How do two Swedish secondary school teachers relate to and make sense
of history via their experiences and educational media? This article seeks to gain
knowledge about history education by analyzing two teachers’ narratives of their
personal experiences of the Cold War and classroom observations of the teachers
in practice. The article finds that the teachers’ narrations of personal experiences
and observed teaching resemble the dominant historical culture of the Cold War in
Swedish education. On this basis, the author discusses the importance of the critical
awareness of historical culture in order to further a complex understanding of history.