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Henrik Åström Elmersjö and syllabi as source material because, even if we do not know if the intentions of these texts in fact governed discussions in the classrooms, it still offers a window into those classrooms and provides legitimate insights into history education in previous generations. The study employed both qualitative and quantitative methods, utilising close textual analysis and some simpler quantitative measures (i.e., word-count) on some of the most widely used textbooks in Swedish upper secondary schools. The purpose of the quantitative approach was to establish a measurement of how use of the word “Europe” changed in the textbooks during the 20th century. The purpose of the qualitative approach was to establish the meaning of the concept of “Europe”. In this respect, the textbooks were approached with the intent of showing the meaning of “Europe” through a reading of the texts where words, virtues and meanings associated with the concept of “Europe” were at the centre of the analysis. Especially concepts associated with “Europe”, in direct contrast to other concepts associated with “the other” (i.e., the world outside Europe), were of interest in the analysis (see Said, 1978:1–28). In the words of Stråth, “Positive definitions are dependent on negative ones and vice versa, concepts such as ‘class’, ‘Islam’, or ‘Europe’ are established through distinction. They are politically constructed” (Stråth, 2005:261). The textbooks analysed represent a range of key textbooks used at different periods in the 20th century. Each textbook was produced in direct relation to existing curricula and history syllabi. Ten textbooks 3 for upper secondary school were studied. The selection of books to study was governed by a desire to analyse those textbooks that reached proportionately high numbers of pupils in any given period. However, the selection was also conditioned by a desire to analyse “new” books, (i.e., when they first came out on the market or were extensively rewritten). This meant that some books were analysed in their first edition even though it was not until, for example, the fifth edition that it was considered the most widely used book in Swedish upper secondary schools (Andolf, 1972:126). 4 Until the beginning of the 1960s, the history course for upper secondary school was divided into Nordic (mostly Swedish) and general history (Ander, 1966:20). General history basically focused on broad developments in those parts of the world considered important at the time, with “all of history” held together in one narrative. Generally, the military and political history of Europe was at the centre of the subject; as was the military and political history of Scandinavia, with a special focus on Sweden, the centre of Nordic history. Textbooks <strong>issue</strong>d in the latter part of the 20th century covered both the general aspects of history, as well as Nordic and Swedish history. The textbooks studied in this article are presented in Table 1. 64
The Meaning and Use of “Europe” in Swedish History Textbooks, 1910–2008 Table 1: Upper Secondary History Textbooks under Study Authors (year) Edition Type of History Time Covered Pallin–Boëthius (1910) 6th (1st in 1878) General ~1500–1910 Falk (1922) 1st General ~1500–1919 Jacobson–Söderlund (1941) 4th (1st in 1933) General ~3500BC–1939 Bäcklin–Holmberg–Lendin– Valentin (1955) Bäcklin–Holmberg–Lendin– Valentin (1962) Tham–Kumlien–Lindberg (1966–1967) Graninger–Tägil (1973a, b and c) Bergström–Löwgren– Almgren (1983) Sandberg–Karlsson–Molin– Ohlander (1996) Nyström–Nyström– Nyström (2008) 2nd (1st in 1954) General ~3500BC–1954 1st (based on the 1954 edition) Swedish, Nordic, General ~3500BC–1960 1st (2 volumes) Swedish, Nordic, General ~1000–1965 1st (3 volumes) Swedish, Nordic, General ~1200–1973 1st Swedish, Nordic, General ~3500BC–1980 1st Swedish, Nordic, General ~3500BC–1995 1st (based on a 2001 edition) Swedish, Nordic, General ~3500BC–2005 For full bibliographical information, see the References below. The different textbook authors were not considered actors in this study. For the purpose of this analysis textbooks were representative of their individual eras and not representative of different individual actors (e.g., authors or publishing houses). This could of course be considered a weakness of the study. However, the aim is not to see which actors held which views or how individuals influenced the history being taught, but to recognise the ideas of Europe that pupils encountered in the textbooks of different times. The Swedish curricula for upper secondary school and the associated syllabi for history as a school subject changed a number of times during the 20th century. With regard to the textbooks under examination here, each textbook was written to correlate to a specific syllabus. Even if the syllabus for the school subject of history changed many times during the 20th century, only the syllabi which are of importance for the textbooks under study here were considered in this analysis. Political Calls for a European Perspective One of the questions addressed in this article is the extent to which possible changes in textbook portrayals of European and Swedish identity correlate with changing political ideas of Sweden and Europe during the course of the 20th century. A detailed analysis of key political ideas is beyond the focus of this article; however, it is instructive to explore some central developments in the construction of political identity during the second part of the 20th century. 65
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EDUCATION INQUIRY Volume 2, No. 1,
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Editorial Per-Olof Erixon, Editor E
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THEMATIC SECTION HISTORY TEXTBOOK R
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Stuart Foster that what is “in”
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