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  • Digital Humanities and Cultural Heritage
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  • Master thesis
  • Swedish

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    Authors: Hugo, Helene;

    Den här studien tar sin utgångspunkt i en av de förändringar som införandet av läroplanen 2011 innebar, nämligen att mellanstadieelever ska ges möjlighet att utveckla sin förmåga att föra historiska resonemang. Syftet är att bidra med kunskap om relationen mellan lärares planering för och mellanstadieelevers utveckling av historiskt resonerande och ämneslitteracitet. Genom deltagande observation följdes två lärare när de planerade arbetsområdet medeltiden och när lektionerna genomfördes i en klassi årskurs 5. Det empiriska materialet består av ljudupptagningar och fältanteckningar från planeringstillfällen, helklasslektioner, grupparbeten och elevtexter. Epistemologiskt utgår studien från antagandet att kunskap är socialt situerad, vilket är gemensamt för de teorier som används. Det historiska resonerandet sker i ett socialt sammanhang och ställer krav både på förmågan till historiskt tänkande och på förmågan att uttrycka sig i historia. I studien kombineras därför historiedidaktiska teorier om historiskt tänkande och resonerande med historiespecifik litteracitet. Resultatet visar att eleverna kan föra enkla former av historiska resonemang. Uppgifterna och den stöttning eleverna erbjuds i undervisningen är de redskap med vars hjälp de ges möjligheter att utveckla denna förmåga och att utveckla historiespecifik litteracitet. Uppgifterna i studien domineras av att vara öppna och manar eleverna till att vara aktiva och att samarbeta, men de organiserande begreppen och resonemangsformerna är ofta implicita. Den planerade stöttningen karaktäriseras av att gå från gemensamt arbete med uppgifter i helklass, till i smågrupper och avslutningsvis att genomföra dem individuellt. Eleverna ges med andra ord rika tillfällen till interaktion vilket är ett viktigt stöd i att utveckla det historiska resonerandet, däremot skulle de organiserande begreppen och det historiespecifika skrivandet kunna explicitgöras i större utsträckning. Det nära samarbetet i studien mellan lärarna och forskaren gör att studien kan vara en del i att fylla gapet mellan teori och praktik och mellanrummet mellan akademi och skola. Studien bidrar dessutom till den vetenskapliga grunden för mellanstadiets historieundervisning. This study is based on one of the changes introduced by the Swedish curriculum in 2011, namely that middle school students should be given the opportunity to develop their ability to reason historically. The overall purpose of the study is to contribute knowledge about the relationship between teachers’ planning for and middle school students’ development of historical reasoning and disciplinary literacy with examples from a subject area about Swedish Middle Ages. The study examines the opportunities that students in grade 5 are offered to develop the ability to reason historically and to develop disciplinary literacy in history teaching. Epistemologically, the study is based on the assumption that knowledge is socially situated, which is common to the theories used. Historical reasoning takes place in a social context and demands both the ability to think historically and the ability to express oneself in history. The study therefore combines history didactic theories about historical thinking and reasoning with history-specific literacy. The research questions originate from problems and difficulties that history teachers in middle school experience in their teaching. To get answers to these questions, the practice-based research approach Educational design research has been used. Through participant observation, two teachers were followed in the planning and implementation of history teaching in a class in grade 5 for 12 weeks. The empirical material consists of audio recordings and field notes from planning sessions and whole class lessons, audio recordings of group works and collection of student texts, both individual and collective. The licentiate thesis consists of two peer-reviewed articles, both published, and a commentary: Article 1 sheds light on middle school teachers’ conceptions of what historical reasoning entails specifically in writing and how teachers plan their lessons based on this. Seven planning sessions and one concluding conversation were followed through participant observation. A phenomenographic and a thematic analysis was made to answer the research questions. The results show that the teachers conceive of written reasoning in history as a) understanding the historical content, b) the active use of content concepts, c) shifting between time and space perspectives and d) perceiving text qualities. The results also show that teaching, according to the teachers, needs to include the use of teaching materials, be visually supportive, collaborative, reflective and attentive to text structure and linguistic patterns. Article 2 contributes knowledge about the opportunities that history teaching offers 5th grade students regarding historical reasoning, focusing on both historical thinking and history-specific literacy. The empirical material was collected during 15 lessons and analysed based on a model of historical reasoning and on theory of history-specific texts. The analysis is supported by a grammatical focus on temporality and causality. The result shows that middle school students use simple text activities such as retelling in historical reasoning about continuity and change. To a lesser extent, more complex textual activities, such as explanation and argumentation, which are important for historical reasoning about causes and consequences. However, oral processing of historical material offers opportunities to try more complex forms of historical reasoning and text activities. In the commentary the articles are related to each other through a synthesising analysis. The result of this analysis shows that middle school students are able to engage in simple forms of historical reasoning. The tasks and the scaffolding offered to students in the classroom are the tools that enable them to develop this ability and to develop history-specific literacy. The tasks in the study are predominantly open-ended and encourage students to be active and collaborative, but the organising concepts and forms of reasoning are often implicit. The planned scaffolding is characterised by moving from joint work on tasks in whole class, to small groups and finally to individual work. In other words, students are given ample opportunities for interaction, which is an important scaffolding in developing historical reasoning, but the organising concepts and history-specific writing could be made more explicit. One of the reasons why this is not already done may be that middle school teachers are often qualified in several subjects and thus may not have acquired sufficient knowledge of history, history didactics, and disciplinary literacy during their university education. In addition, the design of the history syllabus seems to have been influenced by history didactic research that has been carried out mainly in relation to older students. This also means that the middle school teachers do not have much scientific research to refer to, which means that they try out by themselves. With this study, I want to contribute to filling the research gap in Swedish context when it comes to historical reasoning in the middle school.

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    Authors: Knego, Paula;

    Archeology is a science of great social interest; it studies human history and culture on the basis of material remains. This paper deals with archaeological texts and archaeological terminology and the problems that arise when translating them. Archeology has its own specialized technical language and terminology, and since it is an interdisciplinary science, it includes other areas such as art history, architecture, conservation and restoration, anthropology, geology, chemistry, etc. The purpose of this paper is to point out and analyze various difficulties and problems which appear when translating texts on archaeological topics and archaeological terminology between Swedish and Croatian and give suggestions for possible solutions, as well as create a terminological list of archaeological terms in both languages. It is important to correctly identify and translate terms related to archaeological finds so that we can compare them locally or internationally. Problems that may arise when translating archaeological terminology are diverse, but often have to do with the characteristics of this science - regional phenomena and local material properties. This thesis seeks to contribute to a more standardized and accurate translation of archaeological terminology between Swedish and Croatian. Arheologija je znanost od velikog društvenog interesa; ona proučava ljudsku povijest i kulturu na temelju materijalnih ostataka. Ovaj se rad bavi arheološkim tekstovima i arheološkom terminologijom te problemima koji se pojavljuju pri njihovu prevođenju. Arheologija ima vlastiti specijalizirani tehnički jezik i terminologiju, a budući da se radi o interdisciplinarnoj znanosti, uključuje i druga područja poput povijesti umjetnosti, arhitekture, konzervacije i restauracije, antropologije, geologije, kemije itd. Svrha ovog rada je ukazati i analizirati različite poteškoće i probleme koji se javljaju pri prevođenju tekstova arheološke tematike i arheološke terminologije između švedskog i hrvatskog jezika te dati prijedloge mogućih rješenja, kao i stvoriti terminološki popis arheoloških pojmova na oba jezika. Važno je ispravno identificirati i prevesti pojmove koji se odnose na arheološke nalaze kako bismo ih mogli usporediti na lokalnoj ili međunarodnoj razini. Problemi koji se mogu pojaviti pri prevođenju arheološke terminologije su raznoliki, ali često imaju veze s karakteristikama ove znanosti – regionalnim pojavama i lokalnim svojstvima materijala. Ovaj diplomski rad nastoji pridonijeti standardiziranijem i točnijem prijevodu arheološke terminologije između švedskog i hrvatskog jezika.

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    Authors: Kakoulidou, Kristina;

    This licentiate thesis examines how history teachers in Swedish upper secondary school translate the syllabus for History 1b into practice when they construct, assess and grade student assignments and exams, and how this, in turn, affects students’ final grades and the equivalence of grades. The empirical material was collected from six teachers at five different upper secondary schools, and consisted of, on the one hand, authentic students’ assignments and exams, along with partial grades and resulting final grades, and, on the other hand, the teachers’ reflections on the processes involved in assessing and grading said assignments and exams, and subsequently awarding final grades. The teachers’ reflections were obtained through interviews, in which the informants were asked to go through their students’ work and “think aloud” about the reasons for their assessments. The empirical material was analysed based on a modified version of Bloom’s revised taxonomy, in terms of how well it aligned with the syllabus, as well as in terms of whether assignments and exams differed between student groups as a result of the teachers’ different interpretations of the syllabus. The results of the analysis were subsequently used to discuss the equivalence of grades. In conclusion, the study shows that there are clear differences in how the teachers participating in the study translate and implement the intentions of the syllabus in their assignments and exams – as regards content as well as cognitive levels. Whereas some teachers base their assignments and exams on the full range of content categories and cognitive levels covered by the syllabus, others focus on fewer content categories at less advanced cognitive levels. It seems reasonable to assume that this, in turn, affects grading in that it will be harder for students belonging to the former group to achieve a high final grade, than it will for students belonging to the latter group. Consequently, the equivalence of grades is negatively affected. Keywords History education, assessment, grading, alignment, upper secondary school, curriculum, syllabus.

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    Authors: Sandelin, Kenneth;

    Det övergripande syftet med studien var att undersöka hur historielärare på grundskolans högstadium talar om innehållsval i mångkulturella klasser. Undersökningsobjektet utgörs av lärares samtal om den egna undervisningen. Huvudfrågan som ställs är hur innehållsnarrationerna förhåller sig till spänningsfältet mellan ett innehåll som betonar ett kanonliknande nationellt kulturarv och ett som ger utrymme för ett mer individuellt och mångkulturellt inriktat innehåll. Datainsamlingen har skett med hjälp av individuella intervjuer och fokusgruppsintervjuer, där respondenterna bestod av fem historielärare på grundskolans högstadium. Kriteriet vid urvalet var, förutom att vara behörig lärare, var att ha stor erfarenhet av att undervisa i mångkulturella klasser. Med utgångspunkt i frågeställningarna har det empiriska materialet hanterats i två steg. Dels en inledande inventering av de innehållsnarrationer som lärare talar om, dels en analys för att förstå lärares val av innehåll på grundval av klasskontext. Studiens resultat visar att allt innehållsval oberoende av klasskontext utgår från den traditionella västerländska berättelsen, eller det ”dominerande narrativet”. Utifrån två olika klasskontexter visar studien följande resultat: Då klassen bestod av en låg andel elever med bakgrund i andra länder öppnas narrativet upp med Europa som naturlig geografisk avgränsning och där svensk historia finns med som strimma. Den traditionella kronologiska tidsanvändningen är en bland flera andra sätt att bruka tid. Det traditionella innehållet behandlas stundtals utifrån andra perspektiv och andra fokus. Exempelvis samtalas om ett innehåll med större fokus på social historia och genusfrågor. Trots förändringar befinner sig innehållet inom ramen för det dominerande narrativet, vilket kan uttryckas som en majoritetsanpassning i relation till klassrumskontexten. Då klasser tvärtom bestod av en hög andel elever med bakgrund i andra länder inbjuds eleverna själva till att bidra med egna narrationer. Detta blir ett av flera sätt där det dominerande narrativet öppnas upp. Det ges även exempel på sammanhängande teman, såväl som delar av sådana, som öppnar upp narrativet. En minoritetsanpassning åstadkommes även genom att elever själva konstruerar metanarrationer, vanligtvis med temats innehåll som grund. Vilket innehåll kännetecknar historieundervisningen i klasser där samtliga eleverna har sin bakgrund i icke- europeiska länder? Hur ser innehållet ut i historieundervisningen i klasser där tvärtom alla eleverna har sin bakgrund i Sverige? Frågorna ledde fram till syftet för denna studie: att undersöka hur historielärare på grundskolans högstadium talar om innehållsval i mångkulturella klasser. Studiens datainsamlingsmetod utgörs av intervjuer, både individuella och fokusgruppsintervjuer. De lärare som kom att medverka i studien har alla stor erfarenhet av att undervisa i mångkulturella klasser på grundskolans högstadium. Resultaten av studien visar att lärare befinner sig i en balanssituation i skiljelinjen mellan ämnestradition, styrdokument och elever. Vidare framgår av samtalen att utgångspunkten för allt innehållsurval utgörs av den traditionella västerländska berättelsen, som i studien benämns ”det dominerande narrativet”. Beroende på klasskontext öppnas narrativet upp. I klasser med en hög andel elever med annan bakgrund än Sverige öppnas narrativet upp mot en minoritetsanpassning. Även i klasskontexter med få elever med annan bakgrund än Sverige har innehållet genomgått förändringar, men helt inom ramen för det dominerande västerländska narrativet. Det samtalas bland annat om andra sätt att bruka tid på än den traditionella kronologiska. Vidare hanteras delar av det traditionella narrativet utifrån olika perspektiv. Allt inom ramen för en majoritetsanpassning. Studiens bidrag kan uttryckas som att den synliggör den komplexa situation som historielärare befinner sig i, samtidigt som erfarna lärare har utvecklat strategier. Avslutningsvis hoppas jag att undersökningen bidrar till att nyansera bilden av en historieundervisning som fortgår som den alltid har gjort.

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    Authors: Dutra Leivas, Ivonne;

    The title of this licentiate thesis is: Urban contract archaeology, public outreach and schools. Beyond the horizons of history teaching. The aim of my licentiate thesis is to investigate how educational programs for schools are implemented within the framework of contract archaeology. I study the underlying incentives that motivate public outreach within contract archaeology, who carries out the outreach and what impact educational programs have on schools. My research project also aims to explore how public outreach within contract archaeology can be organized to meet schools´ demand for knowledge and activities. With an interdisciplinary approach, taken from archaeology and educational sciences, the goal is to instigate a dialogue between the scientific community and contract archaeology, as well as between contract archaeology and schools. As a primary goal, midway into in my doctoral degree, I have chosen in this licentiate thesis to study the practices of public outreach on urban excavation sites in Sweden, specifically studying outreach practices towards schools. The research queries in the licentiate thesis are: What are the purposes and objectives with public outreach in contract archaeology? What are the preconditions for working with public outreach in contract archaeology? How are the practices of public outreach aimed at schools conducted at urban excavation sites? How do educational programs within contract archaeology address the needs and goals of school education? Based on these queries, I also discuss how contract archaeology in the future can make possible broader collaborations with schools. This serves as an introduction to how archaeo-didactics can evolve bringing together contract archaeology's goals and potential in an educational situation, with the needs and goals of school education.

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    Authors: Gunnarsson, Ingemar;

    This study is about Joseph Samuel Frithiof Stephens (1841–1934) and how he as a Scandinavian contractor acquired an economic fortune in the colonial India. The fortune was used for the acquisition of the mill property Huseby Bruk in Småland and also contributed to the Stephens family's strategy of advancing in the then Danish bourgeois class establishment. The study aims to present an individual actor's opportunities to achieve financial success through access to non-financial capital forms. Social capital in the form of important social relations and cultural capital in the form of information, skills, etc., can be used for transformation into economic capital. The identification and analysis of the personal networks that occurred in Joseph's career determines the importance of family networks and professional networks for access to the various alternative forms of capital. Joseph's career in British India in the 1850s and 60s was surrounded by the colonial power context linked to global capitalist progression and characterized by civilization ambitions, technological transfer and dominance. The aftermath of the Revolt 1857–1858 opened the playing field for wealth-seeking risk-takers from Europe. The power structures previously maintained by the East India Company were gradually replaced by the British central power apparatus. The new power relations established a new administration and altered social institutions in the emerging crown colony. The Indian railways became a significant element in the colonial intervention and consisted of trunk lines that crossed the subcontinent. The used source material in the form of private letters, diaries, business correspondence and more, constitutes the research basis for the studies, and are included in the India-related material stored in the Huseby Archives at Linnaeus University in Växjö, Sweden. The results of the study show that network contacts and access to alternative forms of capital became crucial success factors for Joseph Stephen's career and wealth accumulation. The networks were linked to both the private and traditional spheres as well as to the professional and rational spheres and sometimes seemed cross-border. The study has further demonstrated the structures, colonial thought patterns and hierarchies that the individual actor was actively related to, and that affected the often-strained everyday life of the contractor.

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    Authors: Kjällquist, Mathilda;

    The purpose of this thesis is to investigate different scales of mobility and social networks in Southern Scandinavia around 7000 BC. An essential basis for this work is the hypothesis that the conical core pressure blade technology, a specific method for producing lithic blades, reached Scandinavia from the east. The process has been discussed and verified in several earlier studies. The study is based on investigations of lithic material and bone tools, as well as human skeletal remains; a multidisciplinary strategy has been applied, which combines technological analyzes of archaeological material with isotope analyzes of human teeth. Materials and data have been collected from a total of 111 sites located mainly in Scandinavia, but also in Finland, the Baltic countries and Russia. The Mesolithic site Norje Sunnansund in Blekinge, southern Sweden is in focus. Analyzes of the chaîne opératoire of lithic and osseous production make it possible to study technological processes as the transmission of culturally conditioned patterns; these patterns underlie the formative principles of each technology complex. By identifying specific traditional knowledge built into the material process, it becomes possible to define prehistoric human traditions and thereby study human interactions and migrations between geographical regions. The analyzes of strontium isotopes in human teeth from Norje Sunnansund enables an additional individual provenancing since the isotopes reflect a geographical-geological variation. The study provides a higher resolution of the arrival and spreading of the pressure blade technology from the northeast. It also strengthens the picture of a Mesolithic society in Southern Scandinavia based on geographically extensive social networks. An increased regionalization and territorialization has previously been proposed for western Scandinavia around 8800-7500 BC. The study confirms that during this period the population seem to consist of several subgroups related to specific territories, but with close and regular contact within a more extensive social network. This fits well with the picture of a group that may have inhabited Norje Sunnansund for extended periods, while social contacts were maintained over longer distances.

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    Authors: Smits, Vivian;

    This study aims at improving cooperation and communication between actors in the field of Swedish contract archaeology in order to maximize the benefits of their work. It addresses two research questions: How did the development of archaeology into contract archaeology as an independent business affect museum collections in Sweden? And: How do communication and terminology affect the processes that transform material culture into cultural heritage? Departing from “actor-network-theory” and taking a linguistic perspective, I first examine closely some important processes and structures behind the making of heritage. The background of contemporary contract archaeology is then illuminated through a literature study focusing on the history of and current practices in contract archaeology, conservation practice and museum management. Later, I investigate the particular effects of contract archaeology on museum collections. This is based in part on a comparative analysis of selection and de-selection processes of artefacts in collections and partly on a survey among contract archaeologists. I conclude with a discourse analysis of policies and other governing documents, highlighting the significance of communication and terminology in processes during which archaeological artefacts acquire a new identity as cultural heritage. The study shows how the contemporary system of contract archaeology creates a biased representation of (pre-)history, as selection and de-selection processes of artefacts in museum collections are affected by various internal practices and external demands that ultimately shape cultural heritage. This bias is not helped by the fact that those collecting the artefacts in the field use different terminology compared with those collecting in museums. I argue that behind this gap lies the “cultural heritage paradox” which derives from different understandings and aims of cultural heritage by different actors.  Det övergripande målet för detta arbete ligger i att utveckla samarbetet mellan aktörerna i det uppdragsarkeologiska verksamhetsfältet, i syfte att optimera urvalet och användningen av de ting som genereras och blir till ett kulturarv. Tyngdpunkten i licentiatuppsatsen ligger på de processer och strukturer som ligger till grund för formering av samlingarna och genom vilka det arkeologiska källmaterialet får en ny identitet som musealt kulturarv. Studien tar sin utgångspunkt i följande forskningsfrågor: Hur har arkeologins utveckling till uppdragsarkeologi som ett eget fält påverkat samlingarna? Med vilka effekter? Hur påverkar kommunikation och begreppsval processflödet som förvandlar källmaterial till ett kulturarv? Med vilka konsekvenser? I studien undersöks organisationsstrukturen för verksamhetsfältet och granskas hur kommunikationsprocesser påverkar vad fältet genererar. Fyndhanterings- och värderingsprocesser analyseras utifrån organisationsstrukturella förutsättningar, den historiska utvecklingen av enskilda professioner i verksamhetsfältet, samt kommunikationen aktörerna emellan. Studien genomförs med actor-network-theory som utgångspunkt och använder ett lingvistiskt perspektiv. Den bygger på litteratur- och dokumentstudier underbyggda med en fallstudie som kombinerar en enkät med en komparativ analys över urval och gallring av källmaterial. Studien visar hur verksamhetsfältets organisationsstruktur samt kontrollen på, och uppföljning av, fyndhanteringsprocessen leder till en skev representation av ting i samlingarna, med en förvanskad syn på det förflutna som effekt. Detta förstärks av ”kulturarvsparadoxen” – motsättningen mellan mål och uppdrag, eller teori och praktik, med ursprung i en tudelad begreppsförståelse kring vad som är kulturarv och vilket syfte det tjänar.

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    Authors: Henriksson, Mikael;

    This study is about archaeological knowledge production. It is also about what kind of impact such knowledge may have on an antiquarian/archaeological practice as well as on society as a whole. The work focuses broadly on Stone Age archaeology and specifically on the middle-Mesolithic Age in the county of Blekinge in the South East of Sweden. Until the late 1990’s, large-scale archaeological excavations in this region were rare. In particular, there were significant gaps in early- and middle-Mesolithic archaeology of other regions. In particular, the study brings up the relationship with the defined Kongemose culture's settlements in Southern Scandinavia. From a knowledge perspective the study discusses how different kinds of methodological practices are important for both archaeology and society, to be able to see and understand a more complete historical picture. Based on this, the focus shifts the role of museums within regional archaeology. The study here argues for a more strategically executed dissemination and presentation of archaeological knowledge towards different stakeholders.

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    Authors: Gustafsson Gillbrand, Patrik;

    This thesis examines artefacts, raw materials and lithic technology between c. 9200–6200 cal BC in Eastern Central Sweden. The overall purpose of this study is to investigate when people first came to Eastern Central Sweden and where they came from. More precisely, it provides a typological, geo­graphical and chronological survey of artefacts and the use of different raw materials. The study deals with assemblages with artefacts from more than thirty archaeologically excavated sites and loose finds in Eastern Central Sweden. The objects consist of chubby pecked axes, core axes, flake axes, shaft hole picks, microliths and micro burins, points, burins, rulers, uni­facial blade core, conical cores, micro blade cores, blades, drills, re­touched blades and micro blades. The artefacts have been compared with established typologies and chronologies for the rest of the Nordic countries and to some extent Russia and the Baltic States. An analysis of different raw mater­ials present at Early and Middle Mesolithic sites in Eastern Central Sweden was also carried out. The materials are put into a chronological and geo­graphical context. The raw materials included in the study are the non-local rocks flint and Cambrian flint, as well as local raw materials such as quartz, greenstone, local vulcanite, mylonite and red porphyry. From 9200 cal BC there is evidence of the first groups of people in the area, just shortly after that the Weichselian ice cap had withdrawn. Throughout the period studied the artefacts as well as the non-local raw materials exhibit great similarities to those found in the western part of Sweden. The study also shows, regar­ding the use of different raw materials and presence of certain artefacts, that some major events took place, suggesting a new chronological time frame for the Early- and Middle Mesolithic periods. In addition, a discussion re­gar­­ding mobility and migration in Eastern Central Sweden during Early Post Glacial time is carried out.

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    Authors: Hugo, Helene;

    Den här studien tar sin utgångspunkt i en av de förändringar som införandet av läroplanen 2011 innebar, nämligen att mellanstadieelever ska ges möjlighet att utveckla sin förmåga att föra historiska resonemang. Syftet är att bidra med kunskap om relationen mellan lärares planering för och mellanstadieelevers utveckling av historiskt resonerande och ämneslitteracitet. Genom deltagande observation följdes två lärare när de planerade arbetsområdet medeltiden och när lektionerna genomfördes i en klassi årskurs 5. Det empiriska materialet består av ljudupptagningar och fältanteckningar från planeringstillfällen, helklasslektioner, grupparbeten och elevtexter. Epistemologiskt utgår studien från antagandet att kunskap är socialt situerad, vilket är gemensamt för de teorier som används. Det historiska resonerandet sker i ett socialt sammanhang och ställer krav både på förmågan till historiskt tänkande och på förmågan att uttrycka sig i historia. I studien kombineras därför historiedidaktiska teorier om historiskt tänkande och resonerande med historiespecifik litteracitet. Resultatet visar att eleverna kan föra enkla former av historiska resonemang. Uppgifterna och den stöttning eleverna erbjuds i undervisningen är de redskap med vars hjälp de ges möjligheter att utveckla denna förmåga och att utveckla historiespecifik litteracitet. Uppgifterna i studien domineras av att vara öppna och manar eleverna till att vara aktiva och att samarbeta, men de organiserande begreppen och resonemangsformerna är ofta implicita. Den planerade stöttningen karaktäriseras av att gå från gemensamt arbete med uppgifter i helklass, till i smågrupper och avslutningsvis att genomföra dem individuellt. Eleverna ges med andra ord rika tillfällen till interaktion vilket är ett viktigt stöd i att utveckla det historiska resonerandet, däremot skulle de organiserande begreppen och det historiespecifika skrivandet kunna explicitgöras i större utsträckning. Det nära samarbetet i studien mellan lärarna och forskaren gör att studien kan vara en del i att fylla gapet mellan teori och praktik och mellanrummet mellan akademi och skola. Studien bidrar dessutom till den vetenskapliga grunden för mellanstadiets historieundervisning. This study is based on one of the changes introduced by the Swedish curriculum in 2011, namely that middle school students should be given the opportunity to develop their ability to reason historically. The overall purpose of the study is to contribute knowledge about the relationship between teachers’ planning for and middle school students’ development of historical reasoning and disciplinary literacy with examples from a subject area about Swedish Middle Ages. The study examines the opportunities that students in grade 5 are offered to develop the ability to reason historically and to develop disciplinary literacy in history teaching. Epistemologically, the study is based on the assumption that knowledge is socially situated, which is common to the theories used. Historical reasoning takes place in a social context and demands both the ability to think historically and the ability to express oneself in history. The study therefore combines history didactic theories about historical thinking and reasoning with history-specific literacy. The research questions originate from problems and difficulties that history teachers in middle school experience in their teaching. To get answers to these questions, the practice-based research approach Educational design research has been used. Through participant observation, two teachers were followed in the planning and implementation of history teaching in a class in grade 5 for 12 weeks. The empirical material consists of audio recordings and field notes from planning sessions and whole class lessons, audio recordings of group works and collection of student texts, both individual and collective. The licentiate thesis consists of two peer-reviewed articles, both published, and a commentary: Article 1 sheds light on middle school teachers’ conceptions of what historical reasoning entails specifically in writing and how teachers plan their lessons based on this. Seven planning sessions and one concluding conversation were followed through participant observation. A phenomenographic and a thematic analysis was made to answer the research questions. The results show that the teachers conceive of written reasoning in history as a) understanding the historical content, b) the active use of content concepts, c) shifting between time and space perspectives and d) perceiving text qualities. The results also show that teaching, according to the teachers, needs to include the use of teaching materials, be visually supportive, collaborative, reflective and attentive to text structure and linguistic patterns. Article 2 contributes knowledge about the opportunities that history teaching offers 5th grade students regarding historical reasoning, focusing on both historical thinking and history-specific literacy. The empirical material was collected during 15 lessons and analysed based on a model of historical reasoning and on theory of history-specific texts. The analysis is supported by a grammatical focus on temporality and causality. The result shows that middle school students use simple text activities such as retelling in historical reasoning about continuity and change. To a lesser extent, more complex textual activities, such as explanation and argumentation, which are important for historical reasoning about causes and consequences. However, oral processing of historical material offers opportunities to try more complex forms of historical reasoning and text activities. In the commentary the articles are related to each other through a synthesising analysis. The result of this analysis shows that middle school students are able to engage in simple forms of historical reasoning. The tasks and the scaffolding offered to students in the classroom are the tools that enable them to develop this ability and to develop history-specific literacy. The tasks in the study are predominantly open-ended and encourage students to be active and collaborative, but the organising concepts and forms of reasoning are often implicit. The planned scaffolding is characterised by moving from joint work on tasks in whole class, to small groups and finally to individual work. In other words, students are given ample opportunities for interaction, which is an important scaffolding in developing historical reasoning, but the organising concepts and history-specific writing could be made more explicit. One of the reasons why this is not already done may be that middle school teachers are often qualified in several subjects and thus may not have acquired sufficient knowledge of history, history didactics, and disciplinary literacy during their university education. In addition, the design of the history syllabus seems to have been influenced by history didactic research that has been carried out mainly in relation to older students. This also means that the middle school teachers do not have much scientific research to refer to, which means that they try out by themselves. With this study, I want to contribute to filling the research gap in Swedish context when it comes to historical reasoning in the middle school.

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    Authors: Knego, Paula;

    Archeology is a science of great social interest; it studies human history and culture on the basis of material remains. This paper deals with archaeological texts and archaeological terminology and the problems that arise when translating them. Archeology has its own specialized technical language and terminology, and since it is an interdisciplinary science, it includes other areas such as art history, architecture, conservation and restoration, anthropology, geology, chemistry, etc. The purpose of this paper is to point out and analyze various difficulties and problems which appear when translating texts on archaeological topics and archaeological terminology between Swedish and Croatian and give suggestions for possible solutions, as well as create a terminological list of archaeological terms in both languages. It is important to correctly identify and translate terms related to archaeological finds so that we can compare them locally or internationally. Problems that may arise when translating archaeological terminology are diverse, but often have to do with the characteristics of this science - regional phenomena and local material properties. This thesis seeks to contribute to a more standardized and accurate translation of archaeological terminology between Swedish and Croatian. Arheologija je znanost od velikog društvenog interesa; ona proučava ljudsku povijest i kulturu na temelju materijalnih ostataka. Ovaj se rad bavi arheološkim tekstovima i arheološkom terminologijom te problemima koji se pojavljuju pri njihovu prevođenju. Arheologija ima vlastiti specijalizirani tehnički jezik i terminologiju, a budući da se radi o interdisciplinarnoj znanosti, uključuje i druga područja poput povijesti umjetnosti, arhitekture, konzervacije i restauracije, antropologije, geologije, kemije itd. Svrha ovog rada je ukazati i analizirati različite poteškoće i probleme koji se javljaju pri prevođenju tekstova arheološke tematike i arheološke terminologije između švedskog i hrvatskog jezika te dati prijedloge mogućih rješenja, kao i stvoriti terminološki popis arheoloških pojmova na oba jezika. Važno je ispravno identificirati i prevesti pojmove koji se odnose na arheološke nalaze kako bismo ih mogli usporediti na lokalnoj ili međunarodnoj razini. Problemi koji se mogu pojaviti pri prevođenju arheološke terminologije su raznoliki, ali često imaju veze s karakteristikama ove znanosti – regionalnim pojavama i lokalnim svojstvima materijala. Ovaj diplomski rad nastoji pridonijeti standardiziranijem i točnijem prijevodu arheološke terminologije između švedskog i hrvatskog jezika.

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    Authors: Kakoulidou, Kristina;

    This licentiate thesis examines how history teachers in Swedish upper secondary school translate the syllabus for History 1b into practice when they construct, assess and grade student assignments and exams, and how this, in turn, affects students’ final grades and the equivalence of grades. The empirical material was collected from six teachers at five different upper secondary schools, and consisted of, on the one hand, authentic students’ assignments and exams, along with partial grades and resulting final grades, and, on the other hand, the teachers’ reflections on the processes involved in assessing and grading said assignments and exams, and subsequently awarding final grades. The teachers’ reflections were obtained through interviews, in which the informants were asked to go through their students’ work and “think aloud” about the reasons for their assessments. The empirical material was analysed based on a modified version of Bloom’s revised taxonomy, in terms of how well it aligned with the syllabus, as well as in terms of whether assignments and exams differed between student groups as a result of the teachers’ different interpretations of the syllabus. The results of the analysis were subsequently used to discuss the equivalence of grades. In conclusion, the study shows that there are clear differences in how the teachers participating in the study translate and implement the intentions of the syllabus in their assignments and exams – as regards content as well as cognitive levels. Whereas some teachers base their assignments and exams on the full range of content categories and cognitive levels covered by the syllabus, others focus on fewer content categories at less advanced cognitive levels. It seems reasonable to assume that this, in turn, affects grading in that it will be harder for students belonging to the former group to achieve a high final grade, than it will for students belonging to the latter group. Consequently, the equivalence of grades is negatively affected. Keywords History education, assessment, grading, alignment, upper secondary school, curriculum, syllabus.

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    Authors: Sandelin, Kenneth;

    Det övergripande syftet med studien var att undersöka hur historielärare på grundskolans högstadium talar om innehållsval i mångkulturella klasser. Undersökningsobjektet utgörs av lärares samtal om den egna undervisningen. Huvudfrågan som ställs är hur innehållsnarrationerna förhåller sig till spänningsfältet mellan ett innehåll som betonar ett kanonliknande nationellt kulturarv och ett som ger utrymme för ett mer individuellt och mångkulturellt inriktat innehåll. Datainsamlingen har skett med hjälp av individuella intervjuer och fokusgruppsintervjuer, där respondenterna bestod av fem historielärare på grundskolans högstadium. Kriteriet vid urvalet var, förutom att vara behörig lärare, var att ha stor erfarenhet av att undervisa i mångkulturella klasser. Med utgångspunkt i frågeställningarna har det empiriska materialet hanterats i två steg. Dels en inledande inventering av de innehållsnarrationer som lärare talar om, dels en analys för att förstå lärares val av innehåll på grundval av klasskontext. Studiens resultat visar att allt innehållsval oberoende av klasskontext utgår från den traditionella västerländska berättelsen, eller det ”dominerande narrativet”. Utifrån två olika klasskontexter visar studien följande resultat: Då klassen bestod av en låg andel elever med bakgrund i andra länder öppnas narrativet upp med Europa som naturlig geografisk avgränsning och där svensk historia finns med som strimma. Den traditionella kronologiska tidsanvändningen är en bland flera andra sätt att bruka tid. Det traditionella innehållet behandlas stundtals utifrån andra perspektiv och andra fokus. Exempelvis samtalas om ett innehåll med större fokus på social historia och genusfrågor. Trots förändringar befinner sig innehållet inom ramen för det dominerande narrativet, vilket kan uttryckas som en majoritetsanpassning i relation till klassrumskontexten. Då klasser tvärtom bestod av en hög andel elever med bakgrund i andra länder inbjuds eleverna själva till att bidra med egna narrationer. Detta blir ett av flera sätt där det dominerande narrativet öppnas upp. Det ges även exempel på sammanhängande teman, såväl som delar av sådana, som öppnar upp narrativet. En minoritetsanpassning åstadkommes även genom att elever själva konstruerar metanarrationer, vanligtvis med temats innehåll som grund. Vilket innehåll kännetecknar historieundervisningen i klasser där samtliga eleverna har sin bakgrund i icke- europeiska länder? Hur ser innehållet ut i historieundervisningen i klasser där tvärtom alla eleverna har sin bakgrund i Sverige? Frågorna ledde fram till syftet för denna studie: att undersöka hur historielärare på grundskolans högstadium talar om innehållsval i mångkulturella klasser. Studiens datainsamlingsmetod utgörs av intervjuer, både individuella och fokusgruppsintervjuer. De lärare som kom att medverka i studien har alla stor erfarenhet av att undervisa i mångkulturella klasser på grundskolans högstadium. Resultaten av studien visar att lärare befinner sig i en balanssituation i skiljelinjen mellan ämnestradition, styrdokument och elever. Vidare framgår av samtalen att utgångspunkten för allt innehållsurval utgörs av den traditionella västerländska berättelsen, som i studien benämns ”det dominerande narrativet”. Beroende på klasskontext öppnas narrativet upp. I klasser med en hög andel elever med annan bakgrund än Sverige öppnas narrativet upp mot en minoritetsanpassning. Även i klasskontexter med få elever med annan bakgrund än Sverige har innehållet genomgått förändringar, men helt inom ramen för det dominerande västerländska narrativet. Det samtalas bland annat om andra sätt att bruka tid på än den traditionella kronologiska. Vidare hanteras delar av det traditionella narrativet utifrån olika perspektiv. Allt inom ramen för en majoritetsanpassning. Studiens bidrag kan uttryckas som att den synliggör den komplexa situation som historielärare befinner sig i, samtidigt som erfarna lärare har utvecklat strategier. Avslutningsvis hoppas jag att undersökningen bidrar till att nyansera bilden av en historieundervisning som fortgår som den alltid har gjort.

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    Authors: Dutra Leivas, Ivonne;

    The title of this licentiate thesis is: Urban contract archaeology, public outreach and schools. Beyond the horizons of history teaching. The aim of my licentiate thesis is to investigate how educational programs for schools are implemented within the framework of contract archaeology. I study the underlying incentives that motivate public outreach within contract archaeology, who carries out the outreach and what impact educational programs have on schools. My research project also aims to explore how public outreach within contract archaeology can be organized to meet schools´ demand for knowledge and activities. With an interdisciplinary approach, taken from archaeology and educational sciences, the goal is to instigate a dialogue between the scientific community and contract archaeology, as well as between contract archaeology and schools. As a primary goal, midway into in my doctoral degree, I have chosen in this licentiate thesis to study the practices of public outreach on urban excavation sites in Sweden, specifically studying outreach practices towards schools. The research queries in the licentiate thesis are: What are the purposes and objectives with public outreach in contract archaeology? What are the preconditions for working with public outreach in contract archaeology? How are the practices of public outreach aimed at schools conducted at urban excavation sites? How do educational programs within contract archaeology address the needs and goals of school education? Based on these queries, I also discuss how contract archaeology in the future can make possible broader collaborations with schools. This serves as an introduction to how archaeo-didactics can evolve bringing together contract archaeology's goals and potential in an educational situation, with the needs and goals of school education.

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    Authors: Gunnarsson, Ingemar;

    This study is about Joseph Samuel Frithiof Stephens (1841–1934) and how he as a Scandinavian contractor acquired an economic fortune in the colonial India. The fortune was used for the acquisition of the mill property Huseby Bruk in Småland and also contributed to the Stephens family's strategy of advancing in the then Danish bourgeois class establishment. The study aims to present an individual actor's opportunities to achieve financial success through access to non-financial capital forms. Social capital in the form of important social relations and cultural capital in the form of information, skills, etc., can be used for transformation into economic capital. The identification and analysis of the personal networks that occurred in Joseph's career determines the importance of family networks and professional networks for access to the various alternative forms of capital. Joseph's career in British India in the 1850s and 60s was surrounded by the colonial power context linked to global capitalist progression and characterized by civilization ambitions, technological transfer and dominance. The aftermath of the Revolt 1857–1858 opened the playing field for wealth-seeking risk-takers from Europe. The power structures previously maintained by the East India Company were gradually replaced by the British central power apparatus. The new power relations established a new administration and altered social institutions in the emerging crown colony. The Indian railways became a significant element in the colonial intervention and consisted of trunk lines that crossed the subcontinent. The used source material in the form of private letters, diaries, business correspondence and more, constitutes the research basis for the studies, and are included in the India-related material stored in the Huseby Archives at Linnaeus University in Växjö, Sweden. The results of the study show that network contacts and access to alternative forms of capital became crucial success factors for Joseph Stephen's career and wealth accumulation. The networks were linked to both the private and traditional spheres as well as to the professional and rational spheres and sometimes seemed cross-border. The study has further demonstrated the structures, colonial thought patterns and hierarchies that the individual actor was actively related to, and that affected the often-strained everyday life of the contractor.

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    Authors: Kjällquist, Mathilda;

    The purpose of this thesis is to investigate different scales of mobility and social networks in Southern Scandinavia around 7000 BC. An essential basis for this work is the hypothesis that the conical core pressure blade technology, a specific method for producing lithic blades, reached Scandinavia from the east. The process has been discussed and verified in several earlier studies. The study is based on investigations of lithic material and bone tools, as well as human skeletal remains; a multidisciplinary strategy has been applied, which combines technological analyzes of archaeological material with isotope analyzes of human teeth. Materials and data have been collected from a total of 111 sites located mainly in Scandinavia, but also in Finland, the Baltic countries and Russia. The Mesolithic site Norje Sunnansund in Blekinge, southern Sweden is in focus. Analyzes of the chaîne opératoire of lithic and osseous production make it possible to study technological processes as the transmission of culturally conditioned patterns; these patterns underlie the formative principles of each technology complex. By identifying specific traditional knowledge built into the material process, it becomes possible to define prehistoric human traditions and thereby study human interactions and migrations between geographical regions. The analyzes of strontium isotopes in human teeth from Norje Sunnansund enables an additional individual provenancing since the isotopes reflect a geographical-geological variation. The study provides a higher resolution of the arrival and spreading of the pressure blade technology from the northeast. It also strengthens the picture of a Mesolithic society in Southern Scandinavia based on geographically extensive social networks. An increased regionalization and territorialization has previously been proposed for western Scandinavia around 8800-7500 BC. The study confirms that during this period the population seem to consist of several subgroups related to specific territories, but with close and regular contact within a more extensive social network. This fits well with the picture of a group that may have inhabited Norje Sunnansund for extended periods, while social contacts were maintained over longer distances.

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    Authors: Smits, Vivian;

    This study aims at improving cooperation and communication between actors in the field of Swedish contract archaeology in order to maximize the benefits of their work. It addresses two research questions: How did the development of archaeology into contract archaeology as an independent business affect museum collections in Sweden? And: How do communication and terminology affect the processes that transform material culture into cultural heritage? Departing from “actor-network-theory” and taking a linguistic perspective, I first examine closely some important processes and structures behind the making of heritage. The background of contemporary contract archaeology is then illuminated through a literature study focusing on the history of and current practices in contract archaeology, conservation practice and museum management. Later, I investigate the particular effects of contract archaeology on museum collections. This is based in part on a comparative analysis of selection and de-selection processes of artefacts in collections and partly on a survey among contract archaeologists. I conclude with a discourse analysis of policies and other governing documents, highlighting the significance of communication and terminology in processes during which archaeological artefacts acquire a new identity as cultural heritage. The study shows how the contemporary system of contract archaeology creates a biased representation of (pre-)history, as selection and de-selection processes of artefacts in museum collections are affected by various internal practices and external demands that ultimately shape cultural heritage. This bias is not helped by the fact that those collecting the artefacts in the field use different terminology compared with those collecting in museums. I argue that behind this gap lies the “cultural heritage paradox” which derives from different understandings and aims of cultural heritage by different actors.  Det övergripande målet för detta arbete ligger i att utveckla samarbetet mellan aktörerna i det uppdragsarkeologiska verksamhetsfältet, i syfte att optimera urvalet och användningen av de ting som genereras och blir till ett kulturarv. Tyngdpunkten i licentiatuppsatsen ligger på de processer och strukturer som ligger till grund för formering av samlingarna och genom vilka det arkeologiska källmaterialet får en ny identitet som musealt kulturarv. Studien tar sin utgångspunkt i följande forskningsfrågor: Hur har arkeologins utveckling till uppdragsarkeologi som ett eget fält påverkat samlingarna? Med vilka effekter? Hur påverkar kommunikation och begreppsval processflödet som förvandlar källmaterial till ett kulturarv? Med vilka konsekvenser? I studien undersöks organisationsstrukturen för verksamhetsfältet och granskas hur kommunikationsprocesser påverkar vad fältet genererar. Fyndhanterings- och värderingsprocesser analyseras utifrån organisationsstrukturella förutsättningar, den historiska utvecklingen av enskilda professioner i verksamhetsfältet, samt kommunikationen aktörerna emellan. Studien genomförs med actor-network-theory som utgångspunkt och använder ett lingvistiskt perspektiv. Den bygger på litteratur- och dokumentstudier underbyggda med en fallstudie som kombinerar en enkät med en komparativ analys över urval och gallring av källmaterial. Studien visar hur verksamhetsfältets organisationsstruktur samt kontrollen på, och uppföljning av, fyndhanteringsprocessen leder till en skev representation av ting i samlingarna, med en förvanskad syn på det förflutna som effekt. Detta förstärks av ”kulturarvsparadoxen” – motsättningen mellan mål och uppdrag, eller teori och praktik, med ursprung i en tudelad begreppsförståelse kring vad som är kulturarv och vilket syfte det tjänar.

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    Authors: Henriksson, Mikael;

    This study is about archaeological knowledge production. It is also about what kind of impact such knowledge may have on an antiquarian/archaeological practice as well as on society as a whole. The work focuses broadly on Stone Age archaeology and specifically on the middle-Mesolithic Age in the county of Blekinge in the South East of Sweden. Until the late 1990’s, large-scale archaeological excavations in this region were rare. In particular, there were significant gaps in early- and middle-Mesolithic archaeology of other regions. In particular, the study brings up the relationship with the defined Kongemose culture's settlements in Southern Scandinavia. From a knowledge perspective the study discusses how different kinds of methodological practices are important for both archaeology and society, to be able to see and understand a more complete historical picture. Based on this, the focus shifts the role of museums within regional archaeology. The study here argues for a more strategically executed dissemination and presentation of archaeological knowledge towards different stakeholders.

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    Authors: Gustafsson Gillbrand, Patrik;

    This thesis examines artefacts, raw materials and lithic technology between c. 9200–6200 cal BC in Eastern Central Sweden. The overall purpose of this study is to investigate when people first came to Eastern Central Sweden and where they came from. More precisely, it provides a typological, geo­graphical and chronological survey of artefacts and the use of different raw materials. The study deals with assemblages with artefacts from more than thirty archaeologically excavated sites and loose finds in Eastern Central Sweden. The objects consist of chubby pecked axes, core axes, flake axes, shaft hole picks, microliths and micro burins, points, burins, rulers, uni­facial blade core, conical cores, micro blade cores, blades, drills, re­touched blades and micro blades. The artefacts have been compared with established typologies and chronologies for the rest of the Nordic countries and to some extent Russia and the Baltic States. An analysis of different raw mater­ials present at Early and Middle Mesolithic sites in Eastern Central Sweden was also carried out. The materials are put into a chronological and geo­graphical context. The raw materials included in the study are the non-local rocks flint and Cambrian flint, as well as local raw materials such as quartz, greenstone, local vulcanite, mylonite and red porphyry. From 9200 cal BC there is evidence of the first groups of people in the area, just shortly after that the Weichselian ice cap had withdrawn. Throughout the period studied the artefacts as well as the non-local raw materials exhibit great similarities to those found in the western part of Sweden. The study also shows, regar­ding the use of different raw materials and presence of certain artefacts, that some major events took place, suggesting a new chronological time frame for the Early- and Middle Mesolithic periods. In addition, a discussion re­gar­­ding mobility and migration in Eastern Central Sweden during Early Post Glacial time is carried out.

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