At school, pupils learn how to be citizens of a country. How did citizenship teaching take place in history classes in Norway after World War II? In post-apartheid South Africa? In Madagascar and Mauritius after the colonial period? And how can citizenship be taught today, when many of the students in the classroom have backgrounds from different parts of the world?
Trough this project we will explore how citizenship was promoted through history teaching in periods after wars and colonization: in Norway after World War II, South Africa after apartheid, and in Madagascar and Mauritius after the colonial period. The case countries are chosen because they are at different levels according to the Human Development Index, which has implications for the possibilities of acting as local and global citizens.
We will also explore how teachers in secondary schools today can be aware of transloyalties in history teaching and teaching citizenship. Through action research in the four countries, researchers in the project will work with teachers to find out how to teach in a way that recognizes that students today have multiple loyalties.
In addition to scientific articles and chapters, through the project we will publish a textbook on how teachers can take transloyalties into account in history teaching.
Historians and educational researchers from all the case countries are involved in the project. In addition, two PhD students with good knowledge of the context in the countries in question will be recruited, both in terms of language, history and culture.