Ur historiens dunkel - En studie om urinvånarperspektiv i historieundervisningen på högstadiet och gymnasiet. ! ! Temin och år: Vt 2015

Sammanfattning: The purpose of this essay is to examine the possibilities of an integrated indigenous perspective in the Swedishhistory curriculum for secondary school. Looking at progress made in Alberta, Canada, where a new movement hasbegun to change the curriculum in accordance with Canadian indigenous traditions, this essay will discuss theimplementation of a similar change in Sweden. This is achieved through the dual lenses of postcolonial history-writing, in an amalgamation of the writings of Tesfahuney and Trenter, as well as Winter and Jørgsensens take ondiscourse theory. While both the Swedish and Canadian teachers questioned, expressed the potential of an integratedindigenous perspective in the curriculum, teachers of both countries pointed out the practical difficulties ofintegrating such a perspective in a curriculum not suited for it. A few of the Canadian teachers tried to solve thisproblem, by trying to fundamentally alter the nature of the courses given and put indigenous traditions at the centerof the curriculum. We also discuss the potential of the Swedish curriculums on these points, and how a moreincluding history education could be implemented in the Swedish school system.