Considering the Past and Present of Romani in Sweden: Secondary School Pupils' Thinking and Caring about the History of the Romani in National Tests

Autor/inn/en	Nolgård, Olle; Nygren, Thomas
Titel	Considering the Past and Present of Romani in Sweden: Secondary School Pupils' Thinking and Caring about the History of the Romani in National Tests
Quelle	In: Education Inquiry, 10 (2019) 4, S.344-367 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nolgård, Olle) ORCID (Nygren, Thomas)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2000-4508
DOI	10.1080/20004508.2019.1607708
Schlagwörter	Foreign Countries; Secondary School Students; Caring; Social History; History Instruction; Empathy; National Competency Tests; Minority Groups; Social Discrimination; Critical Thinking; Essays; Adolescents; Public Schools; Disadvantaged; Jews; Indigenous Populations; Primary Sources; Moral Issues; Sweden + Suchen Sie Ihr Suchwort? Ausland; Sekundarschüler; Care; Pflege; Sorge; Betreuung; Sozialgeschichte; History lessons; Geschichtsunterricht; Empathie; Ethnische Minderheit; Soziale Benachteiligung; Soziale Schließung; Kritisches Denken; Essay; Aufsatzunterricht; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Public school; Öffentliche Schule; Jew; Jude; Jüdin; Juden; Sinti und Roma; Primärquelle; Moraltheorie; Schweden
Abstract	In this study, we analyse 126 secondary pupils' responses to national test questions designed to make them think and care about the history of national minorities in Sweden. Using a mixed method approach we find that historical thinking and empathy as caring are tightly interlinked in the responses. In particular, the cognitive act of corroborating historical sources about the treatment of minorities is linked to historical empathy as caring -- while sourcing seems like a separate process. We also find that pupils struggle to link the past to the present and the future more than they do with sourcing and corroboration. Engaging with the past of discrimination of minorities makes pupils take critical positions beyond established dimensions of historical thinking. Our findings highlight how we need to better understand how to scaffold pupils' practical knowledge, skills and attitudes in ideologically and emotionally charged issues. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01