I Anti-Versaillesfreden analyseras en särskild sorts tysk påverkan på svensk press. Det handlar om fördold nyhetsförmedling i syfte att skapa sympatier för Tyskland i allmänhet och en kritisk svensk opinion mot freden i Versailles i synnerhet. Denna propagandaverksamhet tog sin början under Weimarrepubliken och fortsatte sedan under det nazistiska Tredje riket.

I centrum står Aufklärungsausschuß Hamburg-Bremen (AAHB), en organisation som grundades 1923 i syfte att påverka den utländska opinionen genom artikelförmedling till dagspressen. När organisationen etablerades i Sverige 1932 hade den redan byggt upp ett globalt nätverk för att förmedla material till utlandet. Från 1933 inledde AAHB och den tyska legationen i Stockholm ett samarbete, pådrivet och stöttat av den nya nationalsocialistiska regeringen i Berlin.

Andreas Åkerlund är professor i historia vid Södertörns högskola. Han har forskat om svensk–tyska relationer under 1900-talet, utbildningens internationalisering och svensk offentlig diplomati.

The article is a pilot studyinto student-supervisor interaction and the articulation of practical or silent  knowledge on how to teach for historical thinking. It investigates experienced teachers’ strategies and methods in teaching during supervision of students during  their place-based training.

The basic assumption is that experienced teachers’ silent or practical knowledge is articulated in the meeting with less experienced students under their supervision. The used method was therefore to tap into the feedback loops of supervision. This was  done through  participating in and recording supervision meetings, which was then followed up by interviews with both supervisors and students. The article is therefore also a pilot test of this method. In the material all six aspects of historical thinking were present, although in different ways. No student planned a lesson aiming at  teaching historical significance. This dimension was on the contrary very present in the supervisor-student discussions, especially on how to teach  the  two  dimensions continuity and change and cause and consequence. Similarly, the two dimensions primary source evidence and historical perspective-taking were interrelated, especially as primary sources were considered a good way to make pupils take the perspective of historical actors. The ethical dimension of history was not subject to direct teaching, nor present in the supervisor-student discussions. It was however only implicitly present in the way both supervisors and students struggled with how to connect their teaching to everyday life of the pupils and relate it to the societal structures, norms, and values of historical societies.