Hör en homogen periodisering hemma i ett heterogent klassrum? : En översikt av forskning gällande periodisering och historieundervisning ; Does a Homogenous Periodization Belong in a Heterogeneous Classroom? : An Overview of Research Concerning Periodization and History Teaching

The way in which humanity’s past is categorized has a considerable impact on people’s perceptions of history. Hence, it is crucial for history professors to reflect on and be aware of how various periodizations may affect their teaching. This paper comprises an overview of research concerning periodization and its potential influence on history teaching. Our aspiration is that professional educators will greatly benefit from the information presented. The majority of the research has been found by utilizing the databases ERC, ERIC and SwePub. Remaining material have either been introduced to us during previous courses at Malmö University or been encountered as cited sources in previously chosen research articles. All relevant information has been utilized in the construction of this overview, and there has been no valuation regarding researchers’ potential standpoints on the matter. Our investigation has made visible that periodizations, regardless of their design, tend to be exclusionary and misleading. The eurocentric periodization in particular has been repeatedly criticized by historians due to its evident glorification of the Occident. The eurocentrism frequently tied to periodization often impinges on history teaching materials; something which is bound to affect pupils’ perceptions of the past. In an increasingly globalized world,diverse ideas of history have come to collide in heterogeneous classrooms. Therefore, it is imperative for teachers to discuss various understandings of bygone days with their students. In spite of its apparent flaws, research indicates that periodization is a necessity after all. The division of the past into manageable chunks constitutes a vital foundation most requisite for pupils’ learning. Surprisingly, a deficient amount of research has been conducted regarding periodization and its relation to history teaching. Needless to say, the subject deserves further recognition, as periodization is a historiographical tool used almost everywhere.