Travelers through History : The portrayal of Romani in history textbooks for lower secondary school between the years 1964–2014

The aim of this essay is to analyze the portrayal of the Romani people in 23 history textbooks marketed towards the Swedish lower secondary school between the years 1964–2014, but also which uses of history emerge from within these descriptions. During this period, the curriculum has passed through five different stages with varying approaches towards ethnic minorities. The method used to compare different textbooks, passages and time-periods was a qualitative and comparative content analysis based on a model by Professor Lennart Hellspong. This was supported by a theoretical framework focused around the typologies of uses of history by Professor Klas-Göran Karlsson. The findings show that Romani people are portrayed in similar themes or contexts over different curriculum-stages and many of the written passages focuses on the victimization and mistreatment of Romani by either Swedish or international actors. A comprehensive account of an objective and cultural history is only found in a few of the most current textbooks. The Romani and their history are often overlooked in favor of the majority society’s historical narrative if not a specific duty is charged towards their inclusion in the schools control documents. In the year 2000 the Framework Convention for the Protection of National Minorities was ratified by the Swedish government and the subsequent revision of the curriculum made this inclusion a permanent fixture. However, some textbooks keep minority history brief and unsatisfying. The uses of history regarding Romani people vary over time and appear to be subject to the overarching sociopolitical landscape. An excluding and existential nationalistic narrative is identified to be common during the 1960’s but transforms towards a more including variety over time. Non-use and political-pedagogical use are both partial in varying degrees during all the curriculum-periods coupled with a perceived scientific presentation of historical facts, but not scientific use of history. The current curriculum introduces a widely moral and conciliatory use of history. This study confirms earlier research to an extent, but at the same time it extends to focus on the Romani people, a wider variety of books and a longer time-period compared with earlier studies on the subject. The findings open the possibility for future research on other Swedish or international minorities – or the Romani from other methodological or theoretical standpoints