What do you know when you know something about history? What is important to know and how do you learn? Adolescents encounter history everywhere: at school, in the family, in media and society. But how do adolescents perceive history and in what ways do aspects of meaning and ethical values affect the encounters with history? This study discusses how Swedish adolescents and teachers encounter, communicate and define knowledge about history, analysing the process from curricula and history textbooks to the world of the pupils.
Niklas Ammert is associate professor of History at Linnaeus University (Sweden). His main research interest concerns History didactics and History Education - how people encounter and communicate history at school, in higher education, in politics and in other cultural and societal contexts.
Contents: History didactics - Knowledge about history - Encounters with history, meaning, ethical values - Hundred Years of knowledge about History - Pupils encounter History - Pupils and Knowledge about History - Pupils' meaning making in encountering History - Teachers' Views of Knowledge about History - The Subject of History and its Relations to Pupils 1905-2005 - Ethical Values Bridging Knowledge about History.