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Abstract The purpose of this study is to further understand swedish highschoolstudents perspective on the subject of History. In order to produce an answer a series of qualitative interviews were conducted with six students of mixed ages, ethnicity an gender. Their answers were evaluated using relevant didactic theories focusing on the use of History, historical consciousness as presented by Klas-Goran Karlsson. Motivationtheories according to the RISE model. By Edward Hootstien.

A large number of genocides have taken place in our History. The purpose of this essay is to examine how genocide is treated in five high school History textbooks. I have studied a large number of issues. I have examined which genocides are discussed in the textbooks and which genocides the textbooks don?t discuss.

In this qualitative thesis I have studied the process of street-naming in Budapest. I have done this primarily through examining legislative and street name records in Budapest in order to define a distinctive use of History. In an attempt to concretise public opinion, I designed and distributed a succinct questionnaire and used newspaper articles to create a clear view of the political milieu. Furthermore, I have utilised a typological method to summarise the use of History and elucidate the results. I came to the conclusion that a moral and, to some extent, ideological use of History is dominating the street-naming situation in contemporary Budapest.

Museums are a part of the cultural sector that over the last couple of years had to compete with the steadily growing consumption of spectacles. New techniques to attract and amaze the visitors have evolved. Living History Museums has developed a method to simulate past times by building up an environment with reconstructions. History is a non-definite science, there will never be an exact answer to how it really was, for example during the Middle Ages.This essay deals with the difference between reconstructions and authentic artefacts and how they build up an illusion of the past. In what sense does it matter if the artefacts are genuine or not? How do these museums deal with anachronistic phenomena from today's modern world in the historic environment? Additionally I discuss whether or not these reconstructions - of environment, buildings and personal characters - have any influence on the historic narrative given by the museum.

In today?s History teaching in Sweden, role-play and historical re-enactment receive littleattention. Even though many students find History as a subject boring and irrelevant, verylittle is done to improve the mode of teaching. My theses is that this could be done bypresenting new ways of teaching and at the same time find a way to make more studentsinterested in History. The main aim is to investigate if there are ways to offer students anexperience of History by carrying out different interactive exercises with a touch of roleplayand historical recreation.

This paper presents an analysis of History textbooks used in schools in Sweden and Norway. The intention of the research was to study how the History textbooks describe communism and communistic dictatorship mainly during the cold war. The result of this study is that there were no big differences between Swedish and Norwegian History textbooks, but there are, however, some differences in how communism was described between the authors and also over time. Mostly, the books that were written in the post cold war period were somewhat more critical to communism in the eastern Europe (even thought they mainly handled with Stalin´s communism. And they also set quotationmark between Stalin´s communism and the nazi terror during World War two..

Uppsats för avläggande av filosofie kandidatexamen iKulturvård, Konservatorsprogrammet15 hpInstitutionen för kulturvårdGöteborgs universitet2012:24.

The subject for this thesis is to examine the portrayal of the local farmer in four different museums in Scania. The purpose is to examine these two questions: 1. Which narrative and museal strategies are used in the portrayal of the local farmer by the local History societies? 2. How do the actors of the local societies relate to the living conditions and hierarchies of the rural society of Scania? The source material consists of guided tours and text material from the museums. The theoretical fields consists of History culture, use of History, historical narrative, museology and rural science act as our theoretical fields. Peter Aronsson, Anna Eskilsson and Maria Bjo?rkroth act as our main theoretical framework. Our research presents two central discourses in the portrayal of the local farmer.

This thesis deals with the question of how and to what degree Swedish History books for schools changed between the early 20th century and the 1960s. The theoretical foundation for this study is a perspective which treats historical accounts as narratives, bringing meaning and orientation to the present. According to this perspective, historical accounts may be divided into four different types of narratives, traditional, exemplary, critical and genetical. The basis for this division is how the narratives use the past to make the present understandable.The following conclusions are reached:That Swedish History books for schools have changed less, and in a moore gradual way than those dealing with general History. There is a growing use of genetical narratives at the expense of mainly exemplary ones.

Local History collections are fairly common among the Swedish public libraries and these collections often contain older or rare material. There are no national policies concerning the preservation of rare books at the public libraries, and the librarians of public libraries may lack that knowledge. The aim of this study is to examine librarians? attitudes toward their libraries? local History collections. We interviewed five librarians in the county of Västra Götaland and also made a small observation study of their local History collections.

The aim of this thesis is to examine how secondary teachers in the subject of History are using the textbook in their teaching. Four questions are being dealt with in this thesis. What importance is being placed on the use of History textbooks by the secondary teachers? What priorities do the secondary teachers have? How do they deal with student interests? And what is the importance of the secondary teachers? work experience? I have interviewed four secondary teachers with different work experience to complete this thesis. A Dictaphone has been used in all the interviews. Research has shown that textbooks now have a central role in teaching and the lack of alternative materials and reduction of teaching hours has made it difficult to replace. The main conclusions of the thesis are that the History textbook has a dual role depending on the teacher you ask, and that the History book is used differently by the teachers.

This study aims to examine how heritage archives in Sweden create oral History by the conduction of interviews. Though previous research have shown that this is a task suitable for archives, there have been a lack of knowledge of how this is actually beeing done. Also, oral History have not earlier been studied in relation to the archives larger objectives. The heritage institutions that have been examined are Sjöhistoriska museet, Visarkivet and Dialekt- och folkminnesarkivet I Uppsala. They are all part of public authoritys and use oral History to create more pluralistic and diverse archive collections.

This essay seeks to articulate how one should understand Adorno´s perspective on Kant. The essay produces an interpretation of this very complicated relationship using the (Nietzschean) concepts "affinity" and "ressentiment" : an elucidation that will hopefully make clear that the works of Adorno in many ways constitute a pursuance of Kant´s philosophical insights to their logical ends, especially with the regard to the questions about the purpose of philosophy and its various demands on knowledge, personality, society, ways of ressistence etc..

Anton Rolandson Martin, 1729-1785, was the first travelling scientist to the Arctic area 1758. He became a discipel to Carl von Linné 1755..