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  • 101.
    Gustafsson, Kristina
    Halmstad University, School of Humanities (HUM), Contexts and Cultural Boundaries (KK).
    "As a researcher it is really important to actually deal with one´s own privileged situations and positions"2009In: Borders as Experience / [ed] KG Hammarlund, Halmstad: Högskolan i Halmstad , 2009, p. 21-31Chapter in book (Refereed)
  • 102.
    Gustafsson, Kristina
    Halmstad University, School of Humanities (HUM), Contexts and Cultural Boundaries (KK).
    Barnen och det goda boendet: En studie om barn, barnfamiljer och boende i hyreslägenheter2008Report (Other academic)
  • 103.
    Gustafsson, Kristina
    Halmstad University, School of Humanities (HUM), Contexts and Cultural Boundaries (KK).
    En muslimsk friskola: Förutsättningar och praktik2008In: Religion och livsfrågor, ISSN 0347-2159, no 4, p. 15-17Article in journal (Other academic)
  • 104.
    Gustafsson, Kristina
    Halmstad University, School of Humanities (HUM), Contexts and Cultural Boundaries (KK).
    Globala familjer2009In: RIG: Kulturhistorisk tidskrift, ISSN 0035-5267, E-ISSN 2002-3863, no 3, p. 180-183Article, book review (Other academic)
  • 105.
    Gustafsson, Kristina
    Halmstad University, School of Humanities (HUM), Contexts and Cultural Boundaries (KK).
    Integration in Denmark2009In: Ethnologia Scandinavica, ISSN 0348-9698, E-ISSN 0348-9698, Vol. 39, p. 202-206Article, book review (Other academic)
  • 106.
    Gustafsson, Kristina
    Halmstad University, School of Humanities (HUM), Contexts and Cultural Boundaries (KK).
    Orienten i Sverige2008In: RIG: Kulturhistorisk tidskrift, ISSN 0035-5267, E-ISSN 2002-3863, p. 173-176Article, book review (Other academic)
  • 107.
    Gustafsson, Kristina
    Halmstad University, School of Education, Humanities and Social Science, Contexts and Cultural Boundaries (KK).
    Recension. Rosa den farliga färgen av Fanny Ambjörnsson2012In: RIG: Kulturhistorisk tidskrift, ISSN 0035-5267, E-ISSN 2002-3863, no 4, p. 252-254Article, book review (Other (popular science, discussion, etc.))
  • 108.
    Gustafsson, Kristina
    Halmstad University, School of Humanities (HUM), Contexts and Cultural Boundaries (KK).
    The Paradox of Migration and Patriotism: A comment on Per-Olof Grönberg2009In: Borders as Experience / [ed] KG Hammarlund, Halmstad: Halmstad University , 2009, p. 108-116Chapter in book (Other academic)
  • 109.
    Gustafsson, Kristina
    Halmstad University, School of Education, Humanities and Social Science, Contexts and Cultural Boundaries (KK).
    To recieve unaccompanied children with grace and knowledge2012Conference paper (Refereed)
  • 110.
    Gustafsson, Kristina
    Halmstad University, School of Education, Humanities and Social Science, Contexts and Cultural Boundaries (KK).
    Vad kultur gör: Om kultur, möten, förväntningar och förändring inom äldreomsorg2015Report (Refereed)
    Abstract [sv]

    Syftet med studien är att undersöka vad människor verksamma inom äldreomsorg, chefer, kulturutövare, personal och politiker, gör med kultur, och vad kultur gör med dem och med organisationerna de verkar i. Studien har genomförts i samarbete mellan Region Hallands Kulturförvaltning, Hallands bildningsförbund och Högskolan i Halmstad och har finansierats av Kulturrådet och Region Halland. Studien har genomförts i Hallands sex kommuner. Den metod som använts är etnografisk och består av intervjuer med politiker och personal på olika nivåer inom äldreomsorgen samt observationer och skriftligt material. Kultur syftar på människors estetiska yttringar, både skapandet och åtnjutandet av exempelvis konst, litteratur, teater, dans och musik. Äldreomsorg syftar på de insatser och verksamheter som finns i kommunerna. Dessa har delats in i förebyggande verksamheter som är öppna för alla äldre (som uppnått pensionsålder) och omvårdande verk-samhet som omfattar de äldre som har fått sina vård- och omsorgsbehov biståndsbedömda i form av hemtjänst eller på ett särskilt vårdboende.

  • 111.
    Gustafsson, Kristina
    et al.
    Halmstad University, School of Humanities (HUM), Contexts and Cultural Boundaries (KK).
    Fioretos, Ingrid
    Malmö högskola.
    Norström, Eva
    Lunds universitet.
    Att få vara den man är2013In: Barndom och migration / [ed] Maren Bak och Kerstin von Brömssen, Umeå: Boréa Bokförlag, 2013, p. 277-302Chapter in book (Refereed)
  • 112.
    Gustafsson, Kristina
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Contexts and Cultural Boundaries (KK).
    Norström, Eva
    Lund University, Lund, Sweden.
    Fioretos, Ingrid
    Malmö University, Malmö, Sweden.
    Community Interpreter Training in Spoken Languages in Sweden2012In: International Journal of Interpreter Education, ISSN 2150-5772, E-ISSN 2150-5772, Vol. 4, no 2, p. 24-38Article in journal (Refereed)
    Abstract [en]

    The aim of this article is to analyze the community interpreter training program in Sweden and, based on the results of two research projects, describe structural conditions and shortcomings. The authors discuss Sweden’s laws and regulations, the changing demand for interpreting service in society, the open access ideology within adult education associations, and the limitation of economic resources for fulfilling the demand for trained interpreters. Interpreter training in Sweden is built on public-service needs in the areas of social insurance, the labor market, health care, and court interpreting. It is focused on factual knowledge and terminology and devotes little time for developing aspects of ethical rules, the role of the interpreter, and technical issues. In order to make progress possible it is important to use existing research and theory to develop didactics for community interpreting training. © The authors and CIT

  • 113.
    Gustafsson, Linnea
    Halmstad University, School of Education, Humanities and Social Science, Contexts and Cultural Boundaries (KK).
    Cecilia Lind: Ett exempel på dubbelt idolnamn2012In: Namn på stort och smått: Vänskrift till Staffan Nyström den 11 december 2012 / [ed] Katharina Leibring (huvudred.), Leif Nilsson, Annette C Torensjö och Mats Wahlberg, Uppsala: Namnarkivet i Uppsala , 2012, p. 91-101Chapter in book (Other academic)
  • 114.
    Gustafsson, Linnea
    Halmstad University, School of Humanities (HUM), Contexts and Cultural Boundaries (KK).
    Om smeknamnens funktion: Kan smeknamn användas för att studera sociolingvistiska frågeställningar?2010In: Namn - en spegel av samhället förr och nu / [ed] Staffan Nyström, Stockholm: Norstedts Förlag, 2010, p. 171-187Chapter in book (Refereed)
  • 115.
    Gustafsson, Linnea
    Halmstad University, School of Education, Humanities and Social Science, Contexts and Cultural Boundaries (KK).
    Svetsare och förskollärare: Konstruktionen av kön i platsannonser2013In: Språken, tiden, rummet: Festskrift tillägnad Lars-Erik Edlund på 60-årsdagen den 16 augusti 2013 / [ed] Daniel Andersson och Susanne Haugen, Umeå, Sverige: Institutionen för språkstudier, Umeå universitet , 2013, p. 135-148Chapter in book (Other academic)
  • 116.
    Gustafsson, Linnea
    et al.
    Halmstad University, School of Humanities (HUM), Contexts and Cultural Boundaries (KK).
    Svens, Christina
    Umeå universitet.
    Markusson Winkvist, Hanna
    Göteborgs universitet.
    Genusmedveten kursvärdering2013Report (Other academic)
  • 117.
    Hammarlund, Karl Gunnar
    Halmstad University, School of Humanities (HUM), Contexts and Cultural Boundaries (KK).
    Between the Mirror and the Wall: Boundary and Identity in Peter Weiss’ Novel Die Ästhetik des Widerstands2009In: Borders as Experience, Halmstad: Halmstad University , 2009, , p. 218p. 117-129Chapter in book (Other (popular science, discussion, etc.))
  • 118.
    Hammarlund, Karl Gunnar
    Halmstad University, School of Humanities (HUM), Contexts and Cultural Boundaries (KK).
    Beyond the Book Cover: Curriculum Goals and Learning Materials2010In: Opening the Mind or Drawing Boundaries?: History Texts in Nordic Schools / [ed] Þorsteinn Helgason, Simone Lässig, Göttingen: V&R Unipress, 2010, p. 107-120Chapter in book (Refereed)
    Abstract [en]

    Subject curricula of the Swedish school start with a section devoted to “Goals to aim for” or learning outcomes. The outcomes here described are more often than not generic skills or adherence to certain values with the purpose to serve as a foundation for future learning and development. Typical examples are the ability to consciously form and express ethical standpoints based on knowledge and personal experiences or to empathise with and understand other people’s situation.

    In addition there is another section headed “Goals to be achieved” or learning objectives closely coupled to assessment criteria. These objectives can relate to content as well as to skill, but in both cases they can be described in a final form, as knowledge either gained or not gained. The teacher/examinator should be able to assess to what extent the pupils have attained these objectives and translate it into grades.

    This double set of goals is, in it’s way, both natural and unavoidable. But an unforeseen consequence is that it renders the Swedish school system a certain degree of ambiguity which in turn can be seen as reflecting a transition from one paradigm of learning to another: one focussing on learning as content and product and the other on learning as process and development. At present the “learning as product paradigm” and a strive for accurate and reliable assessment criteria (that in turn could be used for quality assessment and accountability) dominate the political agenda.

    The preliminary findings from a survey conducted in 2006/2007 indicate that History teacher vacillate between the content/product and the process/development mode of learning. Teachers express a certain degree of disappointment with the dominating learning tools – the textbooks – that in their opinion focus mainly on content. Working towards the learning outcomes of the curricula will therefore require that textbooks are supplemented with other learning material. The survey results, however, indicates that supplementary learning material plays a limited role in everyday teaching and as a consequence learning objectives rather than the desired learning outcomes become guiding principles. The teachers’ reluctance to step outside the boundaries created by the textbook may at least partly be explained from the fact that the theoretical base of the concept of learning as process and development is of recent date and therefore has had limited impact on teacher education.

    The aim of the study is to contribute to the understanding of relations between educational goals and educational experience but also, hopefully, to add some useful items to the toolbox of History teaching practice.

  • 119.
    Hammarlund, Karl Gunnar
    Halmstad University, School of Humanities (HUM), Contexts and Cultural Boundaries (KK).
    Borders as Experience2009Collection (editor) (Other (popular science, discussion, etc.))
  • 120.
    Hammarlund, Karl Gunnar
    Halmstad University, School of Education, Humanities and Social Science, Contexts and Cultural Boundaries (KK).
    Continuous Assessment of Historical Knowledge and Competence: Challenges, Pitfalls, and Possibilities2015In: Enriching History Teaching and Learning: Challenges, Possibilities, Practice: Proceedings of the Linköping Conference on History Teaching and Learning in Higher Education / [ed] David Ludvigsson & Alan Booth, Linköping: ISAK, Linköping University , 2015, p. 33-49Chapter in book (Other academic)
    Abstract [en]

    High-stake, end-of-course assignment tasks are not only experienced as stressful by students. It can also be questioned whether a single assignment task, however complex and many-sided, can address all relevant learning outcomes for a course and catch the multi-faceted character of historical knowledge.This paper discusses continuous assessment as an alternative to traditional end-of-course assessment. Previous studies as well as experiences from using continuous assessment in History courses at Halmstad University has been used in order to illustrate opportunities and drawbacks. A tentative conclusion is that continuous assessment does provide for more varied assignment tasks, thus giving teachers a broader view of students' achievements. Using continuous assessment, the assignment tasks can also more easily be experienced as part of the learning process and not only a checkpoint. Continuous assessment can therefore help students to develop a meta-understanding of their own learning.

  • 121.
    Hammarlund, Karl Gunnar
    Halmstad University, School of Humanities (HUM), Contexts and Cultural Boundaries (KK).
    Developing skills through history education2010Conference paper (Other academic)
    Abstract [en]

    For the last few years my main part of my teaching has been within the field of Teacher Education. In order to prepare my students for their future profession as History teachers in the secondary school, my courses must of course deal with History, but also with how the learning of History can be facilitated and promoted. Learning History is of course linked to knowing History, and it was a somewhat strange experience when I suddenly realised that during my seven years of History studies – from the first undergraduate course to the PhD exam – no one had ever raised the issue of what it is to know History. Oh, we learned a lot about how to achieve historical knowledge, for instance through meticulous and critical source studies, but what that knowledge really consisted of was never discussed. So what do we mean when we say ‘Professor X really masters her subject’, or ‘Dr. Y displays a profound knowledge in his field of study’? Part of the knowledge is of course substantial (content) knowledge – but only a part. Collecting and storing facts – knowing that – doesn’t make you a historian. You must also be able to use the facts: interpret them, reason from them, make conclusions from them – knowing how. To this procedural knowledge can be added the conceptual knowledge that can be seen as a prerequisite for a scholarly approach to History. What students of History – on all levels, from primary school to postgraduate studies – is, then, not only to learn about what happened in the past but how to think about what happened in the past. And just as you will find it hard to learn playing the flute through listening to lectures or reading handbooks on flute-playing, thinking historically is very much a question of ‘learning by doing’ which means that History courses must give ample room for training the capacity of thinking. In my presentation I will further discuss possible interpretations of substance, procedure, and concepts in History studies as well as giving a few examples of how they can be illustrated and practised in class.

  • 122.
    Hammarlund, Karl Gunnar
    Halmstad University, School of Humanities (HUM), Contexts and Cultural Boundaries (KK).
    "En trygg och demokratisk identitet på basis av det historiska arvet" - kulturarv och demokrati i den svenska skolan2006In: Demokratiskt kulturarv?: nationella institutioner, universella värden, lokala praktiker / [ed] Annika Alzén & Peter Aronsson, Linköping: Linköpings Universitet , 2006, p. 91-99Chapter in book (Other (popular science, discussion, etc.))
  • 123.
    Hammarlund, Karl Gunnar
    Halmstad University, School of Humanities (HUM), Contexts and Cultural Boundaries (KK).
    Historical Consciousness – a cul-de-sac or an indispensable contribution to history teaching?2012Conference paper (Refereed)
    Abstract [en]

    For the last 30 years or so, the concept ‘historical consciousness’ has been frequently used in the discourse of History teaching and learning.The concept has often been linked to ‘heritage’ or ‘collective memory’ and thus sometimes dismissed as ‘non-historian’. It has also been linked to, sometimes equated to, ‘identity’ and it has sometimes been argued that a disciplinary approach to history denies the relevance of students' individual identities and life-worlds – an issue that cannot be brushed aside in a diverse society.Thanks to its vagueness, the concept therefore illustrates what Norwegian historian and history educator May-Brith Ohman Nielsen has called the two poles of historical knowledge: the scholarly/disciplinary pole and the enigmatic/poetic pole where the latter is about existential issues, community, identity, security, comfort – that which goes beyond the rational and cannot be analysed. The polarity does not, however, imply that these two aspects of history are incompatible. By highlighting the polarity, the concept ‘historical consciousness’ can also serve as a starting-point for linking the poles together, returning to Carl Becker’s proposition, put forward 80 years ago:“Our proper function is not to repeat the past but to make use of it, to correct and rationalize for common use Mr. Everyman's mythological adaptation of what actually happened. We are surely under bond to be as honest and as intelligent as human frailty permits; but the secret of our success in the long run is in conforming to the temper of  Mr. Everyman, which we seem to guide only because we are so sure, eventually, to follow it.”References of importance, apart from Becker and Ohman Nielsen mentioned above, include Keith C. Barton, Bernard Eric Jensen, Linda Levstik and the reports from the History Learning Project, Indiana University.

  • 124.
    Hammarlund, Karl Gunnar
    Halmstad University, School of Education, Humanities and Social Science, Contexts and Cultural Boundaries (KK).
    Historiemedvetande: att förena förflutenhet och nutid, skolhistoria och livsvärld2014In: Faglig kunnskap i skole og lærerutdanning: Nordiske bidrag til samfunnsfag- og historiedidaktikk / [ed] Lise Kvande, Bergen, Norge: Fagbokforlaget, 2014, p. 201-217Chapter in book (Refereed)
    Abstract [sv]

    Begreppet 'historiemedvetande' har sedan 30 år tillbaka varit ständigt närvarandei nordisk historiedidaktisk debatt. Sedan 20 år tillbaka har begreppet också haften central och framträdande roll i danska och svenska läroplaner.Begreppet är mångtydigt och öppnar för flera olika tolkningsmöjligheter. Detta har i nordisk debatt skapat ett spänningsförhållande mellan en historiedidaktik inspirerad av angloamerikansk forskning med fokus på kognitiva processer och förmågor och en som vidareutvecklat tysk forskning kring begreppet historiemedvetande i en tradition av handlings- och erfarenhetsorienterad pedagogik.I kapitlet diskuteras hur resultaten från det tyska forskningsprojektet 'FUER Geschichtsbewusstsein' kan öppna för ett brobyggande mellan dessa historiedidaktiska traditioner. En praktisk tillämpning kan vara att arbeta med mikrohistoriskt och personhistoriskt material för att samtidigt synliggöra två perspektiv på historien: den disciplinära historiens (skolhistoriens) fokus på övergripande processer och förlopp, och det personliga livsvärldsperspektivet där sambandet mellan förflutenhetstolkning, nutidsförståelse och framtidsperspektiv kan framträda ur enskilda inidividers handlingar och val.

  • 125.
    Hammarlund, Karl Gunnar
    Halmstad University, School of Humanities (HUM), Contexts and Cultural Boundaries (KK).
    Historisk kunskap i svensk grundskola - ett försök till begreppsbestämning2012In: Historiedidaktik i Norden 9: Del 2: historisk kunskap / [ed] Per Eliasson, KG Hammarlund, Erik Lund, Carsten Tage Nielsen, Malmö: Malmö högskola och Högskolan i Halmstad , 2012, p. 15-33Chapter in book (Refereed)
  • 126.
    Hammarlund, Karl Gunnar
    Halmstad University, School of Humanities (HUM), Contexts and Cultural Boundaries (KK).
    Om skönlitteratur som historia och historia som skönlitteratur2009In: Historier: Arton- och nittonhundratalens skönlitteratur som historisk källa / [ed] Christer Ahlberger, Henric Bagerius, Carl Holmberg, Ulrika Lagerlöf Nilsson, Pia Lundqvist, Tomas Nilson, Brita Planck, Göteborg: Institutionen för historiska studier, Göteborgs universitet , 2009, p. 94-101Chapter in book (Other academic)
  • 127.
    Hammarlund, Karl Gunnar
    Halmstad University, School of Humanities (HUM), Contexts and Cultural Boundaries (KK).
    Promoting Procedural Knowledge in History Education2012In: Enhancing Student Learning in History: Perspectives on University History Teaching / [ed] David Ludvigsson, Uppsala: Uppsala universitet, 2012, p. 117-130Chapter in book (Other academic)
  • 128.
    Hammarlund, Karl Gunnar
    Halmstad University, School of Education, Humanities and Social Science, Contexts and Cultural Boundaries (KK). University of Gothenburg, Gothenburg, Sweden.
    Regional Reform and Citizen Participation in Sweden2004In: Innovation. The European Journal of Social Sciences, ISSN 1351-1610, E-ISSN 1469-8412, Vol. 17, no 2, p. 145-163Article in journal (Refereed)
    Abstract [en]

    Seven years ago the Swedish government launched a Regional Reform Programme with the aim of establishing a new intermediate level of governance alongside the national level and that of the local municipality. The conditions for achieving constructive institutionalization differ considerably in Skåne and Västra Götaland, the two regions participating in the pilot programme. However, the level of citizen participation (i.e. voter turnout in regional elections) in the two regions does not differ--in both regions, citizens have demonstrated tremendous indifference towards the new fora. One reason for this could be that the reform has to a very large degree been built on traditional political structures, which in turn have suffered a loss of credibility in the past decades. There might, however, also be reason to question the often presupposed link between a region's degree of socio-cultural consolidation and its acceptance as a vital and meaningful political entity.

  • 129.
    Hammarlund, Karl Gunnar
    Halmstad University, School of Education, Humanities and Social Science, Contexts and Cultural Boundaries (KK).
    Teaching History in a multicultural society – trends and tendencies in Nordic schools2015In: Nordicum-Mediterraneum, ISSN 1670-6242, E-ISSN 1670-6242, Vol. 10, no 2, p. 1-14Article in journal (Refereed)
    Abstract [en]

    Meeting the history and heritage of the majority culture in a pluralist society might, at worst, mean giving up the control of one’s own past and assimilating into a new ’master narrative’. By re-defining history as a school subject, putting at its core not a set narrative of the past but the cognitive process of thinking about the past, the very process of knowing and understanding might form a ground for a shared experience of history while at the same time allow for the co-existence of different narratives. History curricula in the Nordic countries have for the last two decades gradually moved in this direction. Whether classroom work has done so as well remains less certain. Recent studies suggest that History teachers acknowledge that teaching and learning must adjust to the reality of pluralism but are less confident about how to meet the challenge in concrete terms.

  • 130.
    Hammarlund, Karl Gunnar
    Halmstad University, School of Humanities (HUM), Contexts and Cultural Boundaries (KK).
    To know that or to know how?: An attempt to integrate content and skills in history teaching2011In: The processes of history teaching: an international symposium held at Malmö University, Sweden, March 5th-7th 2009 / [ed] Kenneth Nordgren, Per Eliasson, Carina Rönnqvist, Karlstad: Karlstad University Press, 2011, p. 155-164Chapter in book (Refereed)
  • 131.
    Hammarlund, Karl Gunnar
    Halmstad University, School of Humanities (HUM), Contexts and Cultural Boundaries (KK).
    What can we learn from school today?2011Conference paper (Refereed)
    Abstract [en]

    One of the challenges familiar to every History lecturer is the need for developing students’ historical literacy. Most often History students take an interest in their field of study, they are verbal and outspoken, they feel at home on the World Wide Web. At the same time they have difficulties grasping the difference between ’fact’ and ’evidence’, between 'event' and 'cause', or between ’opinion’ and ’argument’ - not to mention the difference between ’History’ and ’the Past’.

    The challenge is made greater by the fact that very few of today’s lecturers ever encountered lectures or seminars devoted to such issues during our own History studies. Historical literacy was something you acheived from doing history, period. Building on our own experience is therefore of little use and help must be sought elsewhere.

    In my own teaching I have sought inspiration from Jerome K. Bruner while at the same time turning him on his head. Bruner’s oft-quoted remark, that intellectual activity anywhere is the same, whether at the frontier of knowledge or in a third grade classroom, has most often been used as an argument for a renewed third grade teaching, moving away from rote learning toward development on skills, understanding, and independent reasoning. His line of reasoning can, however, is equally meaningful when reversed. The tools that School History teaching uses to promote and facilitate these qualities - simple exercises, lesson plans, learning materials - can be equally efficient as part of undergraduate courses. The tools must be adapted to suit the users but, as Bruner points out, the difference is in degree, not in kind.

    In my paper I will give examples of successful (and less successful) implementation of School History teaching in academic coursework as well as providing arguments for their use.

  • 132.
    Hammarlund, Karl Gunnar
    et al.
    Halmstad University, School of Humanities (HUM), Contexts and Cultural Boundaries (KK).
    Lindahl, Helena
    Eketånga Montessoriskola Halmstad.
    Att lära historia – inte bara lära om historia2009Conference paper (Refereed)
    Abstract [sv]

    Den kunskap som eleverna förväntas erövra i den svenska skolan är, enligt de nu gällande läroplanerna för grundskola och gymnasium, ett mångtydigt begrepp: ”Kunskap kommer till uttryck i olika former – såsom fakta, förståelse, färdighet och förtrogenhet – som förutsätter och samspelar med varandra. Skolans arbete måste inriktas på att ge utrymme för olika kunskapsformer och att skapa ett lärande där dessa former balanseras och blir till en helhet.” I den ämnesspecifika kursplanen för grundskolan uttrycks historieämnets syfte analogt som ”att utveckla ett kritiskt tänkande och ett analytiskt betraktelsesätt som redskap för att förstå och förklara samhället och dess kultur.” Det är dock osäkert i vilken utsträckning den svenska skolan faktiskt uppfyller sin målsättning. Utvärderingar, senast den nationella utvärdering av grundskolan 2003 (NU03), antyder att undervisningen fortfarande – åtminstone till en del – präglas av traditionell allmänbildning som avspeglar läroböckernas innehåll. Undersökningar av läromedel och läromedelsanvändning pekar också i riktning mot att elever i den svenska skolan främst möter historien i form av fakta som ska läras in, inte ifrågasättas, prövas eller vidareutvecklas. Historieundervisningen kan alltså fortfarande ofta utformas så att eleverna förväntas ”lära att” snarare än ”lära hur”. Eller med andra ord att eleverna lär om historien snarare än att de tillägnar sig en förståelse av den egna livsvärlden betraktad i ett perspektiv av förflutet-nutid-framtid. En bidragande orsak till detta kan vara att de svenska styrdokumenten visserligen formulerar mål för undervisningen men inte lämnar några föreskrifter eller rekommendationer om form och innehåll. Detta ger stor frihet för den enskilde läraren, men ställer också krav på lärarens förmåga till innovativ planering, kunskap om och tillgång till läromedel och läranderesurser samt tillgång till tid för planering och genomförande. Under läsåret 2008/09 har lärare från Högskolan i Halmstad (lärarutbildningen) och Eketånga Montessoriskola arbetat med att utveckla dels en översiktsplanering för historia i årskurs 7-9, dels en detaljplanerad modul för fem veckors undervisning i svensk 1500- och 1600-talshistoria (genomförd under november-december 2008). En utgångspunkt för översiktsplaneringen har varit den struktur som prövats i det brittiska Schools History Project vilket innebär utrymme för historia som utvecklingslinjer, temastudier, djupstudier och lokalhistoria. I den detaljplanerade modulen har tonvikten lagts vid lokalhistoria, dels eftersom 1600-talet satt tydliga spår i Halmstads historia, dels eftersom lokalhistoria gör det möjligt för eleverna att knyta samman det förflutna med den konkreta livsvärld som omger dem. Läroboken har kompletterats med historiska kartor och annat källmaterial. Klassrumsarbetet har kompletterats med exkursioner och museibesök. I detta paper presenteras dels undervisningsplaneringen och de historiedidaktiska överväganden som legat till grund för dess utformning, dels elevers och undervisande lärares synpunkter på den genomförda undervisningsmodulen.

  • 133.
    Hammarlund, Karl Gunnar
    et al.
    Halmstad University, School of Humanities (HUM), Contexts and Cultural Boundaries (KK).
    Nilson, Tomas
    Halmstad University, School of Humanities (HUM), Contexts and Cultural Boundaries (KK).
    Technology in Time, Space, and Mind: Aspects of Technology Transfer and Diffusion2008 (ed. 1)Book (Other academic)
  • 134.
    Hansson, Jonas
    Halmstad University, School of Education, Humanities and Social Science, Contexts and Cultural Boundaries (KK). Lunds universitet, Lund, Sverige.
    Begreppshistoria: Program och praktik2008In: Idéhistoria i tiden: Perspektiv på ämnets identitet under sjuttiofem år / [ed] Nils Andersson & Henrik Björck, Stockholm: Symposion Brutus Östlings bokförlag, 2008, p. 282-291Chapter in book (Other academic)
  • 135.
    Hansson, Jonas
    Halmstad University, School of Humanities (HUM), Contexts and Cultural Boundaries (KK).
    Den romantiska medicinen2008In: Til at stwdera läkedom: tio studier i svensk medicinhistoria / [ed] Gunnar Broberg, Lund: Sekel Bokförlag, 2008, p. 215-237Chapter in book (Other academic)
  • 136.
    Hansson, Jonas
    Halmstad University, School of Humanities (HUM), Contexts and Cultural Boundaries (KK).
    Från furstespegel till folkbildning2008In: Kunskapens kretsar: Essäer om kunskap, bildning och vetenskap genom tiderna / [ed] Charlotte Christensen-Nugues, Gunnar Broberg, Svante Nordin, Stockholm: Bokförlaget Signum, 2008, p. 81-93Chapter in book (Other academic)
  • 137.
    Hansson, Jonas
    Halmstad University, School of Humanities (HUM), Contexts and Cultural Boundaries (KK).
    Towards a Phenomenology of Borders: A Comment on KG Hammarlund2009In: Borders as Experience, Halmstad: Halmstad University , 2009, , p. 218p. 130-135Chapter in book (Refereed)
  • 138.
    Hansson, Jonas
    et al.
    Halmstad University, School of Humanities (HUM), Contexts and Cultural Boundaries (KK).
    Broberg, Gunnar
    Lunds universitet.
    Europa: geografi, historia och identitet2009In: Framtider, ISSN 0281-0492, no 1, p. 19-23Article in journal (Other (popular science, discussion, etc.))
  • 139.
    Hansson, Mattias
    Halmstad University, School of Humanities (HUM), Contexts and Cultural Boundaries (KK).
    ‘...the identity of a person or a group is manifested through language...’: A comment on Tomas Nilson2009In: Borders as Experience / [ed] KG Hammarlund, Halmstad: Halmstad University , 2009, p. 183-187Chapter in book (Refereed)
  • 140.
    Hildebrand, Kristina
    Halmstad University, School of Humanities (HUM), Contexts and Cultural Boundaries (KK).
    A Christian Courtier?: Conflicting Ideologies in Chrétien de Troyes' Perceval2004Conference paper (Other academic)
    Abstract [en]

    The session focuses on conflicts, or tensions, within the Christian tradition between individual consciousness and religious culture. The texts we consider exemplify in various ways the demands, paradoxes, and negotiations incurred by such a confrontation. Hans Popper examines the strife betweeb pacifist piety and forceful action in St Augustine's Confessions and City of God. Margrét Gunnarsdóttir Champuion reads Old English poetry in the light of contradictory conceptions of the soul. Kristina Hildebrand's concern is with the figure of the knight as a site of ideological clash in Chrétien de Troyes' Perceval, ou Le Conte du Graal.

  • 141.
    Hildebrand, Kristina
    Halmstad University, School of Humanities (HUM), Contexts and Cultural Boundaries (KK).
    A dictionary of King Arthur's knights2006In: Arthuriana: The Quarterly for the International Arthurian Society-North American Branch, ISSN 1078-6279, E-ISSN 1934-1539, Vol. 16, no 4, p. 110-111Article, book review (Other academic)
  • 142.
    Hildebrand, Kristina
    Halmstad University, School of Humanities (HUM), Contexts and Cultural Boundaries (KK).
    Att bli man och göras till kvinna : kön och kropp i Ridley Scott's Blade Runner2010In: Möjliga världar: Tekniken, vetenskapen och science fiction / [ed] Michael Godhe & Jonas Ramsten, Stockholm: Carlsson Bokförlag, 2010, p. 179-189Chapter in book (Refereed)
  • 143.
    Hildebrand, Kristina
    Halmstad University, School of Humanities (HUM), Contexts and Cultural Boundaries (KK).
    Between images: Understanding national identities2011Conference paper (Other academic)
    Abstract [en]

    Between 1747 and 1763, an Englishman living in Copenhagen, by the name of Charles Bertram, maintained a correspondence with Dr. William Stukeley. This correspondence covered primarily their mutual interest in antiquarianism, especially that of Britain. Throughout this correspondence, Bertram explicitly identifies himself as British, and expresses his great desire for Britain’s glory and success. For various reasons, Dr. Stukeley refuses to think of him as British, stating in 1757 that Bertram’s letter contained material of a type “as usual with foreigners.” In the terminology of an imagologist, Bertram’s auto-image, his idea of what it means to be British, differs from Stukeley’s. When I speak of imagology I am referring not to the study of public images, nor to geological studies, but to the study of national stereotypes and national identity as they appear in written texts. The aim of imagology “is to understand a discourse of representation rather than a society.” For this particular study, I am especially interested in what Leerssen calls “[p]atterns, not only of Othering, but also of the maintenance of selfhood through historical remembrance and cultural memory.” It appear to me that Bertram, in exile, and thus removed from the contemporary development of the auto-image ‘British,’ struggles to maintain his selfhood within an identity constructed as ‘British.’ He does this partly by literally writing himself into British history: he not only constructs a family history connecting him to historical occurrences, but ‘discovers’ – in fact fabricates - a medieval manuscript which depicts Roman Britain as vaster than it was. For me as the biographer, Bertram’s auto-image represents a two-fold problem. Firstly, there is the issue of point of view: whether Bertram should count as British or Danish, I cannot view either as an auto-image; to me, it will unavoidably be a hetero-image, an image of the Other. As Joep Leerssen points out, “[a]ny representation of cultural relations is a representation of a cultural confrontation; and the author's own cultural values and presupposititions are inevitably involved in this confrontation.” When speaking of Bertram’s understanding of himself as British, I end up involved in a similar cultural confrontation. Secondly, the image of ‘Britishness’ has shifted since the 18th century; what did it mean to be British then, to the British and to others, and how can this understanding be recaptured by a writer of the 21st century? In writing Bertram’s biography, I am obliged to confront this double difficulty.

     

     

  • 144.
    Hildebrand, Kristina
    Halmstad University, School of Humanities (HUM), Contexts and Cultural Boundaries (KK).
    'But four lovers': Malory's Narratives of Courtly Love2010Conference paper (Other academic)
    Abstract [en]

    In Malory's story of Tristram, Isode sends greetings to Guinevere that 'there be within this londe but four lovers, and that is sir Launcelot and dame Gwenyver, and sir Trystrames and queene Isode'. However, despite this explicit comparison between the two great love stories of the Arthurian cycle, the relationships are markedly different. Whereas Lancelot and Guinevere largely remain inside the trope of knightly service to sovereign lady, Tristram's and Isode's interaction is less easily defined, drifting at times into a discourse of marriage rather than courtly love. This paper looks at the relationships from a perspective of power and control in courtly society.

  • 145.
    Hildebrand, Kristina
    Halmstad University, School of Humanities (HUM), Contexts and Cultural Boundaries (KK).
    De-anglifying Bertram: from forger to foreigner2010Conference paper (Other academic)
    Abstract [en]

    Not much is known of Charles Bertram, English teacher and forger. He was born in London in 1723, at some point – possibly as a child – moved to Denmark with his fanily, and became a teacher of English at the Danish Sea Cadet Academy. Much of the information comes from his preserved letters: in 1746, Charles Bertram initiated a correspondence with William Stukeley – one which would eventually lead to the printing of a fake medieval ms and a posthumous reputation for Stukeley as naive and gullible. Bertram’s side of the correspondence is in the Bodleian, Stukeley’s has unfortunately been lost, together with most of Bertram’s papers. It covers contemporary news and politics, cures for various illnesses, and, most of all, their shared interest in British history and antiquarianism.

    From the beginning of this correspondence, Bertram positions himself as explicitly British, referring in his letters to “our Mother Isle of Britaine,” and to “our native Country,” states that he “had no other Profit in View than the serving my Native Country of Britain by my Publication of the Scriptores,” and finishes a discussion of contemporary British politics by stating  that “my love to my Native Country makes me wish it well.” Despite his living in Denmark, Charles Bertram perceives himself as an Englishman, and is anxious to be thus perceived by others.

    However, Stukeley, in 1757, after ten years of correspondence filled with patriotism, refers casually to the first letter as being “polite, full of compliments, as usual with foreigners.” In Stukeley’s eyes, all the protestations of patriotic fervour cannot make Bertram British. Clearly, Stukeley’s and Bertram’s definitions of what it meant to be an Englishman differed. In this paper, I argue that Bertram’s perceived un-Englishness is not primarily a case of his being domiciled abroad, but a matter of linguistics and of the image of Englishness.

    Stukeley’s comment on Bertram’s compliments indicates that the foreignness he perceives is primarily linguistic. Bertram, despite being fluent in English, lacks the sociolinguistic competence which informs the speaker what register to use: instead of elegant he becomes over-polite – as is also clear when his letters are compared to letters by his contemporaries. He is out of the English-speaking sphere, and quite possibly also out of his social class: while the articles claiming that he was the son of a silk dyer do not refer to any actual source for this statement, his attitude towards the prominent people around him indicates a desire to rise in society, and an insecurity of his ability to do so. His lack of sense of the proper register to use places him as not English, as foreign.

    The other source of this understanding of Bertram as foreign is a matter of image. Stukeley is not the only person who perceives Bertram as a foreigner. As it becomes increasingly clear that the ms is a forgery, more and more scholars are eager to point out that Bertram is not an Englishman: he does fit the image of the honest Englishman. In his 1853 Britannic Researches. Or New Facts and Rectifications of Ancient British History, Beale Poste refers to Bertram as “a foreigner born at London”, his primary argument seems to be that no Englishman would be guilty of such a forgery. In The Gentleman’s Magazine of 1853, B. B. Woodward points out that the ms name for a road appears to be an attempt to create an earlier form of Watling Street, but that no sources spell the name so, “nor in any way so much as suggestive of it to an English scholar.” Indeed, Bertram’s very eagerness to be English would appear to be considered suspect; his presentation of himself as English is clearly frowned upon.

    Bertram, then, attempts to present himself as English but does not succeed, due to a lack of sociolinguistic skill but also due to his being a forger. The correspondence and other texts enable us to see both what the expectations of an Englishman were at the times, but also to follow the attempts by an 18th century man to construct an identity of nationality and class.

     

  • 146.
    Hildebrand, Kristina
    Halmstad University, School of Humanities (HUM), Contexts and Cultural Boundaries (KK).
    Dining on Crusade: Sire de Joinville's The Life of Saint Louis and Food2011Conference paper (Other academic)
    Abstract [en]

    The number of culinary mss preserved indicates an extensive interest in food and cooking in the Middle Ages. Food also appears in other texts, though rarely defined clearly: 'all of the best' is a common expression. However, in Joinville's The Life of Saint Louis, eating is presented as both social interaction and as a deliberate exclusion from a social context. Food and eating also serve as a reminder of time of year in a different climate, and as an example of the exotic and different world of Outremer. This paper looks at the various meanings conveyed in Joinville's text through food and eating.

  • 147.
    Hildebrand, Kristina
    Halmstad University, School of Humanities (HUM), Contexts and Cultural Boundaries (KK).
    'God knows I speak true': narrative, gender, and the truth in William Morris’s The Defense of Guinevere2005Conference paper (Refereed)
    Abstract [en]

    William Morris’s The Defense of Guinevere combines two narrators: the implied author and Guinevere. This paper argues that Guinevere, whose voice is explicitly and implicity constructed as female, attempts to appropriate the story of her possible adultery and use it as a vehicle for her own truth, rather than that of her accuser. Guinevere’s appropriation of the narrative to tell her truth is, however, finally depicted as “unspeakable” and as insignificant compared to the combat, the male arena for truth-telling. Guinevere’s voice is the dominant one, but the implied author’s voice is more significant than the scant number of lines indicates: it opens and closes the poem, and emphasises Guinevere’s femininity. It expresses the male gaze, which is also present in the poem as the audience of listening knights. Although the implied author’s voice expresses sympathy for Guinevere it is distant and detached, in its clarity strongly contrasted against Guinevere's immediate, fragmented narrative, and that contrast, again, points to the femininity of Guinevere’s voice. Guinevere’s voice also constructs itself as female by using references to her beauty, to other women, and to her feminine modesty to defend and assert her truthfulness. Her voice is created inside a feminine sphere, never moving, through metaphor or phrase, into the masculine areas of combat, knighthood, and honour. Through her narrative, Guinevere re-appropriates the telling of her story, insisting on her own version of events. Still, in her narrative she emphasises, again and again, her inability to speak and the dangers of speaking. At the end of the poem, Guinevere’s spirited narrative defense is finally undermined by a return to male truth-telling: Lancelot arrives to save her, bringing the masculine assertion of truth by way of combat.

  • 148.
    Hildebrand, Kristina
    Halmstad University, School of Humanities (HUM), Contexts and Cultural Boundaries (KK).
    Her Desire and His: Letters between Fifteenth-century lovers2007In: The Erotic in the Literature of Medieval Britain / [ed] Amanda Hopkins, Cory James Rushton, Cambridge: D.S. Brewer, 2007, p. 132-141Chapter in book (Other academic)
  • 149.
    Hildebrand, Kristina
    Halmstad University, School of Humanities (HUM), Contexts and Cultural Boundaries (KK).
    Male sexuality and the stain of illegitimacy: Sites of discomfort in Arthurian texts2003Conference paper (Other academic)
  • 150.
    Hildebrand, Kristina
    Halmstad University, School of Humanities (HUM), Contexts and Cultural Boundaries (KK).
    Morgan's Children: Sex and Power2008Conference paper (Other academic)
    Abstract [en]

    Many contemporary text reinterpret the ambiguous character of Morgan le Fay. However, whether they cast her as an evil enemy or as misunderstood martyr, a surprising number of contemporary depictions share one element: they change the traditional number and/or the identity of Morgan’s children. Mordred is depicted as her son, rather than Morgawse’s, and there are often other sons and daughters. Morgan’s children may be her allies or adversaries, or symbols of her feminity and sexuality: the texts differ in their approaches. In this paper; I discuss the various uses made of the portrayal of Morgan as mother in texts by Bradley, Sampson, Lawhead, and others.

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