Realising Roma rights through a high-stakes history test: Secondary school students narrating the Swedish Roma past, present and future
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| Názov: | Realising Roma rights through a high-stakes history test: Secondary school students narrating the Swedish Roma past, present and future |
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| Autori: | Nolgård, Olle |
| Zdroj: | History Education Research Journal (HERJ). 18(2) |
| Predmety: | Social studies education, History education, Historical justice, Difficult histories, Historical Change, Curriculum Studies, Didaktik |
| Popis: | Building on theories of historical justice, reconciliation and transformative change, this article investigates how 293 secondary school students make sense of the difficult past, present and future of the Romani in a national history test. Using qualitative and quantitative text analysis, this study seeks to explore whom students foreground as agents of change in regards to the Roma past, present and future. Considering the past and looking to the future, the inquiry led students to narrate four scenarios: no change; a regression to a past state of no rights; a development for the better; a future free from oppression. Whilst the students underscored the importance of a shared responsibility for Roma rights in the present and future, they stressed the nation-state as the single most important agent of change for Roma rights in the present and future. Against the backdrop of justice and change, this study argues that whilst students realise and recognize Roma rights through their narrational practices and thus may become empowered to act for a just future, these narratives also re-establish historical cultural and ethnic group boundaries which potentially may disempower young learners. |
| Popis súboru: | electronic |
| Prístupová URL adresa: | https://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-453153 https://doi.org/10.14324/herj.18.2.05 |
| Databáza: | SwePub |
Nájsť tento článok vo Web of Science | Abstrakt: | Building on theories of historical justice, reconciliation and transformative change, this article investigates how 293 secondary school students make sense of the difficult past, present and future of the Romani in a national history test. Using qualitative and quantitative text analysis, this study seeks to explore whom students foreground as agents of change in regards to the Roma past, present and future. Considering the past and looking to the future, the inquiry led students to narrate four scenarios: no change; a regression to a past state of no rights; a development for the better; a future free from oppression. Whilst the students underscored the importance of a shared responsibility for Roma rights in the present and future, they stressed the nation-state as the single most important agent of change for Roma rights in the present and future. Against the backdrop of justice and change, this study argues that whilst students realise and recognize Roma rights through their narrational practices and thus may become empowered to act for a just future, these narratives also re-establish historical cultural and ethnic group boundaries which potentially may disempower young learners. |
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| ISSN: | 26319713 |
| DOI: | 10.14324/herj.18.2.05 |