Historieundervisning och identitet i det mångkulturella samhället

Abstract

In a Swedish context multicultural research is a field of research in progress where much remains to be done, not least central for identity issues is studies about history teaching. The multicultural society challenges over the past two decades have clearly been intertwined with increased socioeconomic disparities. Out from a deteriorated equivalence in Swedish schools the teachers face increasingly large differences regarding students' potential, motivation and school results. The purpose of the article is to, on the basis of current Swedish and Anglo-Saxon research in this area, present an analysis tool of four possible strategies for teaching in the multicultural Society. The practical use of the analysis tool will be discussed by comparing the four strategies with the experiences from seven history teachers. The article has three starting points for such a discussion: The article begins with a brief account of some socio-economic and educational policy changes that have taken place in the Swedish school system in the past decades. After an Anglo- Saxon and Swedish research review, follows an account of the four strategies that make up the analysis tool. The article is concluded by a description and discussion of seven upper secondary school teachers’ experiences from teaching history to students with different identities and conditions in the multicultural society.