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AbstractThousands of Roma were killed in Ukraine by the Nazis and auxiliary police on the spot. There are more than 50,000 Roma in today’s Ukraine, represented by second and third generation decendants of the genocide survivors. The discussion on Roma identity cannot be isolated from the memory of the genocide, which makes the struggle over the past a reflexive landmark that mobilizes the Roma movement. About twenty Roma genocide memorials have been erected in Ukraine during last decade, and in 2016 the national memorial of the Roma genocide was opened in Babi Yar. However, scholars do not have a clear picture of memory narratives and memory practices of the Roma genocide in Ukraine. A comprehensive analysis of the contemporary situation is not possible without an examination of the history and memory of the Roma genocide before 1991.

Iron ore mining in the Norrbotten region of Sweden began in the early years of the twentieth century as a commercially uncertain and even dangerous proposition. But even before it began to generate profits, public debate began over the appropriate role of the state and of private capital (including foreign investors). This included whether iron ore should be exported for profit or retained for future processing in Sweden—even though the technology and infrastructure for such domestic industry did not exist. Tracing the evolution of this debate in the Swedish news media through to the First World War, this paper argues that the revenue generated by exports became more attractive than the promise of future domestic industry because that revenue could underwrite pressing political objectives. Although domestic iron ore processing remained linked to visions of future industrial prosperity, uncertain visions of future prosperity lost appeal as the capacity for export revenues to generate prosperity in the present became more potent.

School in the shadow: Private education in Stockholm 1735. During the early eighteenth century, private education was a more significant sector of the educational market than was public education, regarding the number of students and teachers, the presence of female students and teachers, the social background of the students, and the introduction of a more diverse and modern curriculum. Hitherto, little has been known of the actual scope or general conditions of private education, which has been over-shadowed by studies of public education. The article maps private education through the Stockholm Church Consistory’s (Stockholms stads konsistorium) thorough inventory of private teachers in the capital of Sweden during 1734–36, providing information of both suppliers and consumers within the private sector of the educational market, as well as of the practice and functions of private education in early modern time.

QC 20211207

Title in WoS: What did the Home Front know?

Syftet med denna text är att problematisera riksdagens roll i svensk politisk historia, ca 1600–1900, och dess bidrag till utvecklingen mot demokrati och allmän rösträtt. För det första stärkte riksdagsrepresentanterna monarkin på riksdagens bekostnad vid flera tillfällen och bytte långsiktigt institutionellt inflytande mot vinster i enskilda sakfrågor. Vid andra tillfällen var de märkbart passiva och oförmögna att förhindra monarkin. Riksdagen utgjorde en tveksam och svag bastion för folkrepresentation och man kan hävda att riksdagen mellan 1611 och 1809 hade en svag ställning gentemot kungen i 94 år, nästan hälften av perioden. Detta förändrades dock mellan 1809 och 1866, trots att det fanns flera likheter i det politiska ramverket, samt politiska förutsättningar för ytterligare ett skifte till en stark monarki och en svag eller upplöst riksdag. Ståndsriksdagens sista 50 år utgör således en nyckelperiod om vi vill förstå varför riksdagen slutligen intog en stark ställning i den svenska politiska kulturen. Denna fråga berör inte bara historiker, utan också människor som är intresserade av hur och varför representativa församlingar blir lika eller mer legitima än auktoritära alternativ. Eftersom vi lever i en period där demokratiska institutioner och värderingar ifrågasätts är det viktigt att förstå hur de kom att omfamnas i första hand.

An understudied area with respect to research in women’s professional lives in Norway is how individual characteristics could influence occupational choices. This is also true for research on socially influenced occupational opportunities and opportunities for social advancement and degradation (i.e., social mobility). This article first discusses a methodology that allows for an analysis of women’s occupational opportunities and social mobility where social background is taken into consideration. The article then presents findings related to these areas for unmarried women between the ages of 15 and 30 living in the Norwegian town of Hamar in 1891 and 1910. A particular focus concerns the developmental trends between 1891 and 1910, which are situated with respect to the growth of the market economy as well as changes in women’s rights. Using the methodology, and despite the methodological challenges, the findings are clear: Women with different social backgrounds had different occupational opportunities. There was a great deal of social replication and some social degradation, but only limited social advancement, both in 1891 and 1910. Far from all women immediately benefited from the expansion of their rights within education and business. More women could avoid degradation by 1910, in large part because of the expansion of the clerical professions.

In history teaching and learning there is an educational tension. Should the past be understood from its own premises as a cognitive historical thinking act, or should we embrace aspects of students’ feelings and reactions in the present when interpreting the past? The aim of the article is to explore the concept of historical empathy by using the metaphor go visiting from Hannah Arendt, and with historical feature film as the educational arena. The article has an exploratory theoretical approach and with special focus on students’ meaning making. Therefore, empirical interview material in the form of students’ voices is used as critical dialogue partner to the theoretical perspective. The concept historical empathy is further explored through students’ experiences of historical feature films, and with help from the concept of in-between and the visiting metaphor in Arendt’s philosophy. A conclusion is that personal experiences in students’ life worlds need to have their place in historical meaning making and need to be in balance with the understanding of history that is required from a curriculum perspective. The point is not to dismiss these personal reactions and the historical meaning-making they entail. Arendt’s visiting metaphor makes it possible to embrace and nurture the inevitable tension in history education – how to handle the relation between past and present. 

AbstractWe use a unique source from the Swedish royal demesnes to examine the work and relative wages of women in sixteenth‐century Sweden, an economic laggard in the early modern period. The source pertains to workers hired on yearly contracts, a type more representative of historical labour markets than day labour on large construction sites, and this allows us to observe directly the food consumed by workers. We speak to the debate on the ‘little divergence’ within Europe, as women's work and gender differentials in pay is a key indicator of women's relative autonomy and seen as a cause for the economic ascendency of the North Sea region during the period. We find small gender differentials among both unskilled and skilled workers, indicating that Sweden was a part of the ‘golden age’ for women. We argue that despite superficial equality, women's economic outlooks were restrained in many other ways – including their access to higher‐skilled work and jobs in the expanding parts of the economy – adding important nuance to the discussion about the relationship between women's social position and economic growth in the early modern period.