Kenneth Nordgren

Intercultural historical learning: a conceptual framework

This paper outlines a conceptual framework in order to systematically discuss the meaning of intercultural learning in history education and how it could be advanced. We do so by bringing together theories of historical consciousness, intercultural competence and postcolonial thinking. By combining these theories into one framework, we identify some specific and critical aspects of historical learning that are relevant for today. We have constructed a matrix with three rows of narrative abilities intersecting with three columns of intercultural dimensions. This generates a matrix that consists of nine cells. By formulating a set of questions and answers for each cell, we outline learning applications and demonstrate how the historical and intercultural concepts are mutually enriching. The framework addresses two issues: firstly, the intercultural historical competence that may result; and secondly, how it can be developed. This can be used by researchers to analyse the intercultural elements of historical learning, in schools and in society, and by educators to construct relevant learning activities.

How to Do Things With History: Use of History as a Link Between Historical Consciousness and Historical Culture

Abstract This article centers on a theoretical discussion of how use of history can be addressed as a distinct concept, analytically and pedagogically. The point of departure is the field of history education research in the Nordic countries where the concept has become a term to denote the space of action between historical consciousness and historical culture. The concept is introduced and the relationship between “history” and “use” is investigated further from a phenomenological perspective. Use of history is conceptualized as how people actively use the historical culture available to them. Through communication, they explain, build, and transform identities and societies. It is also suggested that use of history is a 3rd aim for history education. In addition to supporting students’ content knowledge and abilities to think historically, this article advocates the need to identify and analyze the role and function of history in contemporary life as an aspect of learning history.

Powerful knowledge, intercultural learning and history education

Abstract This article theorizes on the role of school subjects, especially history, in multicultural and intercultural education, arguing that to ensure intercultural learning there is a need to integrate these curricular intentions in subject teaching. However, the epistemological reorganization that such integration involves will challenge both a traditional structured content knowledge, and the multicultural research focused on deconstructing these traditions. This article investigates Michael Young’s concept of ‘powerful knowledge’ as a way to incorporate knowledge in the discourses of intercultural education. While proponents of the intercultural perspective emphasise educational policies and socialisation, advocates of powerful knowledge tend to dismiss such political interference. In order to use powerful knowledge in this context the concept is reconceptualised by relating it to curriculum theory and Gert Biesta’s conceptual distinction between educational purposes. Finally, this intersection is pursued through the example of history education. When acknowledging that societal needs, policy and disciplinary boundaries are interrelated, the perspective of ‘powerful knowledge’ can bring the potential of subject knowledge to intercultural research, and thus prove useful in identifying the guidelines necessary to develop History as a contemporary relevant subject.