Associate Professor in didactic

In October 2018 I defended my thesis Younger pupils perception of and understanding of the histiry subject. Younger pupils’ historical culture is a part of society’s history culture. In the history subject, the pupils take part in an organized social transfer of society’s dominated historical culture. A transfer that aiming for the pupils to become democratic citizens. How students understand and motivate the history subject is a part of how they perceive society’s history culture. This study examines younger pupils' historical culture based on Jörn Rüsen's defined dimensions of historical culture. The aim of this study is to examine younger pupils’ historical culture and how they perceive the historical culture conveyed to them in school’s history subject. In the study, the pupils´ historical culture defines as the pupils' definition, perception and understanding of history, and primarily the history subject. The results show that all of Rüsen's five dimensions of historical culture become visible in the pupils’ expressed historical culture, albeit to a different extent. In the interviews, mainly the cognitive and moral dimensions become evident. The cognitive dimension is primarily an expression of the pupils' understanding of time.

Both the cognitive and moral dimensions become visible in the pupils' main motivation for and understanding of the history subject: that they should learn from the past. The pupils say that they can learn from the major events and of peoples’ mistakes and achievements in the past. They also believe that they can learn from the past on a practical level. They mean that they also need to learn from the past in order to understand the society they live in as it builds on the past. The pupils mean that school history also has an entertaining aspect. They mainly emphasize the exciting and dramatic events in the past. The pupil’s historical culture appears to be homogeneous and mainly based on the teaching they received in the history subject, but also with an imprint from a social history culture with an interest in, primarily, World War II.

The pupils primarily identify with the historical culture they meet through the history education at school and mean that the history conveyed to them at school is the same as they encounter in society. The different historical cultural identities the pupils acknowledged belonging to seem to overlap and complement each other. The students trust the presentations of history they encounter both inside and outside school

I also teach teacher students and are mostly interested in how a school that shapes the future can be reflected in the education of teacher students.