| dc.description.abstract | The purpose of this essay is to examine the possibilities of an integrated indigenous perspective in the Swedish
history curriculum for secondary school. Looking at progress made in Alberta, Canada, where a new movement has
begun to change the curriculum in accordance with Canadian indigenous traditions, this essay will discuss the
implementation of a similar change in Sweden. This is achieved through the dual lenses of postcolonial history-
writing, in an amalgamation of the writings of Tesfahuney and Trenter, as well as Winter and Jørgsensens take on
discourse theory. While both the Swedish and Canadian teachers questioned, expressed the potential of an integrated
indigenous perspective in the curriculum, teachers of both countries pointed out the practical difficulties of
integrating such a perspective in a curriculum not suited for it. A few of the Canadian teachers tried to solve this
problem, by trying to fundamentally alter the nature of the courses given and put indigenous traditions at the center
of the curriculum. We also discuss the potential of the Swedish curriculums on these points, and how a more
including history education could be implemented in the Swedish school system. | sv |
