ABSTRACT
Historical knowledge has until recently held a significant role in the cultural development of modern Norway. However, the new Norwegian educational reform (LK20) shifted history education from a content focus to a broad perspective on the past and its relevance for the modern world. Part of these changes is a renewed interest in monuments and historical remains in local communities. In light of these changes, this chapter explores how street names that commemorate historical individuals or events can be used as educational resources in a Norwegian teacher training classroom, and how street names also may be an excellent educational resource in schools. Using student reflections and personal experiences, the chapter highlights how a community's sense of place, memory, and identity can be engaged with through a critical reading of street names as monuments in the local community.
