Reformationen som förmedlad historia: Selektiva traditioner, narrativ kompetens i historieläroböcker : En kvalitativ innehållsanalys av text och bild i historieböcker

Sammanfattning

Abstract This study examines how the Reformation is presented in history textbooks used in upper secondary education. The aim is to explore how this historical event is constructed through both textual and visual representations. The study focuses on how key actors, causes, and consequences are described, as well how images and other visual elements contribute to the overall presentation. The research based on a qualitative content analysis of selected textbooks and is guided by the theoretical perspectives of selective traditions and narrative competence. These perspectives are used to examine how certain interpretations of history are emphasized and how textbook narratives may shape students understanding of the past. The results show that Reformation is often presented through similar narrative structures in which Martin Luther is given a central role, while the Catholic Church is frequently associated with corruption, indulgence sales, and abuse of power. The textbooks mainly present the Reformation through clear cause and effect explanations and chronological narratives. Visual representations, such as maps and illustrations, are primarily used to reinforce the established historical narrative rather than challenge or problematize it. The study also shows that students are mainly given opportunities to develop a basic narrative competence, where history is understood as a linear and coherent story. More complex perspectives and interpretations of the Reformation are given less space. Overall, the study concludes that the presentation of the Reformation in upper secondary history textbooks is still influenced by selective traditions and established historical narratives, which shape how students understand and interpret historical events.