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Folkmord I Metropolen Och Periferin

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Folkmord I Metropolen Och Periferin Folkmord i metropolen och periferin En analys av läroböcker, kursplan och utbildningspolitik Anthonia Larsson Historia AV, Självständigt arbete, KPU Huvudområde: Historia Högskolepoäng: 15 hp Termin/år: Höstterminen 2018 Handledare: Mats Deland Examinator: Per Sörlin Kurskod/registreringsnummer: HI020A Utbildningsprogram: Kompletterande pedagogisk utbildning. Ämneslärare åk 7–9. Innehållsförteckning Inledning ..................................................................................................................................... 2 Bakgrund .................................................................................................................................................... 2 Syfte och frågeställningar ........................................................................................................................ 4 Material ...................................................................................................................................................... 5 Avgränsningar........................................................................................................................................... 7 Avgränsningar mot folkmord .................................................................................................................. 7 Tidigare forskning .................................................................................................................................. 15 Metod och teori ......................................................................................................................... 19 Hypotes .................................................................................................................................................... 19 Centrala begrepp ..................................................................................................................................... 19 Historiekultur ........................................................................................................................................ 19 Metropol och Periferi ............................................................................................................................. 20 Eurocentrism ........................................................................................................................................... 20 Diskursanalys som teori och metod ..................................................................................................... 22 Diskurs, makt och kunskap .................................................................................................................... 22 Tillvägagångssätt .................................................................................................................................. 23 Resultat och analys .................................................................................................................. 25 1.1 Kursplansanalys ................................................................................................................................ 25 Kursplanen blir till ................................................................................................................................ 25 Folkmord i kursplanen ........................................................................................................................... 28 1.2 Läromedelsanalys ............................................................................................................................. 31 Kongo 1885–1908 .................................................................................................................................. 31 Namibia 1904–1907 .............................................................................................................................. 32 Armenien 1915–1917 ............................................................................................................................ 33 Förintelsen 1941–1945 .......................................................................................................................... 34 Sovjetunionen 1922–1991 ..................................................................................................................... 36 Östtimor 1975–1999 ............................................................................................................................. 37 Kambodja 1975–1979 ............................................................................................................................ 38 Rwanda 1994 ......................................................................................................................................... 39 Srebrenica 1995 ..................................................................................................................................... 40 1.3 Läromedlens urval i relation till kursplan ..................................................................................... 42 Diskussion och slutsats .......................................................................................................... 45 Metod och teori ....................................................................................................................................... 45 Kursplansanalys ...................................................................................................................................... 47 Läromedelsanalys ................................................................................................................................... 48 Läromedlens urval i relation till kursplan ........................................................................................... 49 Sammanfattande slutsats och förslag på vidare forskning ................................................................ 50 Sammanfattning ....................................................................................................................... 51 Källor och litteratur .................................................................................................................. 52 Tryckta källor .......................................................................................................................................... 52 Offentligt tryck ...................................................................................................................................... 52 Litteratur .................................................................................................................................................. 53 Webbaserad litteratur ............................................................................................................................. 55 1 Inledning Bakgrund Undervisningen i klassrummet påverkas utifrån ett flertal faktorer som läraren, dennes kunskaper, elevgrupp, förutsättningar, resurser och intressen. Utöver dessa har läroboken en central roll som kan ta sig olika uttryck genom att läraren använder den som referens eller nyttjar dess material. Samtidigt kan läroboken även agera som en riktlinje gällande undervisningens innehåll, vad som ska behandlas samt vilken kunskap som är viktig. Lärobokens uppgift blir således att överföra kunskap motsvarande styrdokumentens krav och innehåll samtidigt som den bör uppfylla både lärarens och elevens behov.1 Detta motiverar för en undersökning om vad som förmedlas i läroböcker som även kopplas till de styrdokument de är i relation till och den utbildningspolitiska diskussionen i införandet av kursplanen. Samtidigt finns det en maktaspekt kopplad till läroböckernas förmedling av den kunskap som anses relevant utifrån kursplan och utbildningspolitik men även utifrån deras förmedlade innehåll. Genom denna kunskapsaspekt som förmedlas utifrån styrdokumenten anklagas läroböcker ibland för att både spegla och bibehålla den kunskap som värderas av de maktägande positionerna i samhället som genom styrdokumenten anger vilken kunskap som är relevant. Samtidigt betraktas de i detta perspektiv som ett redskap för att prägla läsarna med denna kunskapsförmedling.2 Läroböcker är således inte helt okontroversiella och den här undersökningen följer ett liknande spår där lärobokens relation till styrdokument och utbildningspolitik med dess uttryck och upphov för makt är i fokus. Utgångspunkten för den här undersökningen är ett postkolonialt eurocentriskt perspektiv på läroböckernas förmedlade kunskap utifrån folkmord. Detta undersöks genom den förmedlade bilden men även utifrån dess förhållande till kursplan vilket relateras till läroböckernas förhållande till makten genom att överföra styrdokumentens krav och vara resultatet av en utbildningspolitisk diskussion. Kärnan i undersökningen utgår från detta och fokuserar på den historiekultur som läroböckerna, kursplan och utbildningspolitik förmedlar utifrån den maktposition de besitter och kan argumenteras göra ett anspråk på. I linje med detta är det alltså en postkolonial eurocentrisk teoretisk ansats tillsammans med Foucaults förhållningssätt till makt som agerar utgångspunkt för den här undersökningen som utifrån detta bedrivs med en diskursiv metodologisk metod. Genom detta blir det således den skolhistoriska kanonen som blir föremål för undersökningen och inte enskilt källmaterial. 1 Ammert, Niklas, ”Om läroböcker och studiet av dem”, i Ammert, Niklas (red), Att spegla världen: läromedelsstudier i teori och praktik: läromedelsstudier i teori och praktik 1. Uppl., Studentlitteratur, Lund, 2011. S 26–28.
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