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  • 1.
    Thorp, Robert
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Perspektiv på historiebruk2018In: SO-didaktik, ISSN 2002-4525, no 5, p. 56-60Article in journal (Other (popular science, discussion, etc.))
  • 2.
    Thorp, Robert
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Persson, Anders
    Högskolan Dalarna.
    Historieundervisningens existentialiserande potential2017In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 2, p. 59-74Article in journal (Refereed)
    Abstract [en]

    This article presents a study of how history education can be understood as a practice directed towards existentialisation. Through classroom observation, teacher interviews and focus group interviews with students in grade 9 in Swedish lower secondary school, a complex teaching practice is uncovered where history teachers have to deal with matters pertaining to disseminating a meaningful narrative of the past, a critical approach to these narratives and an awareness of historicity and its implications for how we approach and understand the past. These results are then discussed from the perspectives of how history education can promote existentialisation among students, and what challenges and opportunities this may present to history teachers. 

  • 3.
    Thorp, Robert
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Törnqvist, Eleonore
    Young children's historical consciousness: A Swedish case study2017In: Yearbook (of the International Society for History Didactics), ISSN 1608-8751, Vol. 38, p. 215-234Article in journal (Refereed)
    Abstract [en]

    This article presents a study of how groups of 7-year-old pupils in Swedish primary school with little or no experience of history education expressed historical consciousness. The results of the study show that a perception of linear time where the past is seen as distinct and separated from the present is a key characteristic among the children that showed indication of historical consciousness. These results suggest a view of historical consciousness as something individuals may develop, rather than something that is innately human and anthropologically universal, and that a focus on the fostering of a perception of linear time and the epistemological challenges this poses, may be key in enabling and developing children’s historical consciousness.

  • 4. Vinterek, Monika
    et al.
    Donnelly, Debra
    Thorp, Robert
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Tell us about your nation's past: Swedish and Australian preservice history teachers’ conceptualisation of their national history2017In: Yearbook (of the International Society for History Didactics), ISSN 1608-8751, Vol. 38, p. 51-72Article in journal (Refereed)
    Abstract [en]

    The Comparing our Pasts (COP) project aimed to determine what Swedish and Australian pre-service history teachers know, understand and believe to be important about their nations’ past. In this study pre-service history teachers were asked to write a short history of their nation in their own words without using outside sources of information. This article reports on a preliminary analysis of resulting texts, comparing and contrasting their conceptualisations of Sweden and Australia and what aspects of history were manifest in the analysed data. Given that the participant group is situated in two different national contexts, this study aims to analyse how the pre-service teachers’ narratives of the nation can be understood as influenced by the national historical cultures of Sweden and Australia. The results show that the respondents’ narratives expressed both similarities and differences that highlight the pertinence of a historical cultural approach to history education and pre-service history teacher training that may be linked to the differing national historical contexts. These results are then used to argue the importance of an awareness of historicity in order to highlight and stress how our views of and approaches to national history is contextually contingent. This poses a challenge to history teacher training both in Sweden and Australia. 

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