the swedes and their history - eric · the swedes and their history ... a long peace (in spite of a...

London Review of Education DOIhttpsdoiorg1018546LRE15208Volume15Number2July2017

The Swedes and their history

HansOlofssonJohanSamuelssonMartinStolareandJoakimWendellKarlstad University

Abstract

Theaimofthisarticle istoanalyseadolescentsrsquoviewsofSwedishhistoryAsmallnumberofadultswerealsoincludedinthestudyTheanalysisshowsthatregardlessoftheageofthe informantsSweden isportrayedasanexception fromtheworld through its legacyofalongpeace(inspiteofawar-torndistanthistory)andthroughitsenjoymentofprogressdemocracyandprosperityWeinterpretthisasaresultofahistorycultureinwhichschoolsaswellasotherinstitutionsproduceacommonconflict-freehistorywhichmaybechallengedinanemergingneonationalistera

KeywordsSwedishhistorycollectivememoryhistoryculturehistoryeducationhistorysyllabusesnationalism

Introduction

SinceGustavVasawaskinginthesixteenthcenturySwedenchangedenormouslybothreligionrightsandlivingconditionsduringthosecenturiesSwedenhasdevelopedfromapoorcountrytoafreermoreequalrichcountrywithmorerightsforbothrichandpoorforinstance

(13-year-oldinformant)

Inthesesentencesa13-year-oldinformantinourstudyofadolescentsrsquohistoricalconceptionsofSwedensummarizesthehistoryofthecountryThisstudydrawsinspirationfrominternationalresearchsuchasstudiesfromQueacutebec(Leacutetourneau2006Conradet al2013)Russia(Wertsch2002)Catalonia (Sant et al 2015) andUganda (Holmberg 2016) on themanner inwhichyoungpeople imagine thehistoriesof theirowncountriesor regionsand theway inwhichthishistoryformspartofacollectivememoryTheaimofthisarticleistoanalyseadolescentsrsquoviewsofSwedishhistoryandtohighlighttheroleplayedbyschoolsintheconstructionoftheirnarrativesWealsodiscusstheresultsinthebroadercontextofhistorycultureemphasizinghistoriographic traditions views on cultural heritage and folk perspectives on the past (cfKarlsson2011BergerandConrad2015)

Thisambitionhasmeantthatwehavealsobroadenedourscopesomewhatbycontrastingadolescentsrsquo narratives with those of a smaller selection of middle-aged informants andpensionersTherebywecanconsidercontinuityandchangeasregards thetransmissionanduseofSwedishhistoryinrelationtocollectivememoryandhistorycultureWhiletheformerconceptenablesustoexaminethepresentmemorypracticesoftheinformantsthelatteropensupthepossibilityofdiscussinginertiainahistory-culturalcontext

CorrespondingauthorndashEmailhansolofssonkause copyCopyright2017OlofssonSamuelssonStolareandWendellThisisanOpenAccessarticledistributedunder the terms of the Creative Commons Attribution Licence which permits unrestricted usedistributionandreproductioninanymediumprovidedtheoriginalauthorandsourcearecredited

244 Hans Olofsson Johan Samuelsson Martin Stolare and Joakim Wendell

Putinthecontextofrelevantresearchitisthroughitsintergenerationalapproachthatthisarticlecanhopefullybeofempiricalandtheoreticalimportanceofferingawaytodiscusstheuseofhistoryandaspectsofcontinuityandchange ThismethodologicalattemptisofparticularinterestsincetherehaveinthepastdecadebeensignsofashifttowardstherevivalofamorenationalisticviewofthepastinSwedenndashasinmanyothercountries(BergerandConrad2015351ndash3)

Theoretical premises History culture and collective memory

OurtheoreticalpremisesarerootedinmemorystudiesandhistorydidacticswherethetwoconceptsofhistorycultureandcollectivememoryhavelongbeenusedinresearchHistory culturecanbedefinedsimplyaslsquothewayinwhichthepast[hellip]istreatedinasocietyrsquo(Pandel201486)Accordingtoamoreelaboratedefinitionhistoryculturelsquoprovidesconcreteanswerstothequestionofwhatanationoranyotherhistorycommunityfindsworthpreservingdebatingcelebratingmourningteachingandlearningfromthepastndashbutalsowhatisconsideredworthforgettingdenyingandtrivialisingrsquo(Karlsson201142)Asaresulthistorycultureisinterpretednegotiatedandchangeddependingonthecontext

Ruumlsen(2013244ndash51)emphasizestheroleplayedbynarrativesinhistorycultureNarrativesallowindividualstoparticipateindifferentcommunitieshistorybecomesawayofdistinguishingbetween lsquousrsquo and lsquothemrsquoNational narratives are frequently structured around a number ofeventsandpeoplethatconstitutepartsofthenationalhistoryculture

A related concept is collective memory According toWertsch (2002 40ndash6) collectivememoryischaracterizedbyacommittedperspectivethatreflectsagrouprsquossocialframeworkandlinksthepastwiththepresentinordertomakethepastuseableWertschfurthermoreunderlinesthecommonfeaturesofcollectivememoriesTheyareproducedandreproducedbyindividualswhocooperatetoupholdapictureofasharedpastSchoolhistoryisaccordingtothisdefinitiononeofseveralarenaswhereincollectivememorycouldbeformeddependingon thepublicacceptanceof thestatersquospurposesasexpressed in syllabuses if thesearenotacceptedthenschoolhistorymayberesistedortoputitinothertermsnotlsquoappropriatedrsquo(Wertsch2002119ndash20)CollectivememoryandhistoryculturearethusoverlappingconceptsHistoryculturecomprisesallofthehistoryusedinasociety(includingschoolhistory)whilecollective memory concerns the factual use of history by individuals together with otherindividuals(possiblyincludingschoolhistory)

The two concepts accordingly allowus to analyse both tensions and correspondencesbetween Swedish history culture at large (including school history) and our informantsrsquonarrativesofSwedishhistoryTheconceptofcollectivememoryhasalsobeencentraltoouranalysissinceitfacilitatesanunderstandingofhowanindividualrsquosfragmentaryaccountofthepastmaybebasedonandpartof a lsquodistributedversionrsquoof a commonnarrative (Wertsch200223ndash9cfLeacutetourneau200670ndash1)Anexampleofthiscanbeseeninso-calledlsquonarrativeabbreviationsrsquo (ie allusions to past events phenomena or agents by one singleword or aphrase like lsquoWaterloorsquo lsquoIhaveadreamrsquoor lsquoQueenElizabethrsquo)whichhenceareregardedaspuzzlepiecesinapotentialcommonnarrativeofthepast(cfRuumlsen199410ndash11Olofsson2014) These lsquonarrative abbreviationsrsquo can thus be considered as lsquocultural toolsrsquo that areactivatedwhenneededandwhentakentogetherperceivedasexpressionsofthecollectivememoryof the informants (Wertsch200255ndash7)Consequently avery short textevenasinglewordorphraseaccordingtothistheoreticalassumptiondrawsonasharedlsquostockofstoriesrsquo(Wertsch200257)

London Review of Education 245

Swedish history culture A short overview

Innineteenth-centurySwedishhistorycultureasinmanyotherEuropeancountriesduringthatcenturyofnationalismaconcernwiththeoriginsanddevelopmentofthenationdominated(BergerandConrad2015140ndash4)AccordinglyKingGustavVasa(1523ndash60)wasoftenascribedtheroleoffoundingfatherofthenationOnmonumentsandinpaintingsthekingwasdepictedasaliberationherowhogaveSwedenitsindependenceandVasahasoftenbeeninvokedbyregentsandleadingpoliticiansOneofthereasonsthattheSwedishNationalDayiscelebratedon6 June is to commemorate his accession to the throne (Bohman 1997 Samuelsson andWendell2016)Swedishhistoryculturewasoriginallycharacterizedbyhistoricalescapismbutduringtheearlypartofthetwentiethcenturytherewasanincreasedfocusonmodernizationandonfutureperspectives(Straringth2001167ndash9)

Thisshiftiscapturedina1933quotefromPerAlbinHanssonthesocialdemocraticprimeminister (1932ndash46)oftendescribedas thearchitectof theSwedishwelfarestate lsquoInschoolEngelbrekt [a fabled fifteenth-century rebel leader] andGustav Vasa became our paragonstheyweremightyfreedomfighterswelookeduptoandwhomwewantedtofollowrsquo(quotedinBerggren 2001 81) LaterHanssonrsquos practiceof invoking the imageof Swedenrsquos past astransmittedinthehistoryculturealsobecamecharacteristicofthesocialdemocraticmovementasawhole(Linderborg2001285)

SimultaneouslythegrowingfieldofacademichistoricalresearchalsoregardedstatepowerasagivenstartingpointandforaconsiderabletimepoliticalperspectivescompletelydominatedthefieldEventuallybroadersocialeconomicandculturalapproachesemergedinthe1960sand1970sDespitethefactthattherehavebeenseveralcomprehensivepublicdebatesaboutSwedishhistorythesehavenotbeenasconflictedassimilardebatesinothercountries(Bjoumlrk201273ndash4Zander2001)

AsregardsschoolhistorytherehaveduringthelastdecadesbeenanumberofdebatesanalogoustowhatisinternationallyknownasthelsquohistorywarsrsquoForinstancewhenthelatestcurriculum Lgr 11was introduced historywas one of the few subjects discussed publiclybringing themes such as identity andorigin to the surface (Samuelsson 2016)The SwedishdebateonhistoryinschoolresemblestheonesintheUSAAustraliaCanadaandGreece(Evans2004NakouandApostolidou2010Barton2012Parkes2007EacutethierandLefranccedilois2012)ThusSweden isnot inanysenseuntouchedby the ideasof lsquonewnationalismrsquoand lsquomemoryboomsrsquo(BergerandConrad2015)thatarecurrentlysweepingtheworldfindingexpressioninlsquoBrexitrsquoandinthelatestelectioncampaignsinGermanyFranceandtheUSA

History in Swedish schools

Intermsofthenationalcurriculauntilthe1960stheteachingofhistoryinSwedenwastoasignificantextentapartofapublichistoryculturethathaditsrootsinthenineteenthcenturyThis was particularly the case when teaching younger children Patriotic perspectives werecertainlydownplayedaftertheFirstWorldWarandonthewholeinternationalizationbecameamoreimportantthemeinSwedishhistoryteachingaftertheSecondWorldWar(Englund1986AringstroumlmElmersjouml2013Nygren2011)Duringthe1960sthisdevelopmentculminatedinanevensharperfocusinSwedishsocietyonmodernityandcontemporaryissuesandcivicscametodominatehistoryasasubject inSwedishschools(Zander2001Linderborg2001)Fromthe1970shistorywasincorporatedintoaninterdisciplinarysubjectgroupcalledsocialstudiesThis remained thecaseuntil the introductionof the latest curriculum (2011)whenhistorywasreinstatedasan independentsubject throughouttheentireschoolsystem from


gradefour(whenpupilsareaged10)touppersecondaryschool(Samuelsson2016Stolare2014)ThenewhistorysyllabusinLgr11aimedataddressingissuesaboutidentityandhistoryin amulticultural context (cfNationalAgency for Education 2011 163) In that sense thesyllabuscanbeunderstoodaspartofaninternationaltrendchallengingthehegemonicpositionofmethodologicalnationalismandaimingtowardsatransnationalhistory(BergerandConrad2015352)Theconceptofhistoricalconsciousnessbecamethedidacticpointofdepartureformanagingthisinthesyllabus

Tostrengthenthepupilrsquoshistoricalconsciousnessistheendtowhichalltheotheraspectsof the syllabus are themeans These aspects are formulated as four abilities Throughoutcomprehensiveschoolingthepupilshould(1)establishahistoricalframeofreferencelearnhow touse (2)historicalmethods and (3) concepts and (4)be familiarwith the fact thathistory is always used and displayed in different ways and for different purposes HencedisciplinaryperspectivesareimportantaspectsofthesyllabusUseofhistoryasanaspectwasintroducedinLgr11andwithitcametheideaofhistorycultureaconceptthatteachersandpupilsdealwithinhistoryclass(ifnotexplicitlythenatleastimplicitly)(Stolare2017)Thefourabilitiesarecloselyconnectedtothehistoricalcontentprescribedinthesyllabus(eventsprocessesagentsandperspectives)InprimaryschoolthiscontenthasastrongconnectiontoanationalandNordichistoricalnarrativeLaterinlowersecondaryschoolthisnarrativeiscomplementedbyastrongerEuropean(andtosomeextenteveninternationalandglobal)focusHerethepupilsreadaboutantiquitytheFrenchandindustrialrevolutionsimperialismandtheworldwarsofthetwentiethcenturyDimensionsofalsquocollectivememoryapproachrsquo(Seixas2000) are in that sense an importantpartof this aswell asprevious syllabuses inhistory

Howeverthereremainsdebateovertheextenttowhichcurricularchangessincethe1960swhich at times placed history in a social studies context havemade an impact onteachingpracticesThereforeitisofinteresttoinvestigatewhetherthepublichistoryculturethatwasestablished inthenineteenthcenturyandusedasthemajorparadigmforhistoryin schools at least until the 1960s as described above can still be observed in how ourinformants formulate their own views of Swedish history today Case studies conductedrecentlyhaveindicatedthatthereisaselectivetraditioninhistoryteachinginupperprimaryschoolthathasremainedcentredonearlierSwedishhistoryandthegrowthoftheSwedishstate(Stolare2014)

Study design data collection and method

Theinformantswereaskedtorespondinwritingtotwoprompts

1 lsquoTellSwedenrsquoshistoryuptothepresentthewayyourememberitviewitorunderstanditYoumayusewordsandimagestotellthisstoryinanywayyouwantandhavefortyminutestocompletethisassignmentrsquo

2 lsquoSummarizeSwedenrsquoshistoryuptothepresentintwosentencesYouhavetenminutestocompletethisassignmentrsquo(cfLeacutetourneau200672ndash3)

Most of the answerswere collected fromnine different classes of adolescents aged 12ndash14TheclassescamefromdifferentareasofSwedenandinformantsvariedasregardssocialclassurbanrural locationsandwhethertheywereimmigrantsorSwedish-bornresidents Intotal161 adolescents responded The same prompts were also given to 21 adult informants (9middle-agedinformantsand12pensionersovertheageof65)Theinformantsweregathered


throughsnowballsampling(Bryman2012424)Everyonewasaskedtoansweranonymouslyandthedatawascollectedbetween2014and2016

Relating the informantsrsquo narratives to the theory

Thetextsproducedbytheinformantsdrawonasharedlsquostockofstoriesrsquoandasstatedearlierthesecanbeseenaslsquoculturaltoolsrsquothatcanbeactivatedasneeded(Wertsch200255ndash7)

Thefirstanalyticalstepwastoidentifythenarrativecomponentsthatappearinthematerial(cfLeacutetourneau2006)Theanalysisiscentredonthreeaspects

bull Howandwhenthehistoricalnarrativestartsbull Occurrencesofsignificantbreaks(turningpointsorimportantchanges)bull Howandwhenthelsquopresentrsquobegins

UsingtheseaspectswecouldidentifysixlsquochaptersrsquopresenttovaryingdegreesintheinformantsrsquonarrativesThesewereinterpretedinrelationtoearlierresearchonhistoryeducationinSweden(Olofsson2011DanielssonMalmros2012AringstroumlmElmersjouml2013Stolare2017SamuelssonandWendell2016)Basedonthissecondstepintheanalysiswethenconstructedacollectivelsquostorylinersquo ieasynthesizednarrativethatsummarizesthemainfeaturesofSwedenrsquoshistoryas rememberedby the informants (cf Leacutetourneau 2006)Through repeated close readingsexplanationsofcausationandconclusionswewereabletoidentifytwothemesasafinalstepintheanalysis(cfWertsch200257ndash62)

From the Ice Age to the present Six chapters in the informantsrsquo storyline

WeneedtounderlinethatthestorylineconsistsofpatternsaggregatedfromthematerialandthathardlyanyoftheindividualinformantsincludedallpartsofthenarrativeintheiraccountsTheinformantsrsquostorylineofSwedishhistoryconsistsofsixepisodesorchaptersthatmaybedifferentiatedanalytically(cfLeacutetourneau200674ndash5)Foreachchapterthefrequencyof itsoccurrenceintheinformantsrsquotextsisgiveninparentheses

1 The Ice Age as natural starting point The first 10000 years (61182)

AfterthemeltingoftheicesheettheemptylandmassesofScandinaviaarepopulatedbythefirstinhabitantsTheyliveagruellinglifeashuntersandgatherersAnimportantdevelopmentalstepistakenwhenpeopleoftheStoneAgeandtheearlyMetalAgesmakethetransitiontoagriculture

2 The Viking Age Christianization and the origins of the Nordic nations Around the year 1000 (120182)

DuringtheVikingAgeNordicpeopletravelandcomeintocontactwithotherculturesintherestofEuropethroughbothconquestsandpeacefultraderelationsAnimportantchangeistheconversiontoChristianityAtthistimetheNordickingdomsDenmarkNorwayandSwedenarefounded


3 Independence and Gustav Vasa The sixteenth century as the end of the crises of the Middle Ages (128182)

During theMiddleAges theNordickingdomsaremarkedbycontinuedpovertyandcrisesThere are power struggles between rival kings andmany people die from theBlackDeathAttemptsmade to unite theNordic kingdoms in a personal union underDanish rule formpartofthesecrisesSwedish independenceisassuredwhenChristianIIofDenmark(knowninSwedenasChristiantheTyrant)isdeposedbyGustavVasahisSwedishrivalatthestartofthesixteenthcenturyThetransitiontoProtestantismunderVasarsquosleadershipfurtherconfirmsindependenceThisisanewbeginningforSweden

4 The warlike Swedish Empire ends in the Age of Freedom Seventeenth- and eighteenth-century Sweden (93182)

During theThirtyYearsrsquoWarSwedenbecomesa lsquogreatpowerrsquo around theBalticSeaTheconquestofScaniainsouthernSwedenfromDenmarkispartofthisperiodbutsoarerepeatedwars against Russia Kings have absolute power The Swedish Empire ceases to existwhenSwedenisdefeatedintheearlyeighteenthcenturyDuringthelsquoAgeofFreedomrsquotheabsolutepowerofthemonarchyisabolishedandthecountryisinsteadruledbyaparliamentCultureflourishesinthisperiodandseveralwell-knownauthorsaswellasthescientistCarlLinnaeusappearonthestageofhistory

5 Peace neutrality and the development of a prosperous society Sweden in the nineteenth and twentieth centuries (85182)

Aswars ceasematerial development takes placemore food is produced and diseases aretreatedButthisdevelopmentcomesatthepriceofoverpopulationandrenewedpovertyTheworstpovertyisfinallyeradicatedthroughemigrationtoAmericaandindustrialdevelopmentProsperity increases under the direction of a number of Swedish inventors such as AlfredNobelThankstosustainedpeaceandneutralitySwedenisabletostayoutofboththeworldwarsandcontinueitsdevelopment

6 Home of material progress and democracy Sweden today (96182)

TodaySwedenisademocraticstatewheremenandwomenhaveuniversalandequalsuffrageCharacteristicof thepresent is a high living standard shared among citizens Prosperity andpeacestand insharpcontrasttothecountryrsquospoorandwar-tornpastSwedenhasbecomeanattractivecountrywhich isevident in thenumberof immigrantsandrefugees that ithasreceivedTodaySwedenisfamousintheeyesoftherestoftheworldforthepopgroupABBAIKEAstoresandthefootballplayerZlatanIbrahimović

Examples from the informantsrsquo summarizing accounts

Manyofthesummarizingten-minuteaccountswrittenbytheadolescentspresentlargepartsofthisnarrativeincompressedformatasinthefollowingthreeexamples


SwedenhashadanicesheetwarspovertyandshortagesSwedenisnowrichenough[has]nowars[provides]assistancetorefugeesandsupportIthinktodayrsquosSwedensoundsalotbetterthantheoldone


FirstitwastheVikingAgeandthenChristianitycameandthentheMiddleAgesandthenGustavVasarsquostimewhenhetookmoneyfromthechurchThenitwastheSwedishEmpireandthenSwedenwonloadsofwarsbutthentheylostloadsofwarsandthenitwastheAgeofFreedomwhenSwedenwasliberatedfromabsolutekingsandthenpeoplecouldvoteandthenitwasthenineteenthcenturyandthentrainswereinventedandpeoplestartedgrowingpotatoesandthenloadsofSwedesmovedtoAmericabecausetherewastoolittlefoodinSwedenandthenitwasthetwentiethcenturywhencarsplanesandelectricitywereinventedandthen[hellip]

Presumablytheinformantranoutoftime(12-year-oldinformant)

Figure 1Responseofinformantage13


Content patterns in the narratives of the older informants

Acomparisonbetweentheadolescentsandthetwogroupsofolderinformantsisnecessarilytentativebecausesofewmiddle-agedinformantsandpensionerswereinvolvedYetitmaybeestablishedthatthesamechaptersofthestorylineproducedbytheadolescentsarealsopresentinthenarrativesofthetwooldergroupsndashwithgreaterdetailinthegroupofpensionersandslightlymoresketchilyinthemiddle-agedgroupThismaybeseeninthefollowingsummaries

FromiceagetochillykingdomwithGodonthesideoftherulerstoamoderndemocraticwelfarestatethatinvolveseveryone


From a loosely connected kingdom during the Viking Agewith no central power ruled bywarlords and clan chieftains (moreor less like todayrsquosAfghanistan) [andwhere] the regentwasarbitrarilyappointedanddeposed thecountrybecameamajorEuropeanpower in theseventeenthcentury[onlytobecome]oneofthepoorestEuropeancountriesinthenineteenthcentury [and then transform] to a modern Western welfare state with a parliamentarydemocracyandasovereignwithnopower


Thesamestorythusseemstocrossgenerationalboundarieswhichindicatesthatitsdifferentcomponentstogethercomprisealsquostockofstoriesrsquoretrievedfromthehistoryculture(Wertsch200257)Whilealltheolderinformantsrefertothenineteenthandortwentiethcenturiesintheirnarrativestheseperiodsoccurmuchlessfrequentlyintheadolescentsrsquotextswherethetwentiethcenturyappearsin61textsandthenineteenthcenturyinonly33ThisindicatesthatthebreakbetweenthenandnowisnotasclearfortheolderinformantsasfortheadolescentsEveniftheolderinformantsrsquotextsalsocontrastthevirtuesofthepresentwiththepastthenineteenthcentury is forthemabridgebetweenadistantpastandthepresentratherthanachasmSomeofthepensionerscanalsorefertotheirownexperiencesaspartofhistoryAfurthermarkeddifferenceisthattheoldergroupstoahigherdegreedemonstratecriticalperspectivesonSwedenrsquoshistory

Gustav Vasa Sweden and independence A central chapter

While a numberof named personsoccur as narrative abbreviations relatively fewof thesepersonsplay the roleof explicit agentsof history (cf Seixas andMorton2013108ndash9)AnimportantexceptionisGustavVasawhoisnotjustbyfarthemostfrequentlynamedperson(mentionedby96informants)butisalsoapersonexplicitlyassignedanactiveroleFrequentlyheisclearlyconsideredtheliberatorandfounderofthenation

[]GustavVasarebelledagainstChristianIIandmanagedtofreeSwedenHewascrownedonthe6thofJune1523ThisiswhySwedenrsquosNationalDayisonthe6thofJune


As a symbolof independenceGustavVasamay be compared toGeorgeWashington in anAmericancontextPreviousresearchhasyieldedsimilarresultsregardingtheimageofthiskingespecially concerning the lsquooriginsrsquoofnations (SamuelssonandWendell2016 cfBergerandConrad201599)


Two prominent themes in the informantsrsquo storylines

OnamoreabstractleveltwothemesrecurthatcreatemeaningintheaccountsreminiscentofwhatWertsch(200260ndash2)callsschematicnarrativetemplatesThesethemesdrawattentiontotheoverallunderstandingtheinformantshaveofthehistoricaldevelopmentofSwedenandthemeaningtheyderivefromthisHerethesetwothemeshavebeenseparatedbutonemayseethemasbeingpresentsimultaneouslyandinterwovenontheconcretelevelofthenarrative

Theme 1 The long peace

Nearly all informantsdescribeormentionSwedenrsquosearlierwars Even if far fromeveryonementionsthetwo-hundred-yearpeaceexplicitlyndashSwedenhasnotbeentowarsince1814ndashjustaboutalltextscontrastthepresentpeacewithawarlikepast

SwedenrsquoshistoryhasbeenveryvariedduringtheyearsBeforetherewerea lotofwarsandSwedenwasbigbutsincethe1800stherehasbeenpeaceandSwedenissmaller


ThelsquoAgeofFreedomrsquoduringtheeighteenthcenturyoftensignalsthestartofthenewpeacefuleraanditissometimesdepictedasifSwedeshavelearnedsomethingofthepastandnowfocusonthedevelopmentofknowledge

DuringtheVasaEraVasaandhissonsreignedandduringtheAgeofEmpirewewereabigpowerfulcountryandwhenwewentovertotheAgeofFreedomitwastobetheendofwarsanditwasmoreorlessbutwelearnedfromourmistakesandstartedbecomingresearchersinstead


Most of the informant narratives were collected in 2015ndash16 a period that coincided withthe arrivalof a recordnumberof refugees in SwedenThis circumstance is reflected in theinformantsrsquonarrativesandstrengthenstheimageofSwedenasacountryofpeacefulexceptionIncontrasttothecountriestheyfleefrompeoplemayfeelsafeinSweden

NowSwedenisaratherrichcountrywhichacceptsmanyrefugees(13-year-oldinformant)

Theme 2 Narratives of progress

AnotherthememaybelabelledlsquoeconomicsocialandpoliticalprogressrsquoAmongtheadolescentsthis themewas prevalent it played a significant role in 109 of the 161 submitted answersAlthoughthethemeofprogresscanhardlybesaidtobemorecommonthanthatofpeaceitdoesseemtobemorecomplexHerewehighlightthreevariantsofthenarrativeofprogressnamelythoseconcerningeconomictechnologicalandpoliticaldevelopments

Most common are narrativesof progress basedon the ideaof economic developmentHereSwedenisseentohaveadvancedfromapoorcountrytoarichonefromadevelopingcountrytoadevelopednation

SwedenwentfromapoorfarmingcountrytoanindustrialcountryandtheproductsSwedensellsarewoodironandore



EconomicdevelopmentisalsothereasonwhySwedenbecameadestinationforimmigrationbutherethefinancialincentivesformigrationarehighlightedandfromtimetotimeonesuspectsthatinformantsmayseeimmigrationasaproblem

SwedenhaschangedalotwiththeeconomybeforeSwedenwaspoorbutnowpeoplewanttomovetoSwedentoworkearnmoneyandstartfamiliesSwedenusedtobesparselypopulatedbutnowthewholeofSwedenisfull


AnothervariantofthenarrativeofprogressliesclosetothatofeconomicchangebutinsteademphasizestheimportanceofscientificandtechnologicaldevelopmentFrequentlythesearedescribedintermsofchangestoeverydaylifewiththeinformantfocusingonthemannerinwhichacquiringclothesand foodhaschangedover time fromhaving tohunt topurchasingthenecessarysuppliesinashopInthiskindofreasoningthepastandthepresenttendtobepolarizedwiththepastasstaticandpoorcomparedwiththepresent

A variation on the theme of progress and economy is expressed when the domesticdevelopmentofthenaturalsciencesisconnectedtothedevelopmentofthecountryitselfHereanationalconnectionemergessomethingthatsomeoftheinformantsseemtobeproudof

SwedenisahealthyandrichcountryandwehavemanynaturalresourcesWedevelopmoreandmoreandwehavediscoveredatleasttenelementsintheperiodictable


AthirdvariationonthethemeofprogressportraysSwedenintermsofdemocracyandequalityTheinformantbelowemphasizesthedemocraticdevelopmentinSwedenasanimportantaspectofprogress

Inmyopinionthebiggestdifferenceis inhowthecountry isgovernedFrombeinggovernedbyasinglepersontoinvolvingafewmorebacktoonlyoneandthenthatonlymencouldbeinvolvedandfinallythatwomenalsogottherighttoparticipate


Alternative images of Sweden

EveniftheoverwhelmingmajorityoftheinformantsrsquoanswersfollowthestorylineandthethemesdescribedabovetherearesomedissentingvoicestooThesearefewinnumber(11182)butneverthelessclearAmongthedissentingvoicestwotrendsmaybenotedonegroupquestionstheideaofprogressandtheothercritiquesthehistoricalnarrativeitselfCritiqueoftheideaofprogresscomesasanadditiontothealready-describedthemeofprogress

Swedenhasdevelopedveryquicklyandverywell frombeingatwartoademocracy tothepresent where there are not that many problems in Sweden if one ignores environmentalproblems


TheothertrendtypicallyviewsthepresentasaperiodofdeteriorationcomparedwithearlierperiodsTheseanswersshareasenseofdiscrepancybetweenthenarrativeaboutSwedenandtheinformantsrsquoownexperiencesSometimesthisissupportedbyreferringtohistoricaleventssuchasthetransportationofGermantroopsfromNorwaytoFinlandvianeutralSwedenduringtheSecondWorldWarorbypointingoutthatthe indigenousSamipeopleofthenorthofSwedenareexcludedfromthenarrative


Discussion lsquoGoodest country in the worldrsquo

The two themes that emerge from the informantsrsquo answers ndash peace and progress ndash maybe compared with earlier research from other countries (Wertsch 2002Wertsch 2004LeacutetourneauandMoisan2004Santet al2015Holmberg2016)andechothenotionofSwedenbeingamongthelsquogoodestrsquocountriesintheworld(cfSiret2016)WhileinformantsinRussiaEstoniaQueacutebecCatalonia andUgandadescribe their countryor region as threatened theSwedishinformantsportraySwedenasacountrythathasleftconflictbehindSwedenappearsasapioneerofmodernitymoralityandwelfarereminiscentofUSandJapanesenarrativesthatportraytheirnationsaspioneersofmodernityespeciallyinfieldssuchaseconomicsandpolitics(BergerandConrad20154)

Theexplanationforthesedifferencesmaylieinthedifferingactual historicalcircumstancesoftherespectivecountriesIntheSwedishcasethecountryhasnotbeenexposedtothesameexternalandinternalpressuresthatmanyothercountrieshavefacedForinstanceSwedenasawholehasneverbeenoccupiedbyaforeignpoweralthoughdifferentgroupshavecertainlyrebelledagainstthoseinpoweratrendcontinuingintomoderntimes

AlongsidethisexplanationreasonsmayalsobesoughtinthehistorycultureasestablishedduringthenineteenthcenturyandperhapsmostclearlyexpressedinGustavVasarsquosroleasaunifyingsymbolforthecountryAtthesametimeideasaboutSwedenareplasticandadaptabletothetimeonelivesinThisbecomesclearinthetwothemesexpressedbytheinformantsTheresultechoesearlierexaminationsofSwedishhistorycultureSwedenthecountrythatacceptsrefugeesisanaturalheirtoSwedentheexemplarywelfarestateThatSwedenthereforehasgonefrombeingageopoliticalsuperpowertoaworld-leadingindustrialwelfarestateandthentoamoralsuperpowercorrespondstotheself-imageofuppersecondarystudents(DanielssonMalmros2012363)ThisresultmaybeseeninthelightofanolderacademichistorytraditioninSwedenconsistingofalsquoWhigrsquoreadingofhistoryentailingbasicassumptionsaboutprogressinwhichpeacefreedomandprosperityhavebeencentralnodes(Bjoumlrk2012101)TheideaofprogressintheinformanttextsisalsoreminiscentofhowAmericanpupilsdescribethecourseofhistoryasasimpledevelopmentinthedirectionofthegoodpresent(Barton2008197ndash8)theSwedishresultsinthisstudycouldhenceprobablybeseeninthelightofamoregeneraltrend inwesternEuropeansocietieswhere the lsquotemporal formofotheringrsquo (ie the lsquoothersrsquowerethereandthenlsquowersquoarehereandnow)inthepost-wareraforalongtimedominatedoverotherizationbasedongeographicalorculturaldifferences(Diez2004)

School history culture and intergenerational perspectives

Leacutetourneau and Moisan (2004) reason that a general historiographic tradition influencesteaching in schools to a high degree thus challenging the intentions of history curricula InthepresentstudyanumberofintergenerationalthemesmaybenotedOurinformantshaveattended school over such a span of time that they represent at least six different historysyllabusesDespitethistherearesignificantsimilaritiesintheanswerstheyprovideWeseethisastheresultofadominanthistoryculturemanifestedinsimilarteachingpracticesdespitethechangingofcurriculaTheinformantsrsquoanswerscorrelatewiththeselectivetraditionsfollowedinhistoryteachingasfarasselectionofcontentisconcernedTeachingrevolvesaroundanationalnarrativewithrecurrentdimensionssuchasthedevelopmentofcentralpowertheheroicactsofkingsandnationalindependence(Englund1986Stolare2014)


Thismay be understood as a surprising result Since the 1960s heated public debateshave periodically centredonhistory teaching in schools and the curriculamentioned in theintroductionhavealsobeenchangedsincethedebatebegan(Tingsten1969Englund1986Samuelsson2016)Despitethefactthatakeyfeatureofthisdebatehasinvolvedquestioningteachingaboutlsquokingsandwarrsquothechangeshavefocusedlargelyonloweranduppersecondaryschool (Olofsson 2011Nygren 2011 Stolare 2017) By contrast the history that primarystudentswerebeingtaughtatthestartofthetwentiethcenturywasaconsciousinvestmentinnation-orientedteachingofolderpoliticalhistoryThissituationhasalso influencedotheraspectsofthehistorycultureNobellaureateVernervonHeidenstamrsquosbookThe Swedes and Their Chieftains (1908ndash10 the titleofwhich isparaphrased in this articlersquos title)printedandreprinted inhundredsof thousandsof copiesuntil1955andusedasa set textwasaclearexampleofthisInthisbookthenineteenthcenturyandthefirstpartofthetwentiethcenturyaresummarizedinonlyeightpageswhilethepreviouscenturiesspan332pagesmostofwhichconcentrateondifferentregentsandthewarstheyfought(Tingsten1969244)

The absent nineteenth century Null curriculum

The rise ofmodern Sweden during the nineteenth century appears as a subject still ratherobscuretotheparticipatinginformantsindicatingthatthisperiodisstillseldomtaughtatleasttotheyoungerinformantsThismaythereforebeseenasanexampleofalsquonullcurriculumrsquondashanuntreatedareandashinhistoryteaching(cfEisner199660Parkes201139ndash42)ThedownplayingorabsenceofthenineteenthcenturyisthereforealsooneofthemainfindingsofourstudyInformantsportraythepeaceandprogressofpresent-daySwedenassomethingthatisradicallydifferent from pre-nineteenth-century conditions yetmost informants provide no points ofreferencebetweennowandthenfewconflictsnoagreementsfewvictoriesordefeatsSwedenasastateofexceptionlocatedoutsidetheconflictsoftheworldappearsonadeeperleveltobetheinnermostkernelofcollectivememoryinthesenarratives(cfKarlsson2014)ThefewexceptionstothesepatternsarefoundmostlyamongtheolderinformantsindicatingthatthemoreextendedsyllabusforsecondaryschoolscouldprovidestudentswithamoreelaboratedviewonthepastAnotherexplanationcouldbethatthelifeexperiencesoftheadultinformantshavemadethemmoreawareofchangesovertimeespeciallythosethatoccurredinthelatetwentiethcentury

Swedenrsquos history Taking a neonationalist turn

ThenarrativestoldbyourinformantsmaybeseenasatypeofmirroronasharedpastoracollectivememoryAsshownbyearlierresearchcollectivememoriestendtodownplayconflictandinternaldisagreementsinthecommunityconcernedwhichisalsothecasehere(cfConradet al2013Wertsch2002)

As late as 2005 the National Day became a public holiday in Sweden and nationalistcurrentshavealsoinotherwayscometotheforeinpublicopinioninrecentyearsItislikelythatthisreflectsageneralEuropeantendencytowardsneonationalismbut it isalsobuiltonquestioningimmigrationpolitics inSwedenDefendersofamulticulturalsocietyarereadytoresistthistrendTherelativelyvagueandconflict-freeportrayalofSwedenrsquosroadtothepresentmay inotherwordsbesubject topressureTwopublicdebatesduring theautumnof2016aboutSwedishhistoryandculturalheritagesupportthisnotion Issuesdebated included forinstancewhethertheconceptofalsquoGreatPowerrsquoshouldbeusedinthesyllabusandtheroleofmuseumsintransmittingideasaboutnationality(Siwe2016EmilssonandKarlsson2016)


Itremainstobeseenwhetherthiswill leadtonew interpretationsof theolderhistorycultureorwhethernewalternativenarrativeswilltakeshapeItisnotcertaintowhatextentsuchrenegotiationswillalsoleadtochangesintheteachingofhistoryOneimaginablescenarioisthatschoolsinthefuturewillkeeptoanarrativeofkingsandwarsthatplaysoutinafamiliarpastradicallydifferentfromtheuncertainpresent

Notes on the contributors

HansOlofssonisaPhDcandidateinhistorywitheducationaldidacticalaimsatKarlstadUniversitySwedenHisresearchconcernsstudentsrsquoconceptionsofperformedhistoryeducationanditsrelationshiptocurriculumdevelopment

JohanSamuelssonisassociateprofessorinhistoryatKarlstadUniversityHisresearchconcernsyoungerstudentsrsquoconceptionsofhistoryandassessmentanddifferentaspectsofteachingfromahistoricalperspective

MartinStolareisassociateprofessorinhistoryatKarlstadUniversityHisareaofresearchishistoryeducationinprimaryschool

JoakimWendell is aPhDcandidate inhistorywith a focusonhistoryeducationatKarlstadUniversityHisinterestscentreonassessmentandoncausalreasoninginteachingandlearninghistory

References

Aringstroumlm Elmersjouml H (2013) Norden nationen och historien Perspektiv paring foumlreningarna Nordens historielaumlroboksrevision 1919ndash1972PhDthesisUmearinguniversitet

BartonKC(2008)lsquoNarrativesimplificationsinelementarystudentsrsquohistoricalthinkingrsquoInLevstikLSandBartonKCResearching History Education Theory method and contextNewYorkRoutledge183ndash208

BartonKC(2012)lsquoWarsandrumorsofwarTherhetoricandrealityofhistoryeducationintheUnitedStatesrsquoInTaylorTandGuyverR(eds)History Wars and the Classroom Global perspectivesCharlotteNCInformationAgePublishing187ndash202

BergerSandConradC(2015)The Past as History National identity and historical consciousness in modern EuropeBasingstokePalgraveMacmillan

BerggrenH (2001) lsquoDen framaringtvaumlndaaumlngelnNationalismochmodernitet i Sverigeunder1900-taletrsquoInAlmqvistKandGlansK(eds) Den svenska framgaringngssaganStockholmFischerandCo71ndash86

BjoumlrkR(2012)lsquoHjaumlrne-traditionenrsquoInArteacuteusGandAringmarkK(eds)Historieskrivningen i SverigeLundStudentlitteratur59ndash106

BohmanS(1997)Historia museer och nationalismStockholmCarlssonBrymanA(2012)Social Research Methods4thedOxfordOxfordUniversityPressConradMErcikanKFriesenGLeacutetourneauJMuiseDNorthrupDandSeixasP(2013)Canadians

and Their PastsTorontoUniversityofTorontoPressDanielssonMalmrosI(2012)Det var en garingng ett land hellip Beraumlttelser om svenskhet i historielaumlroboumlcker och

elevers foumlrestaumlllningsvaumlrldarHoumloumlrAgeringsDiezT(2004)lsquoEuropersquosothersandthereturnofgeopoliticsrsquoCambridge Review of International Affairs17

(2)319ndash35EisnerEW(1996)Cognition and Curriculum Reconsidered2ndedLondonPaulChapmanEmilssonAandKarlssonM(2016)lsquoMuseeraumlringenpolitiskplattformrsquoExpressen Debatt31December

Onlinewwwexpressensedebattmuseer-ar-ingen-politisk-plattform(accessed3April2017)EnglundT(1986)Curriculum as a Political Problem Changing educational conceptions with special reference to

citizenship educationPhDthesisUppsalaUniversity


EacutethierM-A andLefranccediloisD (2012) lsquoHowshould citizenshipbe integrated into high schoolhistoryprogramsPublic controversiesandtheQueacutebecHistoryandCitizenshipEducationcurriculumAnanalysisrsquo Canadian Social Studies45(1)21ndash42

EvansRW(2004)The Social Studies Wars What should we teach the childrenNewYorkTeachersCollegePress

HolmbergU (2016)Significant History and Historical Orientation Ugandan students narrate their historical pastsLicentiatethesisKarlstadUniversity

KarlssonK-G(2011)lsquoHistoricalconsciousnessThefundamentofhistoricalthinkingandhistoryteachingrsquoInNordgrenKEliassonPandRoumlnnqvistC(eds)The Processes of History TeachingKarlstadKarlstadUniversityPress

KarlssonK-G (2014) lsquoHistoriahistoriedidaktikochhistoriekulturTeoriochperspektivrsquo InKarlssonK-G andZanderU (eds)Historien aumlr naumlrvarande Historiedidaktik som teori och tillaumlmpning LundStudentlitteratur13ndash89

Leacutetourneau J (2006) lsquoRemembering our past An examination of the historical memory of youngQueacutebeacutecoisrsquo In Sandwell RW (ed)To the Past History education public memory and citizenship in CanadaTorontoUniversityofTorontoPress70ndash87

LeacutetourneauJandMoisanS(2004)lsquoYoungpeoplersquosassimilationofacollectivehistoricalmemoryAcasestudyofQuebeckersofFrench-CanadianheritagersquoInSeixasP(ed)Theorizing Historical ConsciousnessTorontoUniversityofTorontoPress109ndash28

LinderborgAring(2001)Socialdemokraterna skriver historia Historieskrivning som ideologisk maktresurs 1892ndash2000PhDthesisUppsalauniversitet

NakouIandApostolidouE(2010)lsquoDebatesinGreeceTextbooksasthespinalcordofhistoryeducationand thepassionatemaintenanceofa traditionalhistorical culturersquo InNakou I andBarca I (eds)Contemporary Public Debates over History EducationCharlotteNCInformationAgePublishing115ndash31

NationalAgencyforEducation(2011)Curriculum for the Compulsory School Preschool Class and the Recreation Centre 2011 (Lgr 11) Stockholm National Agency for Education Online wwwskolverketsepublikationerid=2687(accessed3April2017)

NygrenT (2011)History in the Service of Mankind International guidelines and history education in upper secondary schools in Sweden 1927ndash2002UmearingUmearingUniversity

Olofsson H (2011) Fatta historia En explorativ fallstudie om historieundervisning och historiebruk i en houmlgstadieklassKarlstadKarlstadsuniversitet

OlofssonH (2014) lsquoNarrativa foumlrkortningar ihistorieundervisningenNaringgramoumljligheterochproblemrsquoIn Kvande L (ed) Faglig kunnskap i skole og laeligrerutdanning Nordiske bidrag til samfunnsfag- og historiedidaktikkBergenFagbokforlaget53ndash84

PandelH-J(2014)lsquoGeschichtskulturrsquoInMayerUPandelH-JSchneiderGandSchoumlnemannB(eds)Woumlrterbuch Geschichtsdidaktik3rdedSchwalbachWochenschauVerlag

ParkesRJ(2007)lsquoReadinghistorycurriculumaspostcolonialtextTowardsacurricularresponsetothehistorywarsinAustraliaandbeyondrsquoCurriculum Inquiry37(4)383ndash400

ParkesRJ(2011)Interrupting History Rethinking history curriculum after ldquothe end of historyrdquoNewYorkPeterLang

Ruumlsen J (1994) Historische Orientierung Uumlber die Arbeit des Geschichtsbewusstseins sich in der Zeit zurechtzufindenKoumllnBoumlhlau

RuumlsenJ(2013)HistorikTheorie der GeschichtswissenschaftKoumllnBoumlhlauSamuelsson J (2016) lsquoHistorywars in Sweden A syllabus debate about nation history and identityrsquo

Historical Encounters A Journal of Historical Consciousness Historical Cultures and History Education Acceptedforpublication

SamuelssonJandWendellJ(2016)lsquoAnationalheroorawilypoliticianStudentsrsquoideasabouttheoriginsof thenation inSwedenrsquoEducation 3ndash13 International Journal of Primary Elementary and Early Years Education1ndash13

SantEGonzaacutelez-MonfortN SantistebanFernaacutendezAPagegravesBlanch J andOllerFreixaM (2015)lsquoHowdoCatalan students narrate the history ofCataloniawhen they finish primary educationrsquoMcGill Journal of Education50(2ndash3)341ndash62


SeixasP(2000) lsquoSchweigenDiekinderOrdoespostmodernhistoryhaveaplace intheschoolsrsquo InStearns P Seixas P andWineburg S (eds)Knowing Teaching and Learning History National and international perspectivesNewYorkNewYorkUniversityPress19ndash37

SeixasPandMortonT(2013)The Big Six Historical thinking conceptsTorontoNelsonEducationSiretM (2016) lsquoSwedenofficially the ldquogoodestrdquo country in theworld study saysrsquoThe Independent 2

June Online wwwindependentcouknewsworldpoliticssweden-goodest-country-in-world-good-country-index-a7061341html(accessed3April2017)

SiweM(2016)lsquoGaletavSkolverketattoumlvergestormaktstidenrsquoExpressen Ledare29DecemberOnlinewwwexpressenseledaremalin-siwegalet-av-skolverket-att-overge-stormaktstiden (accessed 3April2017)

StolareM(2014)lsquoParingtalomhistorieundervisningPerspektivparingundervisningihistoriaparingmellanstadietrsquoActa Didactica Norge8(1)Article91ndash19

StolareM(2017)lsquoDidtheVikingsreallyhavehelmetswithhornsSourcesandnarrativecontentinSwedishupperprimaryschoolhistoryteachingrsquoEducation 3ndash13 International Journal of Primary Elementary and Early Years Education45(1)36ndash50

Straringth B (2001) lsquoNeutralitet som sjaumllvfoumlrstaringelsersquo In Almqvist K and Glans K (eds) Den svenska framgaringngssaganStockholmFischerandCo165ndash79

TingstenH(1969)Gud och fosterlandet Studier i hundra aring rs skolpropagandaStockholmNorstedtWertschJV(2002)Voices of Collective RememberingCambridgeCambridgeUniversityPressWertschJV(2004)lsquoSpecificnarrativesandschematicnarrativetemplatesrsquoInSeixasP(ed)Theorizing

Historical ConsciousnessTorontoUniversityofTorontoPress49ndash62ZanderU(2001)Fornstora dagar moderna tider Bruk av och debatter om svensk historia fraringn sekelskifte till

sekelskifteLundNordicAcademicPress

Related articles published in the London Review of Education

This paperwas published in a special feature called lsquoNegotiating the nation Young peoplenationalnarrativesandhistoryeducationrsquo

Thearticlesinthefeatureareasfollows

Angier K (2017) lsquoIn search of historical consciousness An investigation into young South AfricansrsquoknowledgeandunderstandingofldquotheirrdquonationalhistoriesrsquoLondon Review of Education15(2)

DawesDuraisinghE (2017) lsquoMakingnarrativeconnectionsExploringhow late teensrelate theirownnarrativestothehistoricallysignificantpastrsquoLondon Review of Education15(2)

GoldbergT(2017) lsquoTheusefulpast innegotiationAdolescentsrsquouseofhistory innegotiationof inter-groupconflictrsquoLondon Review of Education15(2)

GreverMandVanderVliesT(2017)lsquoWhynationalnarrativesareperpetuatedAliteraturereviewonnewinsightsfromhistorytextbookresearchrsquoLondon Review of Education15(2)

HolmbergU (2017) lsquoldquoIwasborn in thereignhelliprdquoHistoricalorientation inUgandanstudentsrsquonationalnarrativesrsquoLondon Review of Education15(2)

LeacutetourneauJandChapmanA(2017)lsquoEditorialndashNegotiatingthenationYoungpeoplenationalnarrativesandhistoryeducationrsquoLondon Review of Education15(2)

LeacutevesqueS(2017)lsquoHistoryasaldquoGPSrdquoOntheusesofhistoricalnarrativeforFrenchCanadianstudentsrsquolifeorientationandidentityrsquoLondon Review of Education15(2)


OlofssonHSamuelsson JStolareMandWendell J (2017) lsquoTheSwedesandtheirhistoryrsquoLondon Review of Education15(2)

SheehanMandDavisonM(2017)lsquoldquoWeneedtoremembertheydiedforusrdquoHowyoungpeopleinNewZealandmakemeaningofwarremembranceandcommemorationoftheFirstWorldWarrsquoLondon Review of Education15(2)

VanHavereTWilsKDepaepeFVerschaffelLandVanNieuwenhuyseK(2017)lsquoFlemishstudentsrsquohistoricalreferenceknowledgeandnarrativesoftheBelgiannationalpastattheendofsecondaryeducationrsquoLondon Review of Education15(2)

WertschJV(2017)lsquoForewordndashNegotiatingthenationYoungpeoplenationalnarrativesandhistoryeducationrsquoLondon Review of Education15(2)

S8_LRE15_2


Putinthecontextofrelevantresearchitisthroughitsintergenerationalapproachthatthisarticlecanhopefullybeofempiricalandtheoreticalimportanceofferingawaytodiscusstheuseofhistoryandaspectsofcontinuityandchange ThismethodologicalattemptisofparticularinterestsincetherehaveinthepastdecadebeensignsofashifttowardstherevivalofamorenationalisticviewofthepastinSwedenndashasinmanyothercountries(BergerandConrad2015351ndash3)

Theoretical premises History culture and collective memory

OurtheoreticalpremisesarerootedinmemorystudiesandhistorydidacticswherethetwoconceptsofhistorycultureandcollectivememoryhavelongbeenusedinresearchHistory culturecanbedefinedsimplyaslsquothewayinwhichthepast[hellip]istreatedinasocietyrsquo(Pandel201486)Accordingtoamoreelaboratedefinitionhistoryculturelsquoprovidesconcreteanswerstothequestionofwhatanationoranyotherhistorycommunityfindsworthpreservingdebatingcelebratingmourningteachingandlearningfromthepastndashbutalsowhatisconsideredworthforgettingdenyingandtrivialisingrsquo(Karlsson201142)Asaresulthistorycultureisinterpretednegotiatedandchangeddependingonthecontext

Ruumlsen(2013244ndash51)emphasizestheroleplayedbynarrativesinhistorycultureNarrativesallowindividualstoparticipateindifferentcommunitieshistorybecomesawayofdistinguishingbetween lsquousrsquo and lsquothemrsquoNational narratives are frequently structured around a number ofeventsandpeoplethatconstitutepartsofthenationalhistoryculture

A related concept is collective memory According toWertsch (2002 40ndash6) collectivememoryischaracterizedbyacommittedperspectivethatreflectsagrouprsquossocialframeworkandlinksthepastwiththepresentinordertomakethepastuseableWertschfurthermoreunderlinesthecommonfeaturesofcollectivememoriesTheyareproducedandreproducedbyindividualswhocooperatetoupholdapictureofasharedpastSchoolhistoryisaccordingtothisdefinitiononeofseveralarenaswhereincollectivememorycouldbeformeddependingon thepublicacceptanceof thestatersquospurposesasexpressed in syllabuses if thesearenotacceptedthenschoolhistorymayberesistedortoputitinothertermsnotlsquoappropriatedrsquo(Wertsch2002119ndash20)CollectivememoryandhistoryculturearethusoverlappingconceptsHistoryculturecomprisesallofthehistoryusedinasociety(includingschoolhistory)whilecollective memory concerns the factual use of history by individuals together with otherindividuals(possiblyincludingschoolhistory)

The two concepts accordingly allowus to analyse both tensions and correspondencesbetween Swedish history culture at large (including school history) and our informantsrsquonarrativesofSwedishhistoryTheconceptofcollectivememoryhasalsobeencentraltoouranalysissinceitfacilitatesanunderstandingofhowanindividualrsquosfragmentaryaccountofthepastmaybebasedonandpartof a lsquodistributedversionrsquoof a commonnarrative (Wertsch200223ndash9cfLeacutetourneau200670ndash1)Anexampleofthiscanbeseeninso-calledlsquonarrativeabbreviationsrsquo (ie allusions to past events phenomena or agents by one singleword or aphrase like lsquoWaterloorsquo lsquoIhaveadreamrsquoor lsquoQueenElizabethrsquo)whichhenceareregardedaspuzzlepiecesinapotentialcommonnarrativeofthepast(cfRuumlsen199410ndash11Olofsson2014) These lsquonarrative abbreviationsrsquo can thus be considered as lsquocultural toolsrsquo that areactivatedwhenneededandwhentakentogetherperceivedasexpressionsofthecollectivememoryof the informants (Wertsch200255ndash7)Consequently avery short textevenasinglewordorphraseaccordingtothistheoreticalassumptiondrawsonasharedlsquostockofstoriesrsquo(Wertsch200257)



















































































































References





























































S8_LRE15_2



















































































































References





























































S8_LRE15_2

















































S8_LRE15_2

the swedes and their history - eric · the swedes and their history ... a long peace (in spite of a...

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