Redan under medeltiden inrättades barnhus och institutioner för så kallade hittebarn, övergivna eller föräldralösa barn i Europa. Från tidigmodern tid blev dessa institutioner betydelsefulla inslag i europeiska städer. Detta kapitel fokuserar på det internationella sammanhanget och syftar till att visa hur dessa institutioner utformats på skilda sätt och fyllt olika funktioner för barn, familjer och stater från tidigmodern tid fram till början av 1900-talet.

This article examines the complex and non-linear process of democratization in Sweden after the introduction of so-called universal suffrage in 1921. The research questions address the excluded groups post-1921, the reasons for their exclusion, and the historical processes that led to further expansions of suffrage rights. The study shows that the expansion of suffrage rights in Sweden after 1921 was not guided primarily by a desire to broaden voter inclusion and/or rectify the limitations of the1921 legislation. Instead, the motivations were embedded in a more intricate and multifaceted tapestry of political aims and alliances as well as situational factors that included various social, economic, and cultural shifts. The article concludes that the history of suffrage in Sweden after 1921 has been one of continuous negotiations, transformations, and adaptations, and that this provides valuable insights for addressing challenges of political inclusion and representation in the present and future.

Skolans utveckling har varit en central del av den moderna samhällsomvandlingen. Den har förändrat barndomens och ungdomens innebörder men också relationen mellan generationerna. En allt längre utbildningsgång har bidragit till att skilja både barn och ungdomar från en traditionell vuxenvärld uppbyggd kring arbete.

Det här kapitlet handlar om hur historielärare kan arbeta med källor för att utveckla elevernas historiska förståelse. Kapitlet bygger på resultat från en systematisk forskningssammanställning som vi gjort för Skolforskningsinstitutets räkning. I kapitlet tar vi bland annat upp kontextualiseringens och frågeställandets betydelse för källanalysen, vikten av att skilja på källor och litteratur, samt några praktiska metoder för att stödja eleverna i arbetet med att tolka källor.

This chapter explores what could happen when experiences of lived institutional care is confronted by the present welfare state’s attempt to rightening the past. The chapter demonstrates how the Swedish state’s redress scheme, in operation 2013-2016, aimed at victims of historical child abuse in out-of-home care shifted away from an explicit aim to acknowledge the victims’ unjustifiable suffering, to the limited ways in which the state could be considered responsible. It scrutinises which details were pivotal for why victims of child sexual abuse did not receive the financial redress as adjudicated by a temporary Redress Board. Three possible explanations are identified: a) the Government Bill guiding the Redress Board did not state that all kinds of sexual abuse would count as severe abuse eligible for compensation; b) contemporary tort law came to influence the assessment of the historical redress claims and set the standards for who received financial redress and who did not; c) it proved difficult to combine acknowledging the suffering of victims with assessing the responsibility of the state. If caregivers were unaware of the abuse, or if they took steps to prevent further abuse, the state could not be held responsible. The outcome did not concur with the scheme’s explicit aim to acknowledge unjustified suffering amongst victims of historical child abuse in out-of-home care. Consequently, the chapter explores how a ‘non-apology’ can feature in financial redress for past harms, and how the transformative aspect of a transitional justice framework can vanish during its practical operation.

This edited volume investigates children and youth’s deep entanglement in today’s major global, national, and local transformations and processes: where in they are not mere spectators and objects of transformations but instead actively shape them through various social, economic, and political representations. International contributions illuminate the problems that arise when children’srights and participation become a site of contestation and power over whorepresents whom, what, when, and where. The authors do not provide simple solutions, instead offering an understanding of the fundamental nature of these problems as founded in the application of rights and the nature of representation in modern society. Together, the authors emphasize that child representation must take into account the local and spatial context of how representations of children are discussed, as well as possible discrepancies between local, regional,national, and global processes.