AbstractThis thesis discusses and analyses a 19th century female author's vanishing from history. The study investigates social relationships as figured and described in the epistolary form, based on letters between the author herself and different members of her family. It also tries to identify the author's position and situation in her time and society according to important themes and motifs in her novels. The main purpose is not to reconstruct history, but rather to show the many complex histories that can also be described, apart from the simplified and generalized one. The aim of this study is to, from a post-structuralist perspective, analyze the position of author Marianne Lundegård-Hagberg, and her role as a performative, discursive person that history forgot..

This thesis explores in which ways the portrayal of the event known as the Stockholm bloodbath has changed during the period 1869-1996. This is done through textbook analysis. In Sweden, history has been a school subject since the 17th century, and has throughout its history had a formative role in the Swedish school system. In the middle of the 19th century it was specifically stated that the aim was to help students nurture a sense of national pride and love of country. The aim of the study is to investigate how nationally loaded events have been portrayed in text books, as well as if and how the evolution of said textbooks reflect the evolution of the history subject as a whole.

This paper investigates whether there is a right not to suffer from poverty. The investigation is being conducted from the theoretical standpoint/view that only civil and political rights constitute justiciable rights and rights proper from a moral stance, whereas economic and social rights constitute mere political agendas or less.In the search of an answer to this question the content of economic and social rights, and thereafter civil and political rights will be outlined, followed by an inquiry of what should really be considered as rights. Finally, the arguments against economic and social rights as real rights is presented and scrutinized.This paper will conclude that the stated difference between the above-mentioned sets of rights is illusory and that the right not to suffer from poverty ought to have the same status as civil and political rights..

This study analyzes academic narratives about modernity and secularism in Turkey between 1980 and 2007 using the concepts historical orientation, narratives of modernity and landscape of modernity formulated by the German theoretician Jörn Rüsen and developed by Swedish historian Martin Wiklund..

The purpose of this essay is to study uses of history in a complementary teaching material in the subject of history. The material in question is a 170 page book titled Hitler och Stalin- En bok om ondska. In English, ?Hitler and Stalin- A book on evil?. Essential to the study is that it is expressed within the material that it might be used as the basis for a discussion of the threats against an open democratic society.

I denna uppsats tänker jag undersöka mekanismen för den mänskliga uppmärksamheten. För detta ändamål har jag lyft ut definitionen av uppmärksamheten ifrån definitionen av medvetandet. Jag är intresserad av att redovisa min åsikt om den rena uppmärksamheten. Den delen av uppmärksamheten som bara är en tankeslös struktur, konkret, en mekanisk mekanism som möjliggör den högre kognitiva processen. Utifrån denna definition ser jag en viktigdel av uppmärksamheten som en rörledning som bringar och möjliggörinformationsflödet till och från de högre delarna av vårt kognitiva system.

This paper is about finding a set of unwritten rules pertaining to the teaching of history in an exclusively Swedish college. I want to know if truancy among immigrants has anything to do with SO teachers? choice of content or their teaching methods. Unwritten rules are a complex phenomenon but by applying different perspectives and teaching methods a pattern will emerge. It is possible to discover different influences in the way the teacher chooses their material and work plan.

In the last two decades something called ?the Eleatic Principle? has been quite frequent in philosophical literature. A wide range of philosophers have appealed to this principle when arguing for varioustheses but the principle itself has received comparatively little attention. Especially questions regarding the principle's justificationare often ignored or only mentioned in passing. The aim of this paper is to remedy this situation somewhat by focusing on how it could be justified.In section 2 I give an overview of the various ways in which the principle has been used to clarify just what we are dealing with here.

This essay explores how artwork in the public space can be analysed, conceptualized and described by bringing attention to site. Through an analysis of artworks in the yearly art exhibition of Fittja Open 2011, the essay draws attention to site-specific art and structures of power. The principal aim is to present not only the exhibition of Fittja Open 2011 but also other artwork in the public sphere in Fittja, a suburb to Stockholm. From this point of departure other interests evolve that concerns the "image" of Fittja. The analysis, based on research in art history, architecture, ethnology and philosophy as well as qualitative interviews, also focuses on understanding the role of site and the relations between art practice, institutions and site.The result shows that there are problems with a ruptured interface between the artwork and site.

The aim of this paper is to elucidate and analyze history teacher's didactic choices in the conflict between unequal educational materials and the requirements of equality in the curriculum of Swedish secondary school. The empirical data consists of interviews with five secondary school history teachers, observations of their lessons as well as analysis of their tests. The starting point was to investigate teachers' didactic work in the role as a bridge between the non-equal historiography presented in textbooks in history and the curriculum?s demands for equality. Three different approaches have been observed in the teachers' didactic work when considering gender perspective into their teaching: that women become extensions in a male-dominated historiography; that another part of the story is presented when a gender perspective is considered; and that the gender perspective is included in history teaching and becomes an integral part of all the content of the subject.Several of the teachers acknowledged that gender equality is less prioritized than the courses core content and related assessment criteria.

During our teacher training, focusing on history and Swedish at further education level, we have noticed a discrepancy in the way history is portrayed in further education and higher education literature. Accounts of historical ideas, events and developments have often wrongly been depicted as non-gender specific, that is, of equal relevance to both men and women. To what extent is it made clear in further education textbooks that Rousseau?s treatise on education was exclusively aimed at the male gender, and how are the gender-specific aspects of his ideas described? What role and space are set aside for women in the accounts of the struggle for the universal right to vote in Sweden at the turn of the century in 1900, and how is the unions? initial exclusion of female workers portrayed? Focusing on the above historical events and developments, this study aimes to examine whether or not gender-specific issues are described as gender neutral in a selection of history textbooks for further education published in Sweden between 1982 and 2003..

ICT and digital artifacts is an important resource in the society, especially in schools. That is why we have chosen to study if and how teachers uses ICT and other digital technology in their education in the history subject. We think that both subjects are important because history is a subject that has to do with the past, the present and the future.We made qualitative interviews with seven teachers from three different schools. We have analyzed if the teachers sees ICT as a burden or a resource in their education and also in which extend they have digital literacy. We have chosen to discuss different authors view on ICT in the education and digital literacy.

This essay is about use, misuse and non-use of history in politics. To recognize genocide is a use of history that has been established in politics, but also sparked debate. The position of non-use of history in international policy towards Turkey's denial policy has increasingly been replaced by recognition of genocide as a matter of making up with the story, moral consider, and where fundamental issues of culture, identity, history and morality has become guiding element in the discourse behind European expansion and integration policies. A breakthrough for this change is due to the Cold War's end; since the 1980s it has become possible to realize the humanitarianism which has its roots in the Enlightenment humanism underlying the United Nations, and later the EU conventions on human rights and genocide conventions. A genocide concept has become an important discourse in world politics that puts moral pressure on states to act.

William G. Lycan undersöker i sin bok Philosophy of Language: a Contemporary Introduction möjligheten att förklara lingvistisk mening utifrån verifikationismen. Han lägger fram en mängd invändningar som tillsammans skall omkullkasta projektet. Då jag läst Lycans argument några gånger slås jag av det attraktiva med verifikationismens idé och av att jag vill syna kritiken lite närmre. Sammanfattningsvis skriver Lycan att verifikationismen utesluter en mängd uppenbarligen meningsfulla satser, inkluderar några som borde vara meningslösa och att den tillskriver satser fel mening.

The present essay concerns Walter Benjamin?s thought regarding history and temporality as he articulated it in his last work that was only published posthumously: ?U?ber den Begriff der Geschichte?. The purpose is to analyze Benjamin?s construction of historical materialism and to suggest a reading of it as directed towards an opening of history. For Walter Benjamin, every moment presents itself as a possibility of radical otherness: a possibility for things to be different.