Ur historiens dunkel - En studie om urinvånarperspektiv i historieundervisningen på högstadiet och gymnasiet. ! ! Temin och år: Vt 2015

Abstract

The purpose of this essay is to examine the possibilities of an integrated indigenous perspective in the Swedish history curriculum for secondary school. Looking at progress made in Alberta, Canada, where a new movement has begun to change the curriculum in accordance with Canadian indigenous traditions, this essay will discuss the implementation of a similar change in Sweden. This is achieved through the dual lenses of postcolonial history- writing, in an amalgamation of the writings of Tesfahuney and Trenter, as well as Winter and Jørgsensens take on discourse theory. While both the Swedish and Canadian teachers questioned, expressed the potential of an integrated indigenous perspective in the curriculum, teachers of both countries pointed out the practical difficulties of integrating such a perspective in a curriculum not suited for it. A few of the Canadian teachers tried to solve this problem, by trying to fundamentally alter the nature of the courses given and put indigenous traditions at the center of the curriculum. We also discuss the potential of the Swedish curriculums on these points, and how a more including history education could be implemented in the Swedish school system.