Thinking and caring about indigenous peoples’ human rights: Swedish students writing history beyond scholarly debate

References

• Ahonen, S. 2012. Coming to Terms with a Dark Past: How Post-conflict Societies Deal with History. Frankfurt am Main: Peter Lang.
   Google Scholar
• Almgren, E. 2006. “Att fostra demokrater: Om skolan i demokratin och demokratin i skolan [To Foster Democrats: School in Democracy and Democracy in School].” PhD diss.. Uppsala universitet, Uppsala.
   Google Scholar
• Amadeo, J., J. Torney-Purta, R. Lehmann, V. Husfeldt, and R. Nikolova. 2002. Civic Knowledge and Engagement: An IEA Study of Upper Secondary Students in Sixteen Countries. Amsterdam: IEA.
   Google Scholar
• Angvik, M., and B. Borries, eds. 1997. Youth and History: A Comparative European Survey on Historical Consciousness and Political Attitudes among Adolescents. Hamburg: Körber-Stiftung.
   Google Scholar
• Avram, D. 2010. “The Problem with Using Historical Parallels as a Method in Holocaust and Genocide Teaching.” Intercultural Education 21 (1): 33–40.
   Google Scholar
• Bajaj, M. 2004. “Human Rights Education and Student Self-conception in the Dominican Republic.” Journal of Peace Education 1 (1): 21–36.
   Google Scholar
• Barton, K. C. 2008. “Research on Students’ Ideas about History.” In Handbook of Research in Social Studies Education, edited by L. S. Levstik and C. A. Tyson, 239–258. New York, NY: Routledge.
   Google Scholar
• Barton, K. C, and L. S, Levstik. 2004. Teaching History for the Common Good. New York, NY: Routledg.
   Google Scholar
• Broman, A. 2009. “Att göra en demokrat: Demokratisk socialisation i den svenska gymnasieskolan [The Making of a Democrat: Democratic Socialization in the Swedish Upper-Secondary School].” PhD diss., Karlstad University Press, Karlstad.
   Google Scholar
• Brooks, S. 2011. “Historical Empathy as Perspective Recognition and Care in One Secondary Social Studies Classroom.” Theory & Research in Social Education 39 (2): 166–202.
   Google Scholar
• Carlgren, I. 1999. “Pedagogy and Teachers’ Work.” Nordisk Pedagogik 19 (4): 223–234.
   Google Scholar
• Charmaz, K. 2006. Constructing Grounded Theory: A Practical Guide Through Qualitative Analysis. London: Sage.
   Google Scholar
• Coffin, C. 2006. "Learning the Language of School History: The Role of Linguistics in Mapping the Writing Demands of the Secondary School Curriculum."Journal of Curriculum Studies 38 (4): 413–429.
   Web of Science ®Google Scholar
• Council of Europe. 2001. Recommendation Rec (2001) 15 on History Teaching in Twenty-first Century Europe. Strasbourg: Council of Europe.
   Google Scholar
• Council of Europe. 2010. Recommendation CM/Rec(2010) 7 and Explanatory Memorandum: Council of Europe Charter on Education for Democratic Citizenship and Human Rights Education. Strasbourg: Council of Europe.
   Google Scholar
• De La Paz, S., M. Felton, C. Monte-Sano, R. Croninger, C. Jackson, J. S. Deogracias, and B. P. Hoffman. 2014. “Developing Historical Reading and Writing with Adolescent Readers: Effects on Student Learning.” Theory & Research in Social Education 42 (2): 228–274.
   Google Scholar
• De La Paz, S., R. Ferretti, D. Wissinger, L. Yee, and C. MacArthur. 2012. “Adolescents' Disciplinary Use of Evidence, Argumentative Strategies, and Organizational Structure in Writing about Historical Controversies.” Written Communication 29 (4): 412–454.
   Web of Science ®Google Scholar
• Endacott, J. L. 2010. “Reconsidering Affective Engagement in Historical Empathy.” Theory & Research in Social Education 38 (1): 6–47.
   Google Scholar
• Flowers, N. 2004. “How to Define Human Rights Education? A Complex Answer to a Simple Question.” In International Perspectives in Human Rights Education, edited by V. B. Georgi and M.. Seberich, vol. 112, 105–127. Gütersloh: Bertelsmann Foundation.
   Google Scholar
• Friezsche, K. P. 2008. “What Do Human Rights Mean for Citizenship Education?” Journal of Social Science Education 6 (2): 40–49.
   Google Scholar
• Galinsky, A. D., and G. B. Moskowitz. 2000. “Perspective-taking: Decreasing Stereotype Expression, Stereotype Accessibility, and In-group Favoritism.” Journal of Personality and Social Psychology 78 (4): 708–724.
   PubMed Web of Science ®Google Scholar
• Gilbert, L. S. 2002. “Going the Distance: ‘Closeness’ in Qualitative Data Analysis Software.” International Journal of Social Research Methodology 5 (3): 215–228.
   Google Scholar
• Goldberg, T., B. Schwarz, and D. Porat. 2011. “‘Could They Do It Differently?’: Narrative and Argumentative Changes in Students’ Writing following Discussion of ‘Hot’ Historical Issues.” Cognition and Instruction 29 (2): 185–217.
   Web of Science ®Google Scholar
• Gottlieb, E., and S. Wineburg. 2012. “Between Veritas and Communitas: Epistemic Switching in the Reading of Academic and Sacred History.” The Journal of the Learning Sciences 21 (4): 84–129.
   Web of Science ®Google Scholar
• Greene, S. 1994. “The Problems of Learning to Think like a Historian: Writing History in the Culture of the Classroom.” Educational Psychologist 29 (2): 89–96.
   Web of Science ®Google Scholar
• Hansson, J. 2010. “Historieintresse och historieundervisning: elevers och lärares uppfattning om historieämnet [History Interest and History Teaching: Students’ and Teachers’ Views on the Subject of History].” PhD diss.., Umeå University, Umeå.
   Google Scholar
• ILO. 1989. Convention No. 169 Concerning Indigenous and Tribal Peoples in Independent Countries. Geneva: International Labour Organization.
   Google Scholar
• Jensen, B. E. 1997. “Historiemedvetande: Begreppsanalys, samhällsteori, didaktik [Historical Consciousness: Concept Analysis, Social Theory, Didactics].” In Historiedidaktik, edited by C. Karlegärd and K. G. Karlsson, 72–81. Lund: Studentlitteratur.
   Google Scholar
• Johnston, L. 2006. “Software and Method: Reflections on Teaching and Using QSR NVivo.” International Journal of Social Research Methodology 9 (5): 379–391.
   Google Scholar
• Kohlmeier, J. 2006. “‘Couldn’t She Just Leave?’: The Relationship between Consistently Using Class Discussions and the Development of Historical Empathy in a 9th Grade World History Course.” Theory & Research in Social Education 34 (1): 34–57.
   Google Scholar
• Krippendorff, K. 2013. Content Analysis: An Introduction to Its Methodology. 3rd ed. Thousand Oaks, CA.: Sage.
   Google Scholar
• Kvale, S. 1997. Den kvalitativa forskningsintervjun [The Qualitative Research Interview]. Lund: Studentlitteratur.
   Google Scholar
• Långström, S. 2001. Ungdomar tycker om historia och politik- en studie i pedagogiskt arbete[Youth Ideas about History and Politics: A Study in Pedagogical Work] . Umeå: Umeå University.
   Google Scholar
• Lee, P. 1992. “History in School: Aims, Purpuses and Approaches: A Reply to John White.” In The Aims of School History: The National Curriculum and beyond, edited by P. Lee, J. Slater, P. Walsh, and J. White, 20–34. London: Institute of Education.
   Google Scholar
• Lee, P., and R. Ashby. 2001. “Empathy, Perspective Taking, and Rational Understanding.” In Historical Empathy and Perspective Taking in the Social Studies, edited by O. L. Davis, E. A. Yeager and S. Foster, 21–50. New York, NY: Rowman & Littlefield.
   Google Scholar
• Lipstadt, D. 1995. “Not Facing History.” New Republic 12 (19): 26–29.
   Google Scholar
• Merriam, S. B. 2009. Qualitative Research: A Guide to Design and Implementation: Revised and Expanded from Qualitative Research and Case Study Applications in Education. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Miles, M. B., and A. M. Huberman. 1994. Qualitative Data Analysis. Thousand Oaks, CA: Sage.
   Google Scholar
• Monte-Sano, C. 2008. “Qualities of Historical Writing Instruction: A Comparative Case Study of Two Teachers’ Practices.” American Educational Research Journal 45 (4): 1045–1079.
   Web of Science ®Google Scholar
• Monte-Sano, C. 2010. “Disciplinary Literacy in History: An Exploration of the Historical Nature of Adolescents’ Writing.” Journal of the Learning Sciences 19 (4): 539–568.
   Web of Science ®Google Scholar
• Monte-Sano, C., and S. De La Paz. 2012. “Using Writing Tasks to Elicit Adolescents’ Historical Reasoning.” Journal of Literacy Research 44 (3): 273–299.
   Web of Science ®Google Scholar
• Müller, L. 2009. Human Rights Education in German Schools and Post-secondary Institutions: Results of a Study. Boston, MA: Human Rights Education.
   Google Scholar
• Namey, E., G. Guest, L. Thairu, and L. Johnson. 2008. “Data Reduction Techniques for Large Qualitative Data Sets.” In Handbook for Team-Based Qualitative Research, edited by G. Guest and K. M. MacQueen, 137–161. Lanham, MD: Altamira.
   Google Scholar
• Novick, P. 1988. That Noble Dream: The ‘Objectivity Question’ and the American Historical Profession. Cambridge: Cambridge University Press.
   Google Scholar
• Nygren, T. 2011a. “International Reformation of Swedish History Education 1927–1961: The Complexity of Implementing International Understanding ”[Digital Primary Sources in History Education: A Challenge for Students’ Historical Thinking and Historical Empathy].” Journal of World History 22 (2): 329–354.
   Web of Science ®Google Scholar
• Nygren, T. 2011b. “UNESCO and Council of Europe Guidelines, and History Education in Sweden, C 1960–2002.” Education Inquiry 2 (1): 37–58.
   Google Scholar
• Nygren, T. 2012. “The Contemporary Turn: Debate, Curricula and Swedish Students’ History.” Journal of Educational Media, Memory, and Society 4 (1): 40–60.
   Google Scholar
• Nygren, T. 2014. “Students Writing History Using Traditional and Digital Archives.” Human IT 12 (3): 78–116.
   Google Scholar
• Nygren, T., K. Sandberg, and L. Vikström. 2014. “Digitala primärkällor i historieundervisningen: En utmaning för elevers historiska tänkande och historiska empati [Digital Primary Sources in History Education: A Challenge for Students’ Historical Thinking and Historical Empathy].” Nordidactica 2: 208–245.
   Google Scholar
• Nygren, T., and L. Vikström. 2013. “Treading Old Paths in New Ways: Upper Secondary Students Using a Digital Tool of the Professional Historian.” Education Sciences 3 (1): 50–73.
   Google Scholar
• OSCE. 2009. Human Rights Education in School Systems of Europe, Central Asia and North America: A Compendium of Good Practice. Warsaw: OSCE.
   Google Scholar
• Preston, S. D., and A. J. Hofelich. 2012. “The Many Faces of Empathy: Parsing Empathic Phenomena through a Proximate, Dynamic Systems View of Representing the Other in the Self.” Emotion Review 4 (1): 24–33.
   Web of Science ®Google Scholar
• Reisman, A. 2012. “Reading like a Historian: A Document-based History Curriculum Intervention in Urban High Schools.” Cognition and Instruction 30 (1): 86–112.
   Web of Science ®Google Scholar
• Rüsen, J. 2004. Berättande och förnuft: Historieteoretiska texter [Narrative and Sense: History Theoretical Texts]. Gothenburg: Daidalos.
   Google Scholar
• Sebba, J. 2004. “Developing Evidence-informed Policy and Practice in Education.” In Evidence-based Practice in Education, edited by G. Thomas and R. Pring, 34–43. New York: Open University Press.
   Google Scholar
• Seixas, P. C. 2004. Theorizing Historical Consciousness. Toronto: University of Toronto Press.
   Google Scholar
• Shulman, L. S. 1986. “Those Who Understand: Knowledge Growth in Teaching?” Educational Researcher 15 (2): 4–14.
   Google Scholar
• Skolverket. 2003. Ung i demokratin: Gymnasieelevers kunskaper och attityder i demokrati och samhällsfrågor [Young in Democracy: Upper Secondary Students' Knowledge and Attitudes about Democratic and Social Issues]. Rapport 232. Kalmar: Skolverket.
   Google Scholar
• Skolverket. 2011. Läroplan, examensmål och gymnasiegemensamma ämnen för gymnasieskola 2011. [Curriculum, Exam Goals and Subjects for the Upper Secondary School 2011]. Stockholm: Fritzes.
   Google Scholar
• Suarez, D. F., and F. O. Ramirez. 2007. “Human Rights and Citizenship: The Emergence of Human Rights Education.” In Critique and Utopia: New Developments in the Sociology of Education in the Twenty-first Century, edited by C. A. Torres and A. Teodoro, 43–64. Lanham, MD: Rowman & Littlefield.
   Google Scholar
• Todd, A. R., G. V. Bodenhausen, J. A. Richeson, and A. D. Galinsky. 2011. “Perspective Taking Combats Automatic Expressions of Racial Bias.” Journal of Personality and Social Psychology 100 (1): 1027–1042.
   PubMed Web of Science ®Google Scholar
• Tomaševski, K. 2001. Human Rights in Education as Prerequisite for Human Rights Education. Right to Educating Primers, No 4. Stockholm: SIDA.
   Google Scholar
• Torney-Purta, J., R. Lehmann, H. Oswald, and W. Schulz. 2001. Citizenship and Education in Twenty-eight Countries: Civic Knowledge and Engagement at Age Fourteen. Amsterdam: IEA.
   Google Scholar
• Ulrich, S., and F. M. Wenzel. 2004. “Participatory Evaluation: A Perspective for Human Rights Education.” In International Perspectives in Human Rights Education, edited by V. B. Georgi and M. Seberich, 146–161. Gutersloh: Bertelsmann Foundation.
   Google Scholar
• UN. 1998. United Nations Decade for Human Rights Education 1995–2004. New York, NY: United Nations.
   Google Scholar
• UN. 2011. United Nations Declaration on Human Rights Education and Training. Resolution A/RES/66/137. New York: United Nations.
   Google Scholar
• UNESCO. 1949. A Handbook for the Improvement of Textbooks and Teaching Materials as Aids to International Understanding. Paris: UNESCO.
   Google Scholar
• UNESCO. 1995. Integrated Framework of Action on Education for Peace, Human Rights and Democracy, Approved by the General Conference of UNESCO at Its 28th Session. Paris: UNESCO.
   Google Scholar
• Vetenskapsrådet. 2011. God forskningssed[Good Research Ethics. Vetenskapsrådets rapportserie, 1.
   Google Scholar
• Voss, J. F., and J. Wiley. 2006. “Expertise in History.” In The Cambridge Handbook of Expertise and Expert Performance, edited by K. A. Ericsson, N. Charness, P. J. Feltovich, and R. R. Hoffman, 569–584. Cambridge: Cambridge University Press.
   Google Scholar
• Weber, R. P. 1990. Basic Content Analysis. Newbury Park, CA: Sage.
   Google Scholar
• Wertsch, J. V. 2000. “Is It Possible to Teach Beliefs, as Well as Knowledge about History?” In Knowing, Teaching, and Learning History: National and International Perspectives, edited by P. N. Stearns, P. Seixas, and S. Wineburg, 38–50. New York, NY: New York University Press.
   Google Scholar
• White, J. 1992. “The Purpose of School History: Has the National Curriculum Got It Right?” In The Aims of School History: The National Curriculum and beyond, edited by P. Lee, J. Slater, P. Walsh, and J. White, 9–19. London: Institute of Education.
   Google Scholar
• Wineburg, S. 1991. “Historical Problem Solving: A Study of the Cognitive Processes Used in the Evaluation of Documentary and Pictorial Evidence.” Journal of Educational Psychology 83 (1): 73–87.
   Web of Science ®Google Scholar
• Wineburg, S. 1998. “Reading Abraham Lincoln: An Expert/Expert Study in the Interpretation of Historical Texts.” Cognitive Science 22 (3): 319–346.
   Web of Science ®Google Scholar
• Wineburg, S. 2001. Historical Thinking and Other Unnatural Acts: Charting the Future of Teaching the Past. Philadelphia, PA: Temple University Press.
   Google Scholar
• Wineburg, S., S. Mosborg, D. Porat, and A. Duncan. 2007. “Common Belief and the Cultural Curriculum: An Intergenerational Study of Historical Consciousness.” American Educational Research Journal 44 (1): 40–76.
   Web of Science ®Google Scholar