The aim of this study is to examine Turkish nationalism in order to find what factors that play a part in Turkey's inability to confess and discuss such events as the Armenian Genocide, which took place between the years of 1915.-1923, by the fall of the Ottoman Empire. The factors found and examined closely are collective memory and the use of history. The paper is a case study of Turkey with a theoretical approach, trying to apply theories of nationalism, collective memory and history-writing on Turkish nationalism, in order to find an answer to how these factors stands in the way of reconciliation.Conclusions are that Turkey as a nation is stuck in a romanticization and glorification of the time of their founding leader, Atatürk, and the thought of the pure, homogenous Turkishness. This makes the nation incapable of discussing and accepting what others in this case acknowledges as historical facts. The taboo-making of these matters makes reconciliation today not possible..

This thesis deals with classification of the subject field history of medicine. The two classification systems SAB and NLM are compared in order to find out which one is the most adequate to organize a small collection of history of medicine. SAB and NLM are the two most commonly used classification systems in medical libraries in Sweden today. NLM classification system specializes in medicine and SAB is a universal classification system. Our purpose with this study is to find out the pros and cons of each system, whether the systems treat the subject history of medicine in a satisfactory way and what kind of classification system that is better for this assignment, a specific one or a general one.

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.

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.

Att genom analys av en mindre ort, hitta och lyfta fram värden som planmässigt kan höja ortens attraktivitet..

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.

This thesis deals with one of the main questions within information science: The question about controlled and uncontrolled vocabulary and which of the two that are most effective when it comes to retrieve relevant information from electronic databases. The method used here is literature studies. I have described and examined five empirical studies which has been done in purpose to compare the effectiveness in retrieval with controlled and uncontrolled vocabulary, in the way they are used in retrieval of information in databases. The studies I have examined have also used recall and precision as a value to measure the effectiveness of retrieval. The studies which I have chosen is also limited to deal only with studies that have been done in bibliographic databases.

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..

This essay aims to examine Martha Nussbaum's proposal for a classical defense of reform in liberal education and her critique of utility thinking in higher education. I want to explore how Nussbaum uses history to create an ethical alternative that cultivates both moral and intellectual virtues, which she considers to be crucial for the survival of democracy. In examining Nussbaum's use of Aristotle, I focus on her work as a proposal for institutional implementation of an Aristotelian epistemology and the cultivation of the individual as an ethical political subject. This study highlights the epistemological, educational and political ideas that form the basis of Nussbaum's ideals. I intend, however, to go beyond a contextualizing reading and thus establish a dialogue with a radical intersubjectivity to respond to Nussbaum's ambitions to recognize human vulnerabilities as assets for reason.

I denna uppsats undersöker jag hur nationell identitet, fiendebilder och historiskt minne konstrueras i den grekiska författarinnan Pinelopi Deltas (1874-1941) roman "Sta mystika tou Valtou". Romanen, utgiven 1937, har motiv från striderna mellan grekiska och bulgariska nationalister om herraväldet över Makedonien i början av förra seklet och har blivit en klassiker inom grekisk ungdomslitteratur. Utifrån teorier om historiebruk och nationalism respektive begrepp med sitt ursprung i postkolonial litteraturteori undersöker jag hur Delta skildrar bulgarer och greker, och motsättningen mellan dem, hur den s.k. makedonska kampen konstrueras som kollektivt minne samt vilken betydelse den tillmäts i det nationella identitetsprojektet. Undersökningen visar på ett tvetydigt förhållningssätt till frågan om etnonationell tillhörighet i romanen, som hotar att underminera författarinnans nationalistiska utgångspunkter.

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.

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.