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This article investigates the evolution of aristocracy as a concept in Swedish historiography from the early nineteenth century to the present. In the political climate of the early 1800s, aristocracy became an increasingly contested concept, as reflected in ordinary language and the writing of national histories. A scholarly debate over anti-aristocratic prejudice between the historians Anders Fryxell and Erik Gustaf Geijer in the 1840s illustrates contemporary concerns to define the Swedish aristocracy and its relation to the nation. The debate gave rise to a persistent yet adaptable dualistic view of history, enduring well into the twentieth century. Historians portrayed monarchs, aristocrats, nobles, and peasants in a dualistic manner, dividing social groups into two oppositional forces. By emphasising the agency of freeholding peasants, notions of a Swedish Sonderweg were reinforced, facilitating the conceptualisation of peasant aristocrats. In tracing this historical trajectory, the article demonstrates how the meaning of aristocracy has evolved in response to scholarly objectives and historiographical trends.

Hösten 2021 infördes ett nytt examensmål för lärarutbildningarna rörande lärarstudenternas förmåga att ”kommunicera och reflektera kring frågor som rör identitet, sexualitet och relationer”. För att våra studenter ska kunna uppfylla detta mål har vi inom historieämnet på ämneslärarutbildningen vid Örebro universitet infört ett obligatoriskt moment i form av en muntlig rollspelsövning. I denna text diskuterar vi möjligheterna att stärka studenters kompetens i att genomföra historiska samtal om ämnen som kan upplevas som känsliga, fördjupa deras förmåga att leda pedagogiska samtal och utveckla deras kommunikativa utsträckning integrera muntliga övningar inom högre utbildning. ENGLISH ABSTRACT Heated discussion and challenging silence: Learning to lead conversations about identity, sexuality and relationships In 2021, a new requirement for obtaining a teacher’s certificate was added to the Swedish Higher Education Ordinance. Students must now demonstrate an ability to “communicate and reflect on issues regarding identity, sexuality and relationships”. In a history course within the teacher education programme at Örebro University, we have developed an obligatory roleplay exercise focused on verbal communication to meet this requirement. Here, we discuss how the role-play exercise can develop students’ communicative abilities and strengthen their competencies in leading group discussions on issues potentially perceived as sensitive. Like our students, we recognize the value of incorporating verbal, communicative exercises into the curriculum to a higher degree.