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Henrik Åström Elmersjö cal identity seems, in this respect, to be a political project. The major changes in the conception of Europe is not that it has gone from bad to good, but this study does – to some degree – support the claim that the perspective has gone from the Swedish impact on Europe to Europe’s impact on Sweden. By not only looking at the ideas of Europe in contemporary times this study shows that the meaning of historical events also shifts as the political climate for Swedish Europeanness changes. This is especially evident in the textbooks published after 1995 (Sandberg et al., 1996; Nyström et al., 2008). It was also evident in some of the other textbooks published after the Second World War where European co-operation was strongly emphasised and was said to have had a “long history”. However, in some of the textbooks published in the decades between 1945 and 1995 Sweden and the other Nordic countries were still considered as standing beside Europe in many respects. The contemporary situation in Europe and in the Swedish debate on Europe is quite clear in the last chapters of the textbooks, but the influence of contemporary history can also make it difficult to compare the development of ideas over time. It was of course difficult to see Europe as an arena of co-operation during World War II, and it was perhaps easy to do so in the 1990s. Even so, this shows that the European identity is not perennial in itself and the Swedish textbooks’ association with Europe – or the lack thereof – is not at all perennial. The ideas of Europe conveyed in some of the textbooks after 1950 show strong connections to the European ideal of co-operation in the sense of the Schuman Plan. This is particularly evident after 1995 when Sweden became a member state of the European Union. The textbooks from the first part of the century show a more chauvinistic idea of the culture of Europe, with less emphasis on politics and economics. Therefore, it is safe to say that the mythologisation of “the European” and “Europe” is, to some extent, a feature of all textbooks produced since the beginning of the 20th century. In particular, this development appears to have deepened in more recent decades when the teleological myth of Europe as an entity and European co-operation has continued to be robustly conveyed to school children across Sweden. Henrik Åström Elmersjö is a doctoral student of History Didactics, at <strong>Umeå</strong> University, Sweden. He is engaged in the research project “History Beyond Borders: The International Textbook History Revision, 1919–2009”. His dissertation project concerns the history textbook revision conducted by the Norden Associations in the 20th century, with a primary focus on the interaction between different nationally defined historical cultures. He has also been engaged in the European textbook project “EurViews”. E-mail: henrik.elmersjo@historia.umu.se 74
The Meaning and Use of “Europe” in Swedish History Textbooks, 1910–2008 References Textbooks Bergström, B., Löwgren, A. and Almgren, H. (1983) Alla tiders historia. Stockholm: Liber. Bäcklin, M., Holmberg, E., Lendin, W. and Valentin, H. (1955) Allmän historia för gymnasiet, second edition. Stockholm: Almqvist & Wiksell. Bäcklin, M., Holmberg, E., Lendin, W. and Valentin, H. (1962) Historia för gymnasiet. Stockholm: Almqvist & Wiksell. Falk, E. (1922) Nya tidens historia för gymnasiet. Stockholm: Albert Bonniers förlag. Graninger, G. and Tägil, S. (eds.) (1973a) Historia i centrum och periferi: Del 1 Högmedeltiden till Franska revolutionen. Stockholm: Esselte Studium. Graninger, G. and Tägil, S. (eds.) (1973b) Historia i centrum och periferi: Del 2 Franska revolutionen till Första världskriget. Stockholm: Esselte Studium. Graninger, G. and Tägil, S. (eds.) (1973c) Historia i centrum och periferi: Del 3 Sarajevo till 31 december 1972. Stockholm: Esselte Studium. Jacobsson, G. and Söderlund, E. (1941) Lärobok i allmän historia för gymnasiet, fourth edition. Stockholm: Svenska bokförlaget. Nyström, H., Nyström, L. and Nyström, Ö. (2008) Perspektiv på historien A bas. Malmö: Gleerups förlag. Pallin, J. R. and Boëthius, S. J. (1910) Lärobok i nya tidens historia för allmänna läroverkens högre klasser, sixth edition. Stockholm: Norstedts. Sandberg, R., Karlsson, P. A., Molin, K and Ohlander, A-S. (1996) Epos historia: för gymnasieskolans kurs A och B. Stockholm: Almqvist & Wiksell. Tham, W., Kumlien, K. and Lindberg, F. (1966) Folkens historia 1: Lärobok för gymnasiet. Stockholm: Svenska Bokförlaget. Tham, W., Kumlien, K. and Lindberg, F. (1967) Folkens historia 2: Lärobok för gymnasiet. Stockholm: Svenska Bokförlaget. Curricula and Syllabi (chronological order) Kungl. Maj:ts nådiga kungörelse angående undervisningsplan för gymnasiet [Syllabi for upper secondary school]. In Svensk författningssamling (SFS) nr 28 (1909). Metodiska anvisningar till undervisningsplanen för rikets allmänna läroverk [Methodological instructions attached to the syllabi for upper secondary school] (1935) Stockholm: Kungl. Skolöverstyrelsen. Metodiska anvisningar för undervisning i modersmålet och historia med samhällslära i gymnasiet [Methodological instructions for teaching Swedish and History in upper secondary school]. In Aktuellt från skolöverstyrelsen (AFS) 9, no. 19 (1956), 269–299. Metodiska anvisningar för undervisning i historia i gymnasiet [Methodological instructions for teaching History in upper secondary school]. In Aktuellt från skolöverstyrelsen (AFS) 14, no. 29 (1961), 545–556. Lgy65, Läroplan för gymnasiet [Curriculum for upper secondary school] (1965) Stockholm: Skolöverstyrelsen. Lgy70, Läroplan för gymnasieskolan, Supplement II: 3-åriga och 4-åriga linjer [Curriculum for upper secondary school’s 3- and 4-year programmes] (1971) Stockholm: Skolöverstyrelsen. Lgy70(81), Historia, Supplement II:71 [History] (1981) Stockholm: Skolöverstyrelsen. 75
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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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