Global history or European dominance? : A study of how teachers consider and encounter eurocentrism in teaching history at high school level education

This thesis investigates how high school history teachers in Sweden address and respond to Eurocentrism in their teaching. Based on qualitative semi-structured interviews with six history teachers, the study examines their strategies, challenges, and didactic approaches concerning Eurocentric content. Two theoretical frameworks guide the analysis: Lipsky’s street-level bureaucracy theory, which emphasizes teachers as policy-makers in practice, and John M. Hobson’s concept of subliminal Eurocentrism, which highlights implicit Western-centered narratives in education. The findings reveal a general awareness of Eurocentrism among the teachers, particularly within curriculum and teaching materials, but a varying degree of active critical engagement. Challenges include time constraints, limited knowledge of non-European history, and institutional norms. Nevertheless, the study shows that through reflective and intentional pedagogical choices, teachers can challenge dominant narratives and foster a more inclusive and global historical perspective. The thesis contributes to a deeper understanding of how Eurocentrism is managed in practice and provides insights for the development of history education that promotes global historical awareness and critical thinking