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Historisk rättvisa i högstadiets historieundervisning: Elevperspektiv på de svenska romernas historia och mänskliga rättigheter
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.ORCID iD: 0000-0003-0489-8949
2023 (Swedish)Doctoral thesis, comprehensive summary (Other academic)Alternative title
Historical Justice in Lower Secondary History Education : Student perspectives on Swedish Roma history and human rights (English)
Description
Abstract [en]

In light of the pursuit of historical justice for national minorities in Sweden, research has called for a stronger focus on what state redress implies in the history educational context and the teaching and learning of difficult minority histories. As an answer to this call, this compilation thesis aims to contribute knowledge about the reconstruction of Swedish Roma history in lower secondary history education in relation to ideals of historical justice, human rights and the historical and practical perspectives on the past. This thesis explores students’ perspectives and narrative reconstructions of Roma history through four original articles. The first article focuses on students’ perceptions of human rights in history (Article I). Article II center on students’ thinking and caring about the Roma past, present and future. Article III explores how students narrate agents of change in regard to the Roma past, present and future, and Article IV provides analyses of students’ perceptions and narrative reconstructions of Roma history before and after a design-based intervention in two history classrooms. The dissertation shows how what have been perceived as conflicting ideals in history education, namely the historical and practical past, are closely intertwined in students’ narrative reconstructions of the Roma past, present and future. Considering this difficult history, students underscored the importance of a shared responsibility for Roma rights in the present and future, albeit narrating the nation-state as the single most important agent of change for Roma rights in the past, present and future. Whilst the student cohorts in Article II and Article III realise and recognise Roma rights through their narrational practices and thus may become empowered to act for a just future, the studies make evident the way in which student narratives also re-establish cultural and ethnic group boundaries, which may disempower young learners. Acknowledging the complexities that lie in difficult histories, Article IV shows how a lesson design equally emphasising the historical and practical past results in students attaining a multiperspectival understanding of the Roma past and present beyond binary positions of “victims” and “perpetrators”, as well as an awareness of the historicity in narratives of the past, and a nuanced understanding of the historical and moral dimensions of the question of responsibility in the past and present. Thus, this thesis sheds light on how we may overcome some of the challenges associated with the pursuit of historical justice in the practice of history education.

Place, publisher, year, edition, pages
Uppsala: Acta Universitatis Upsaliensis, 2023. , p. 137
Series
Digital Comprehensive Summaries of Uppsala Dissertations from the Faculty of Educational Sciences ; 29
Keywords [en]
History education, Difficult histories, Historical justice, Human Rights, National minorities, The Romani
National Category
Educational Sciences Didactics
Research subject
Curriculum Studies
Identifiers
URN: urn:nbn:se:uu:diva-498750ISBN: 978-91-513-1770-0 (print)OAI: oai:DiVA.org:uu-498750DiVA, id: diva2:1745937
Public defence
2023-05-17, Sal X, Universitetshuset, Biskopsgatan 3, Uppsala, 13:15 (Swedish)
Opponent
Supervisors
Available from: 2023-04-25 Created: 2023-03-26 Last updated: 2023-04-25
List of papers
1. A global history in a global world?: Human rights in history education in the Global North and South
Open this publication in new window or tab >>A global history in a global world?: Human rights in history education in the Global North and South
Show others...
2020 (English)In: Historical Encounters: A journal of historical consciousness, historical cultures and history education, E-ISSN 2203-7543, Vol. 7, no 1, p. 24-49Article in journal (Refereed) Published
Abstract [en]

In this study, we analyze similarities and differences in 957 students’ perceptions of the history of human rights in six countries: England, India, New Zealand, South Africa, Sweden and the United States of America. This is investigated through the lens of the intended, implemented and achieved curricula. Our aim is to better understand what historical events students perceive as central in the history of human rights in different countries and how this may relate to education about, through and for human rights across borders. While the findings indicate a global culture of human rights, we identify several challenges in the teaching and learning of universal human rights in history education. In some instances, notions of nationalism and exceptionalism in society and history culture pose great challenges to the teaching and learning of human rights. In others, a strong focus on the global world have complicated the identification of human rights issues in the local context. Our findings also highlight the neglect of certain historical narratives, most notably the history of indigenous and minority groups. These findings are significant to researchers, teachers and decision-makers interested in furthering human rights and international understanding through education.

Keywords
Comparative education; global citizenship; human rights education (HRE); history education
National Category
Didactics Pedagogy
Research subject
Curriculum Studies
Identifiers
urn:nbn:se:uu:diva-404665 (URN)
Funder
Riksbankens Jubileumsfond, F17-1325:1
Available from: 2020-04-23 Created: 2020-04-23 Last updated: 2023-03-26Bibliographically approved
2. Considering the past and present of Romani in Sweden: Secondary school pupils' thinking and caring about the history of the Romani in national tests
Open this publication in new window or tab >>Considering the past and present of Romani in Sweden: Secondary school pupils' thinking and caring about the history of the Romani in national tests
2019 (English)In: Education Inquiry, E-ISSN 2000-4508, Vol. 10, no 4, p. 344-367Article in journal (Refereed) Published
Abstract [en]

In this study, we analyse 126 secondary pupils’ responses to national test questions designed to make them think and care about the history of national minorities in Sweden. Using a mixed method approach we find that historical thinking and empathy as caring are tightly interlinked in the responses. In particular, the cognitive act of corroborating historical sources about the treatment of minorities is linked to historical empathy as caring – while sourcing seems like a separate process. We also find that pupils struggle to link the past to the present and the future more than they do with sourcing and corroboration. Engaging with the past of discrimination of minorities makes pupils take critical positions beyond established dimensions of historical thinking. Our findings highlight how we need to better understand how to scaffold pupils’ practical knowledge, skills and attitudes in ideologically and emotionally charged issues.

Place, publisher, year, edition, pages
Routledge, 2019
Keywords
History education, historical thinking and empathy, global citizenship education (GCE), Romani people
National Category
Didactics Pedagogy
Identifiers
urn:nbn:se:uu:diva-382837 (URN)10.1080/20004508.2019.1607708 (DOI)000648589400004 ()
Available from: 2019-05-03 Created: 2019-05-03 Last updated: 2023-03-26Bibliographically approved
3. Realising Roma rights through a high-stakes history test: Secondary school students narrating the Swedish Roma past, present and future
Open this publication in new window or tab >>Realising Roma rights through a high-stakes history test: Secondary school students narrating the Swedish Roma past, present and future
2021 (English)In: History Education Research Journal (HERJ), E-ISSN 2631-9713, Vol. 18, no 2Article in journal (Refereed) Published
Abstract [en]

Building on theories of historical justice, reconciliation and transformative change, this article investigates how 293 secondary school students make sense of the difficult past, present and future of the Romani in a national history test. Using qualitative and quantitative text analysis, this study seeks to explore whom students foreground as agents of change in regards to the Roma past, present and future. Considering the past and looking to the future, the inquiry led students to narrate four scenarios: no change; a regression to a past state of no rights; a development for the better; a future free from oppression. Whilst the students underscored the importance of a shared responsibility for Roma rights in the present and future, they stressed the nation-state as the single most important agent of change for Roma rights in the present and future. Against the backdrop of justice and change, this study argues that whilst students realise and recognize Roma rights through their narrational practices and thus may become empowered to act for a just future, these narratives also re-establish historical cultural and ethnic group boundaries which potentially may disempower young learners.

Place, publisher, year, edition, pages
UCL Press, 2021
Keywords
Social studies education, History education, Historical justice, Difficult histories, Historical Change
National Category
Didactics Pedagogy
Research subject
Curriculum Studies
Identifiers
urn:nbn:se:uu:diva-453153 (URN)10.14324/herj.18.2.05 (DOI)
Available from: 2021-10-19 Created: 2021-10-19 Last updated: 2023-03-26Bibliographically approved
4. De svenska romernas historia i SO-klassrummet: En designstudie på högstadiet
Open this publication in new window or tab >>De svenska romernas historia i SO-klassrummet: En designstudie på högstadiet
2022 (Swedish)In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, Vol. 12, no 4, p. 154-187Article in journal (Refereed) Published
Abstract [en]

In light of the desire to right past wrongs regarding Swedish Roma history, research has called for a stronger focus on state redress and the challenges and opportunities of focusing on reconciliation in history education practice. As an answer to that call, this design-based study builds on theories concerning the complexities of teaching and learning about historical justice and difficult histories and investigates how secondary school students make sense of the difficult Swedish Romani history in the Social Studies classroom.  Analysing pre- and post-tests, classroom observations and student exams, the study found that the students were capable of combining historical and practical perspectives in their narrative reconstructions of the Roma past, present and future.  This was mainly done through: critical historical thinking, contextualization, an awareness of different manifestations of antigypsyism in the past and present, and lived experience of antigypsyism, whilst also acknowledging the importance of a shared responsibility for Roma rights in the present and displaying an optimistic view on the Swedish Roma future. Altogether, the results indicate that this approach may foster a nuanced multiperspectival understanding of the past among young learners, informed by both historical and practical perspectives. These findings also shed new light on how we may overcome some of the challenges related to reconciliation in history education.

Place, publisher, year, edition, pages
Karlstads universitet, 2022
Keywords
History education, Difficult histories, Historical justice, Human Rights, The Romani, National minorities, Historieundervisning, Difficult histories, Historisk rättvisa, Mänskliga rättigheter, Nationella minoriteter
National Category
Didactics
Research subject
Curriculum Studies
Identifiers
urn:nbn:se:uu:diva-488877 (URN)
Available from: 2022-12-27 Created: 2022-12-27 Last updated: 2023-03-26Bibliographically approved

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