Profiles

R THORP

Robert Thorp

Universitetslektor

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Arbetar vid Institutionen för pedagogik och didaktik
Telefon 08-16 39 50
E-post robert.thorp@edu.su.se
Besöksadress Frescativägen 54
Postadress Institutionen för pedagogik och didaktik 106 91 Stockholm

Om mig

Fil. dr. historia med utbildningsvetenskaplig inriktning, Umeå universitet

Robert Thorp, lektor i pedagogik, erhöll sin doktorsexamen från Umeå universitet och är internationellt verksam. Han har disputerat vid Umeå universitet. Hans forskning är specialiserad på förhållandet mellan individen, samhället och historia med tonvikt på hur historia formar våra uppfattningar om samtiden, men även hur dessa uppfattningar påverkar vårt förhållningssätt till det förflutna. Särskilt intresse har ägnats åt hur historiemedvetande kan förstås som ett deskriptivt, analytiskt och normativt begrepp. Till hans övriga områden hör läromedelsstudier, klassrumsstudier samt lärares förhållningssätt till historia, med särskild tonvikt på kalla krigets historia.

Robert Thorps senaste bok är Uses of history in history education (Umeå, 2016). Han har även publicerat Historical consciousness, historical media, and history education (Umeå, 2014) samt ett antal artiklar och kapitel i vetenskapliga publikationer.

Thorp har varit anställd som research fellow vid Georg Eckertinstitutet för internationell läroboksforskning i Braunschweig, Tyskland. Han har även deltagit i ett internationellt forskningsprojekt under en längre vistelse vid the University of Newcastle i Australien och är verksam som inbjuden forskare i HERMES-gruppen vid samma universitet. 

Publikationer

I urval från Stockholms universitets publikationsdatabas
  • 2017. Robert Thorp, Anders Persson. Nordidactica (2), 59-74

    This article presents a study of how history education can be understood as a practice directed towards existentialisation. Through classroom observation, teacher interviews and focus group interviews with students in grade 9 in Swedish lower secondary school, a complex teaching practice is uncovered where history teachers have to deal with matters pertaining to disseminating a meaningful narrative of the past, a critical approach to these narratives and an awareness of historicity and its implications for how we approach and understand the past. These results are then discussed from the perspectives of how history education can promote existentialisation among students, and what challenges and opportunities this may present to history teachers. 

  • 2017. Robert Thorp, Eleonore Törnqvist. Yearbook (of the International Society for History Didactics) 38, 215-234

    This article presents a study of how groups of 7-year-old pupils in Swedish primary school with little or no experience of history education expressed historical consciousness. The results of the study show that a perception of linear time where the past is seen as distinct and separated from the present is a key characteristic among the children that showed indication of historical consciousness. These results suggest a view of historical consciousness as something individuals may develop, rather than something that is innately human and anthropologically universal, and that a focus on the fostering of a perception of linear time and the epistemological challenges this poses, may be key in enabling and developing children’s historical consciousness.

  • 2017. Monika Vinterek, Debra Donnelly, Robert Thorp. Yearbook (of the International Society for History Didactics) 38, 51-72

    The Comparing our Pasts (COP) project aimed to determine what Swedish and Australian pre-service history teachers know, understand and believe to be important about their nations’ past. In this study pre-service history teachers were asked to write a short history of their nation in their own words without using outside sources of information. This article reports on a preliminary analysis of resulting texts, comparing and contrasting their conceptualisations of Sweden and Australia and what aspects of history were manifest in the analysed data. Given that the participant group is situated in two different national contexts, this study aims to analyse how the pre-service teachers’ narratives of the nation can be understood as influenced by the national historical cultures of Sweden and Australia. The results show that the respondents’ narratives expressed both similarities and differences that highlight the pertinence of a historical cultural approach to history education and pre-service history teacher training that may be linked to the differing national historical contexts. These results are then used to argue the importance of an awareness of historicity in order to highlight and stress how our views of and approaches to national history is contextually contingent. This poses a challenge to history teacher training both in Sweden and Australia. 

  • 2018. Robert Thorp.
Visa alla publikationer av Robert Thorp vid Stockholms universitet

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Senast uppdaterad: 11 juni 2018

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