This thesis offers critical perspectives on a history syllabus for vocational education and
training (VET) tracks in Swedish upper secondary schools and adds to our knowledge and
understanding of the educative function of history education for the individual and for
society. The overall aim of this thesis is to critically investigate discourses that are voiced in
different fields about the construction and reproduction of the history curriculum in VET
tracks. A general question addressed is how vertical (critical and theoretical) and horizontal …