Eurocentrism i svensk historieundervisning? : En kunskapsöversikt kring eurocentrismens konsekvenser för historieundervisningen samt vilka alternativa arbetssätt lärare kan använda sig av i undervisningen

Sammanfattning: The increased multiculturalism and globalization in both Sweden and Swedish classrooms poses new demands on history education. This knowledge overview aims to answer questions regarding Eurocentrism, one in which we dive into the consequences of the eurocentric history view and the other where we look into alternative methods to work with or against Eurocentrism in history education. The Methods to execute this knowledge overview was through a systematic search for relevant research, in which the databases Swepub och Google Scholar was used. The collected material was also supplemented with material given by a professor at Malmö University. The result in this overview conveys that there is in fact an eurocentric view in the Swedish curriculum and in history textbooks, which reflects the education that some teachers conduct. It leads to limited history knowledge and therefore are the pupils not given an equitable education. Furthermore, the presence of Eurocentrism in history education leads to structural discrimination and symbolic violence against students of ethnic backgrounds other than Swedish, as their own experiences and identities are disregarded and excluded. Regarding the second question, research outlines various methods for teachers to address and approach Eurocentrism in education. These methods tackle Eurocentrism differently, including approaches like historical self-reflection and incorporating additional narratives. Most of the methods have their own set of pros and cons, requiring adaptation based on the student composition within the classroom.