Hvad er egentlig sandt? En undersøgelse af tilgange til at undervise i konspirationsteorier og alternative forklaringer i historiefaget.

Publikation: Bidrag til tidsskriftTidsskriftsartikelForskningpeer review


This empirically based article examines the teaching of conspiracy theories in lower secondary history education in Denmark. We argue that this topic has high curricular relevance, especially when understood as controversial in itself rather than treating specific theories as controversial. Within this approach the question of “What is actually true?” becomes secondary to the understanding of how and why rival narratives co-exist and at times conflict. By applying a qualitative approach involving three different classes our purpose was to obtain in-depth knowledge of teachers’ and students’ reflections on the teaching of these subjects and to observe in detail which teaching strategies seem vital
when motivating students to examine the nature of rival historical narratives.
Our results show that although the students needed extended contextual knowledge in order to practice source evaluation, they were highly motivated and participated actively. Both teachers involved, pursued an open-ended dialogically and enquiry-based approach, in order for the students to investigate the theories themselves and to draw their own conclusions. Indeed, when teachers manage to facilitate the classroom discussions in an open-ended way, the complex existential aspects of the use of history are opened up and
students are given an opportunity to explore the complexity of historical narratives. During the observations we did see some high level examples of historical reflection and contextualisation among students. However, teaching conspiracy theories is not an easy task and there are many ethical dilemmas for teachers to face when deciding which role to take on.
Bidragets oversatte titelHvad er egentlig sandt?: En undersøgelse af tilgange til at undervise i konspirationsteorier og alternative forklaringer i historiefaget.
TidsskriftActa Didactica Norge - nasjonalt tidsskrift for fagdidaktisk forsknings- og utviklingsarbeid
Udgave nummerHøst
StatusAfsendt - 2020


  • Læring, pædagogik og undervisning