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317 43467149 2.Pdf (2.109Mb) MASTEROPPGAVE Masterstudium i skolerettet utdanningsvitenskap med fordypning i samfunnsfag, SKUT 5910 Mai 2019 Perspektiver på andre verdenskrig i norske og svenske lærebøker En komparativ studie av narrativene i fire læreverk i Norge og Sverige Theo Thybell Kand.nr: 317 OsloMet – storbyuniversitetet Fakultet for lærerutdanning og internasjonale studier Institutt for grunnskole- og faglærerutdanning Forord Denne masteroppgaven markerer avslutningen på seks år med studier på OsloMet – Storbyuniversitetet og tidligere Høgskolen i Oslo og Akershus. Valget om å studere master i skolerettet utdanningsvitenskap har vært det viktigste valget jeg har tatt i forhold til min utvikling som lærer, og et av de beste valgene jeg har tatt når det kommer til min forståelse av samfunnsfaget som fag. Samfunnsfag har betydd mye for min skolegang, fra det første møtet med faget på barneskolen og fram til min nåværende forståelse av samfunnsfaglige problemstillinger og det enorme omfanget faget består av. Masterutdanningen har gitt meg en forståelse av hvor omfattende og viktig faget også er utenfor skolens rammer. Samfunnsfaget har alltid vært det faget jeg har interessert meg mest for, spesielt historiedelen av faget, som er så mye mer enn bare beretninger om fortiden. Valg av tema for oppgaven kom av min interesse for den andre verdenskrig, min interesse for krigen har jeg fått gjennom mange ulike arenaer. Gjennom lærebøker, filmer og Tv-serier, skjønnlitteratur og kulturelle minner, er den andre verdenskrig og dens tematikk svært viktig i forståelsen av spesielt nordisk historie og den vestlige verdens framvekst og hvilke problemstillinger som fortsatt er gjeldende i dag. Det er flere å takke for gjennomføringen av denne oppgaven. Først og fremst vil jeg takke min veileder Marlen Ferrer, som har gitt meg svært god veiledning i forhold til hvordan en masteroppgave burde se ut, men spesielt hvordan tematikken skulle behandles. Takket være Ferrer sin kunnskap som historiker har jeg fått innsikt i historiefeltet på en mer faglig måte. Hennes faglige tyngde har gitt meg svært gode, konstruktive tilbakemeldinger som undertegnede er svært takknemlig for. Takk til mamma for støttende ord og gode råd. Takk til pappa, som alltid har stilt opp med å kjøre meg hjem etter lange dager med studier og kveldsvakter. Takk til min kjære mormor, som alltid har vært samlende. Takk til min samboer, som har vært støttende under en stressende periode. 2 Innholdsfortegnelse Forord ..................................................................................................................................................... 2 Sammendrag .......................................................................................................................................... 5 Abstract .................................................................................................................................................. 6 1.0 Innledning ........................................................................................................................................ 7 1.1 Bakgrunn for valg og tema ............................................................................................................ 8 1.2 Forholdet Norge-Sverige ............................................................................................................... 8 1.3 Aktualitet ....................................................................................................................................... 9 1.4 Avgrensning og problemstilling .................................................................................................. 12 1.5 Oppgavens struktur ...................................................................................................................... 14 2.0 Teori ................................................................................................................................................ 15 2.1 Forskning på lærebokas posisjon................................................................................................. 15 2.2 Narrativitet og narrativ historiefortelling .................................................................................... 21 2.3 Historiske framstillinger: perspektiver på historie ...................................................................... 23 2.4 Beretninger utenfor lærebøkene .................................................................................................. 26 2.4.1 Populærkultur og minnekultur .............................................................................................. 26 2.5 Historisk tenkning, historiebevissthet og narrativ kompetanse og kritisk tenkning .................... 28 2.5.1 Historisk tenkning ................................................................................................................ 28 2.5.2 Historiebevissthet ................................................................................................................. 29 2.5.3 Narrativ kompetanse ............................................................................................................. 33 2.5.4 Kritisk tenkning .................................................................................................................... 35 2.6 Begreper: Historiedidaktiske og analytiske ................................................................................. 37 2.6.1 Narrative forkortninger ......................................................................................................... 40 2.7 Lærebokanalyse ........................................................................................................................... 46 2.7.1 Kriterier for analyse av lærebøker ........................................................................................ 46 2.8 Læreplaner ................................................................................................................................... 49 2.8.1 Den norske læreplanen og kompetansemål i historie ........................................................... 49 2.8.2 Den svenske læreplanen og kompetansemål i historie ......................................................... 51 2.9 Forskningsspørsmål ..................................................................................................................... 53 3 3.0 Metode og utvalg ........................................................................................................................... 54 3.1 Kvalitativ og kvantitativ metode ................................................................................................. 54 3.1.1 Tekstanalyse ......................................................................................................................... 55 3.1.2 Komparativ metode .............................................................................................................. 56 3.1.3 Hermeneutikk ....................................................................................................................... 56 3.2 Utvalg og presentasjon ................................................................................................................ 58 3.2.1 Norske og svenske læreverk ................................................................................................. 58 3.2.2 Presentasjon av læreboka: Kosmos 9. Samfunnsfag for ungdomstrinnet ............................. 61 3.2.3 Presentasjon av læreboka: Underveis. Historie 9 ................................................................. 62 3.2.4 Presentasjon av læreboka: SOL 4000 Levande Historia 9 ................................................... 63 3.2.5 Presentasjon av læreboka: PRIO Historia: Grundbok 8 ....................................................... 64 3.3 Etiske betraktninger, reliabilitet og validitet ............................................................................... 65 4.0 Analyse av læreverkene ................................................................................................................ 68 4.1 Analyse av læreboka: Kosmos 9. Samfunnsfag for ungdomstrinnet ........................................... 68 4.2 Analyse av læreboka: Underveis Historie 9 ................................................................................ 77 4.3 Analyse av læreboka: Levande Historia 9 ................................................................................... 86 4.4 Analyse av læreboka: PRIO Historia: Grundbok 8 ..................................................................... 91 5.0 Funn – en komparativ tilnærming ............................................................................................... 98 5.1 Sammenligning av de norske lærebøkene ................................................................................... 98 5.2 Sammenligning av de svenske lærebøkene ............................................................................... 101 5.3 Sammenligning av de fire læreverkene ..................................................................................... 102 6.0 Avslutning .................................................................................................................................... 111 6.1 Drøfting. Narrativer og ferdigheter ........................................................................................... 111 6.2 Kritikk av egen forskning, oppsummering og veien videre ...................................................... 118 Litteraturliste ....................................................................................................................................
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