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Non peer reviewed

”Hembygdskunskap” [Heimatkunde] 1919–1980: Creation and career from a curriculum history perspective. Between 1919 and 1980 ”hembygdskunskap” [Heimatkunde] was a mandatory school subject in the first three years of schooling in Sweden. The subject was composed to comprise the introductory study of the natural and social environments, but also to train the children’s perceptional and expressional skills. This article follows the career of the subject through the Swedish curriculum history based on curriculum documents and official school investigations. The article shows how the creation of the subject was influenced by international progressive educational ideas about reality based teaching, curriculum concentration and student activity. Over time, the educational implications of the concept ”hembygd” changed. In the beginning of the period, the concept ”hembygd” offered a fruitful way to focus and delimit the primary study of the environments. In the end of the period, however, the concept was abandoned, as it no longer had the capacity of gathering the teaching content. Accordingly, the era of this school subject was over.

The following article seeks to analyze the biopolitical interconnections between cultural policy and the arts during the Swedish 1900s. Of special relevance is the concept of “aesthetic engineering”, denoting the attempt to vitalise and activate the population through manipulation of the sensuous environment. In this context, the significance of the individual artwork can only be understood in relation to the larger media ecology of which it forms a part. The study analyzes three heterogenous examples of aesthetic engineering, juxtaposing a Social-Democratic report on cultural policy, Människan och nutiden (1952), with the essays of painter and museum director Richard Bergh (1858–1919), and the utopian visions of neo-avant-gardist Öyvind Fahlström (1928–1976). The different examples all provide theories on the purported necessity of art's “ecologization”: i.e. of the integration of the artwork in the environment. By recognising this shared ground, we suggest that a novel context for the understanding of art and welfare politics in twentieth-century Sweden can be established.

I Europa infördes obligatorisk skolgång vanligtvis under senare delen av 1800-talet eller ibörjan av 1900-talet. En återkommande utmaning i denna process var att bemannarespektive skolväsende med utbildade lärare. Denna studie ämnar lämna ett bidrag till vårförståelse av hur lärarnas rekrytering (social bakgrund), utbildning och fortsatta yrkesbana utvecklades i två jämförelsevis perifera kontexter i Norden – Island och norra Sverige (Västerbotten). Skolplikten infördes tidigare i Sverige än på Island, men i båda undersökningsområdena ökade elevernas närvaro i skolan markant från cirka 1880 ochframåt. Både i Sverige och på Island öppnades läraryrket tidigt för kvinnor, yrkesvalet innebar att de ofta kunde påverka sin framtid på ett annat sätt än andra kvinnor. Genom en kollektivbiografisk ansats där vi följer olika årskullar av kvinnliga lärarstuderande på Island och i norra Sverige vill vi belysa betydelsen av socio-ekonomisk bakgrund och eventuellt ekonomiskt stöd till de kvinnor som flyttade för att läsa en lärarutbildning. Vidare vill viundersöka betydelsen av lärarutbildningens rumsliga placering genom att undersöka hurlångt lärarstudenterna flyttade för att läsa utbildningen samt se var de kom att arbeta efter avslutad utbildning. Processen att etablera ett skolväsende med kapacitet för samtliga barn tog lite olika vägar ide två länderna. Geografiska skillnader mellan stad och landsbygd var framträdande i bådaländerna. De två undersökta områdena var i början av 1900-talet primärt rurala och mindre än 10% av befolkningen bodde i städer. Lärarutbildningar kom att etableras i huvudstadsområdet för Islands del och i Västerbotten etablerades ett folkskollärarinneseminarium i Umeå. Rekryteringen kom dock främst att ske från landsbygden och under lång tid var också största delen av den framtida arbetsmarknaden utanför städerna. Vad innebar dessa krav på mobilitet längs levnadsbanan för de kvinnorsom blev lärare? Vilka likheter och skillnader går att se mellan Island och Sverige? Session 7 PAbstract: P102

The overall aim of the study presented in this report was to find out how history teachers relate to non-European contemporary history within the framework of the course History 1b in Swedish upper secondary school. For the sake of specificity, three conflicts in the Middle East were used as a basis: the Israeli-Palestinian conflict (1947-), the war in Afghanistan (2001-2021) and the Syrian civil war (2011-). Furthermore, the study aimed to find out what history teachers view as an appropriate ending point in time in relation to the three conflicts. The process through which the study was conducted was qualitative interviews of ten history teachers working in Swedish upper secondary school and the subsequent analysis was based on a theoretical framework consisting of history teachers’ attitude toward external governance of teaching and history teachers’ understanding of the subject. The result shows that a vast majority of the informants view the downfall of the Soviet Union in 1991 as an appropriate ending point, which correlates with the fact that the same informants tend to leave out the three conflicts of the course all together. Furthermore, the result shows that the curriculum is of different importance in regard to selection of specific historical content depending on when the informant in question started his or her career. A minority of theinformants does, however, implement the three conflicts in their teaching, which is partly explained by the fact that they view today’s society rather than a traditional historical canon as a basis in regard to the selection of specific historical content. Worth noting is also that a majority of the informants describe a discrepancy between what they actually include in their teaching and what they would ideally like include.

The subject of this bachelor thesis is the study of the artefact type called simple shaft-hole axe (Swedish: enkel skafthålsyxa) that have been found in the northern region of Sweden, Norrland. In contrast to finds in southern and middle Sweden, axes of this type in Norrland have not been extensively studied. Therefor the aim of this paper is to tabulate their number and distribution and see if the axes have any spatial relation to ancient monuments (Swedish: fornlämningar) dated to the same period and to see if the axes have any spatial relationship to any specific type of geography/terrain. This study also analyzes how they compare to the axes found in the rest of Sweden and thus what they may be able to tell us about prehistoric society in Norrland. This paper can be viewed as an extension of Per Lekberg’s dissertation Yxors liv, människors landskap: en studie av kulturlandskap och samhälle i Mellansveriges senneolitikum which is the most modern and extensive analysis of axes found in southern and middle Sweden and has provided a blueprint for the research done in this paper.

Denna uppsats jämför och analyserar källtexter från två inriktningar av den esoteriska idéströmningen kaosmagi. Peter J. Carroll och Genesis Breyer P-Orridge som anses vara förgrundsgestalter inom denna sentida form av esoterisk praktik menade att en individ kan skapa och sätta samman sin egen religion och med den förverkliga sig själv spirituellt och även förändra samhället. Idéströmningen har paralleller med teorier om postmodern spiritualitet och religion där individ, konsumtion och nätverk är några förekommande faktorer. Studien visar att de idéer som lyfts fram av Carroll och Breyer P-Orridge påvisar såväl likheter som skillnader men som har ett gemensamt drag av fokus på individens egen potential och att de ser föregångare i Austin Osman Spare och Aleister Crowley. De två idéströmningarna är även produkter av sin historiska kontext där populärkultur och teknisk innovation har avtryck i det idémässiga innehållet och utförandet.

Russia's invasion of Ukraine, with increased tensions between East and West as a result, has, after a period of relative calm, led to a situation reminiscent of the days of the Cold War. A situation where Europe is once again torn between two power poles under threat of nuclear war in a way reminiscent of the time leading up to the fall of the Berlin Wall in 1989. Although development can be said to require the absence of history repeating itself , it is undeniably easy to think of this event and its consequences. The purpose of the study is to investigate how the case of the Berlin Wall is presented in ten textbooks for upper secondary school published 1992–2019, if the presentation has changed over time and if so, how. To investigate this, a qualitative text analysis has been made of the source material. Two theories have been used. The first is the use of history, where Karlsson's typology has been used to analyze this. The second is history awareness to analyze how the view of the fall of the Berlin Wall has become history and how this affects the view of the present and future in the textbooks. The results show that it is possible to distinguish two themes in the textbooks. The first is an emphasis on economic perspectives between 1992–2001 and the second is an emphasis on democracy in the textbooks written 2007-2019. Furthermore, the result shows that the use of scientific history occurs in all history textbooks, the political-pedagogical occurs in half. The ideological use of history appears only in two textbooks in the first part of the study.