“We say that we are a tolerant country”- national narratives and middle-school students’ perspectives on historical significance

Abstract

This study examines middle-school students’ perspectives on significant history in the context of Swedish history. Data was generated from 14 focus groups in five middle schools, with students (n=53) aged 11-12, who first completed a picture-selection task and then participated in semi-structured focus-group interviews. Analysis was conducted using Lévesque’s (2005, 2008) theoretical framework for historical significance. The article presents three key findings related to the students’ perspectives. First, two additions to Lévesque’s framework, ethical and affective significance, are suggested. Secondly, the study highlights the strong influence of current issues, such as the COVID-19 pandemic, on students’ selection of historically significant content. Thirdly, the study reveals that students employed two conflicting national narratives when discussing significant historical events. One historical narrative centered around forming and transforming the nation and improving life in society, often including Gustav Vasa and the Reformation. This narrative aligns closely with the official history covered in Swedish history education. In contrast, students also embraced a counter-narrative with ethical dimensions, focusing on the silent and silenced narratives of alternative and ethically questionable histories, including themes of human and minority rights, colonial history, and personal experiences of war. These topics were not represented in the pictures included in the study, which represented an “official” history, yet the students expressed a strong desire to learn more about them. This study contributes to the understanding of middle-school students’ perspectives on significant history and underscores the importance of considering ethical and affective dimensions in historical significance frameworks.