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I have worked as a historian at ¹û¶³´«Ã½ since the middle of the 1990s, and from 2003 as a senior lecturer in history.  I was in 2011 appointed associate professor of history.  In 2003 I defended my doctoral-thesis on social movements: Culture and Nature: Modernization-critical movements in Sweden 1900-1920.  The doctoral certificate was received from the history department, University of Gothenburg.  I then changed track a bit, though the focus on social movements was still strong. Within the framework of the project Läsa and Leva, sponsored by the Swedish Research Council (UVK) together with Ann-Kristin Högman, I came to orientate myself towards educational history perspectives, with a particular focus on non-formal education. This project resulted in, among other things, the book: Circles of Society: Local knowledge traditions and the everyday life of popular movements in Munkfors 1965-1978. From 2010-2011 I have concentrated my research on the field of history education. The educational research is done in connection with CSD (Centre for social science didactics), and I functioned as the center's scientific leader  2014 and 2017. History education in primary and especially upper primary school is my area of ​​interest, although the research is carried out with the perspective of compulsory school as a whole. With my research background as "traditional" historian, it has only been natural to problematize the interplay between history as a scientific discipline and history as a school subject. 

I am currently committed to the research group ROSE (Research On Subject Specific Education), where I am part of the managing team. ROSE received in January 2017 special funding from ¹û¶³´«Ã½, with the objective to be developed into an excellent research group. During the period 2017-2020, I will be leading a project funded by the School Research Institute, where we will develop models for teaching on social issues in the social sciences classes with students in the grades 4-6. The project is called: To develop teaching on social issues: content selection and transformation in social studies education in upper elementary school, year 4-6.  I am currently leading another project funded by the Swedish Institute for Educational Research 2024-2026: To establish a sense of community: The local cultural heritage in social studies education in primary school.  The focus of the project is on developing a didactic model for how to use historical sites and cultural heritage from the local area in social studies education in primary school. In addition to this, I am also involved in other externally funded projects. An example is: Working-class men in the woodlands and their local reading practices. Continuity and change across generations. It is about three generations of working-class men in Swedish woodlands and their local, place-based reading practices. As part of this project, I am conducting a study on the history of vocational education. The project is funded by the Swedish Foundation for Humanities and Social Sciences 2023-2025.

I have been teaching at ¹û¶³´«Ã½ since the mid-1990s. As a Ph.D. student in history, I worked for several years with introductory method courses and supervision. With a background in teacher education, I have developed and been responsible for many different courses within the teacher program. At the moment,  my teaching  is mainly connected to the initial teacher training. I, along with several of my colleagues, have the ambition to make the education for social studies teacher in primary school research-based. We are inspired by researchers like Jerome S Bruner, with the objective to highlight the key concepts and perspectives of the different social studies subjects - in my case history.  These concepts and perspectives are the starting points for the teaching we conduct.  In my teaching, I  strive to establish in-depth discussions together with my students regarding what learning in history can be and how instruction should be organized to support the learning process of the pupils'.

Ever since my Ph.D. period have I collaborated with the surrounding community. As a historian, it has meant a - in various forms - established cooperation with local and regional cultural institutions. Subject-didactic research of the kind I do, which is practice-oriented, are close bonds of cooperation to schools and municipalities essential. I have organized research- and development-circles with teachers for several years. As an educational researcher have I also collaborated with central authorities. For example, I wrote in 2015 articles on language developing subject education (with focus on social studies) for the project  Läslyftet organized by Swedish National Agency for Education.