"Helst skulle jag vilja få eleven att bli den där 19-årige soldaten" : En studie om historielärares syn på spelfilm och dess förmåga att utveckla historisk empati

Sammanfattning: The aim of this study is to explore history teachers' views of feature films and their ability to develop historical empathy. Data were gathered through semi-structured interviews with three history teachers and audiovisual elicitation through the feature film Saving Private Ryan. Gathered data was then analyzed based on Keith C. Barton & Linda S. Levstiks dual definition of historical empathy, which contains both a cognitive and an emotional element. The results of the study indicate that feature films according to the interviewed teachers have the ability to develop both cognitive and emotional historical empathy. Film can be a beneficial tool to highlight the multiplicity of perspectives which has existed within and between different groups through history. Films also have the ability to awaken the students' feelings and empathy through their visual power. The results also show that the feelings can take too much space at the expense of other parts of the history teaching, as an understanding of the historical context. To avoid this, the teachers mean that the feature film should be seen as a complement to other teaching and that it can not stand for itself but must be displayed in a context of a clear purpose and goal.