uu.seUppsala University Publications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association
  • 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
Swedish national minorities and the grand narrative of Sweden
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
2015 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

This conference paper deals with how Swedish national minorities are represented in Swedish history textbooks for secondary school and upper-secondary school  (2000–2014).In 2000, five of these national minorities (Jews, Roma, the Sami people [also indigenouspeople], Swedish Finns, and the Torne Valley Descendants/Tornedalians) were officiallyrecognized as national minorities in accordance with the Council of Europe’s FrameworkConvention for the Protection of National Minorities. This recognition has led to a revisionof national school curricula and syllabi in the subject history with the intention that allpupils should be taught about the national minorities. In this study of history textbooks Iinvestigate if and to what extent the revision of the curriculum has had an impact on thecontent of the textbooks. Such a change cannot be taken for granted, since there is no stateapproval scheme and teaching aidsIn my study of the implementation of revised curricula in history textbooks, I use two methodological approaches: a qualitative analysis of the content of textbook(s) and qualitative interviews with history teachers and authors of history textbooks. In this presentation,I will focus on the textbook analysis.In this study it is important to understand that the history textbook is a relatively conservativedomain. In fact, even though textbooks of course also facilitate the understanding ofthe actual curriculum, they can, in general, be regarded as an arena for ideological conflicts and compromises. It is very difficult to make more substantial changes in the narrative ofnational history because there is a hegemonic national narrative. In this paper I want to emphasize how problematic and complex the implementation of the revised curriculum objectives in Swedish history textbooks has been in the post-millenium era.

Place, publisher, year, edition, pages
2015.
Keyword [en]
textbook research, national minorities
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:uu:diva-262544OAI: oai:DiVA.org:uu-262544DiVA: diva2:854214
Conference
13th International Conference on Textbooks and Educational Media 11–13 September 2015 Berlin
Available from: 2015-09-16 Created: 2015-09-16 Last updated: 2015-09-16

Open Access in DiVA

No full text

Authority records BETA

Mattlar, Jörgen

Search in DiVA

By author/editor
Mattlar, Jörgen
By organisation
Department of Education
Educational Sciences

Search outside of DiVA

GoogleGoogle Scholar

urn-nbn

Altmetric score

urn-nbn
Total: 345 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association
  • 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