A new dissertation at Gothenburg University reveals that middle school students critically engage with which histories are taught and which are omitted. Researcher Cathrine Sjölund Åhsberg found that students reflected on power, inclusion, and injustice, highlighting perspectives often absent in textbooks, including the experiences of girls, working-class children, and minorities. The study emphasizes the importance of incorporating students’ ethical and emotional responses to history in education.
Source: Gothenburg University
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