Historisk empati utifrån filmen Sameblod. : En fenomenologisk livsvärldsintervju med gymnasieelever utifrån dimensionerna perspektivigenkänning och omsorg.

Sammanfattning

This study clearly highlights in what ways students in upper-secondary education experience historical empathy when watching films as part of the academic subject of history. The purpose of the study is to shed light on the ways students experience historical empathythrough the film Sami Blood (2016), the students' development of a historical consciousness, and film screening for educational purposes. Central to the study are the theoretical startingpoints of “empathy as perspective recognition” and “empathy as care” and how these are manifested in the phenomenological life-world interviews that were conducted. The theoretical framework consists of the two dimensions of historical empathy based on Barton & Levstik (2004). The main investigation is based on the interviews conducted withstudents in their third year of upper-secondary education and their perception of the film's plotand the characters' actions in a historical context. The theoretical point of departure used for the study’s main investigation is based on the hypothetical historical formula: (Embodiment + Experience) x (Cognition + Emotion) =Historical empathy. The conclusions expressed in the study's emperi show that students experience historicalempathy by embodying and experiencing history through the feature film Sami Blood