I have worked as a historian at Karlstad University 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 Karlstad University, 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 also currently involved in one of the Swedish Heritage Board funded the project: The Common Room (2017-2019), where we develop teaching models and exercises with the outset on different types of historical artifacts.
I have been teaching at Karlstad University 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.
Stolare, M. (2014) På tal om historieundervisning: Perspektiv på undervisning i historia på mellanstadiet. Acta Didactica Norge - tidsskrift for fagdidaktisk forsknings- og utviklingsarbeid i Norge, 8(1), 1-19. Stolare, M. (2011). Att fånga historieundervisning: Ett förslag till analysmodell. In: Bengt- Göran Martinsson & Suzanne Parmenius Swärd (Ed.), Ämnesdidaktik - dåtid, nutid och framtid: Bidrag från femte rikskonferensen i historiedidaktik vid Linköpings universitet 26-27 maj 2010, 143-154. Linköping: Linköping University Electronic Press. Books: Stolare, M. (2010) Samhällets cirklar: Lokala kunskapstraditioner och folkbildningens vardag i Munkfors 1965-1978 Karlstad University Press, 272 p. Stolare, M. (2003) Kultur och natur: Moderniseringskritiska rörelser i Sverige 1900-1920 Göteborgs universitet. Historiska institutionen, 350 p. (Diss.) Book chapters (selection): Stolare, M. (2011) Var mjuk i knäna! Sociala rörelseentreprenörer och platsers betydelse för sociala rörelsers mobiliseringsarbete. In: Kreativitet på plats (red.) Lars Aronsson & Lotta Braunerhielm, Karlstad University Press. Stolare, M. (2009) ABF i Munkfors - En aktör i det lokala utbudet av studier. In: I lärandets gränsland - Formella, icke-formella och informella studier igår och idag (red. Ann-Kristin Högman & Martin Stolare), Gidlunds förlag. Stolare, M. (2008). I cirklars spår. In: Yvonne Bergman (Ed.), Titta vad vi har: Nedslag i de enskilda arkiven. Örebro: Folkrörelsernas Arkivförbund. Stolare, M. (2007) Förändring i cirkel eller spiral - Lägre utbildning igår, idag och imorgon. In: Bilder av Värmland: Inspiration till fortsatta samtal om Värmland och framtiden (red.) Björn Arvidsson, Svante Karlsson, Gunilla Lönnbring & Martin Stolare, Karlstad University Press.