited book explores conceptual as well as empirical approaches to epistemic beliefs that teachers of history might hold. In many parts of the world, history teachers are tasked with both upholding historical national myths and at the same time giving students the tools needed to deconstruct history and think critically. This ambiguity embedded in the combination of reconstruction and deconstruction is a difficult landscape for teachers to navigate. The chapters of this book therefore explore how teachers reason regarding the epistemic nature of history and how this impacts their teaching, interpretation of curricula and relationship to their students. Contributions consider the implications for prospective history teachers and in-service training, challenges to the field and point to ways forward. The book will be of interest to academics and students of history education, as well as practising teachers and museum curators.This is an open access book.

This edited book explores conceptual as well as empirical approaches to epistemic beliefs that teachers of history might hold. In many parts of the world, history teachers are tasked with both upholding historical national myths and at the same time giving students the tools needed to deconstruct history and think critically. This ambiguity embedded in the combination of reconstruction and deconstruction is a difficult landscape for teachers to navigate. The chapters of this book therefore explore how teachers reason regarding the epistemic nature of history and how this impacts their teaching, interpretation of curricula and relationship to their students. Contributions consider the implications for prospective history teachers and in-service training, challenges to the field and point to ways forward. The book will be of interest to academics and students of history education, as well as practising teachers and museum curators.This is an open access book.

Få skolämnen har orsakat så mycket debatt som historia ett ämne med ett moraliskt och politiskt ämnesstoff. Vems historia är viktig och vilka händelser ingår i denna historia? Svaren på sådana frågor förhandlas konstant, både inom olika historiekulturer och mellan dem. I över 50 år var föreningarna Norden en av de tongivande aktörerna kring lämpligt innehåll i historieundervisningen. Föreningarna grundades i syfte att stärka gemenskapen mellan de nordiska folken och från 1919 växte deras engagemang fram för att förbättra historieläroböckerna i Danmark, Finland, Island, Norge och Sverige. I Norden, nationen och historien undersöker historikern Henrik Åström Elmersjö denna läroboksrevision ur såväl ett organisatoriskt som ett historiekulturellt perspektiv. Han problematiserar historiens betydelse för skapandet av nationell gemenskap och hur historieämnets innehåll förhandlas mellan olika kulturella intressen. 1900-talet var en tid av stora förändringar för historieämnet från att främst utgöra ett verktyg för skapandet av patriotiska medborgare till att bli en grund för utbildandet av européer och världsmedborgare. Föreningarnas arbete är en spännande spegling av det skeendet.

Få skolämnen har orsakat så mycket debatt som historia – ett ämne med ett moraliskt och politiskt ämnesstoff. Vems historia är viktig och vilka händelser ingår i denna historia? Svaren på sådana frågor förhandlas konstant, både inom olika historiekulturer och mellan dem. I över 50 år var föreningarna Norden en av de tongivande aktörerna kring lämpligt innehåll i historieundervisningen. Föreningarna grundades i syfte att stärka gemenskapen mellan de nordiska folken och från 1919 växte deras engagemang fram för att ”förbättra” historieläroböckerna i Danmark, Finland, Island, Norge och Sverige. I Norden, nationen och historien undersöker historikern Henrik Åström Elmersjö denna läroboksrevision ur såväl ett organisatoriskt som ett historiekulturellt perspektiv. Han problematiserar historiens betydelse för skapandet av nationell gemenskap och hur historieämnets innehåll förhandlas mellan olika kulturella intressen. 1900-talet var en tid av stora förändringar för historieämnet – från att främst utgöra ett verktyg för skapandet av patriotiska medborgare till att bli en grund för utbildandet av européer och världsmedborgare. Föreningarnas arbete är en spännande spegling av det skeendet.