The purpose of this dissertation was to analyze the content of textbooks used in undergraduate survey courses in interdisciplinary humanities to understand the content of the curriculum and how an author's viewpoint shapes the product. By enumerating the texts and images authors and their publishers used to illustrate 20th century culture and the transition into the 21st century, the analysis generated a description of the range of perspectives from traditional to postmodern found in six sampled textbooks. Textbook content provided chronological data, while authors' source citations established identity properties of the works' contributors. Through a ranking system of authors' treatment of content and citations, the most traditional perspectives were compared to the most postmodern. Classifying cultural contributors by identity properties gave a quantitative rate of inclusion of traditionally excluded groups. A trend of increase in "diversity-infusion" was observed among all authors when the content of the textbooks was compared in chronological sequence. The qualitative differences, as constructed for this dissertation, indicate that each textbook constitutes a varied and unique representation of author perspective. The project's contribution to future research is the development of a database of art works and literary sources from the years 1900-2006 that can be used for quantification and for further study.

Schools in the United States often emphasize making children competitive in a global economy while neglecting the importance of developing citizens who are ecologically responsible. Problems of climate change, loss of biodiversity, mass extinctions and degradation of the natural environment, are often ignored. Some researchers have suggested that children lack unstructured play time in nature, have an increased amount of screen time, lack mindfulness, and are insulated from the natural world. Many children rarely have significant experience with nature's wildness. It is common for people to experience a sense of placelessness in the hyper-mobility of present times where "globalizing" agendas limit a sense of place or community. Teachers can also feel constrained by the physical confines of school and the intellectual confines of ordinary school curriculum. As a response to my students' lack of significant experiences with nature, my own dissatisfaction with ordinary teaching, and my sense that school curricula neglect ecological issues and restricts teaching innovation, I created a summer mountain wilderness art workshop designed to give 6th, 7th and 8th grade students an immersive alternative art education experience. This study explored the affordances and limitations of an alternative classroom focused on outdoor experiences, walking, art/ecological studies, and my own experiences in attempting to change the conditions of teaching and learning. This research uses qualitative methodologies including action-based research, elements of a/r/tography, arts-based research, and an ecological arts-based inquiry that involves questions about ecology, community, and artistic heritage.

Förskolan har varit och är en omsorgsinstitution där verksamma i förskolan bedriver omsorg i många olika former. Det kan vara allt från att knyta ett par skor till att prata om bilbarnstol med en vårdnadshavare; och allt där emellan. Omsorg definierar förskolan och vad förskolan har för uppdrag och uppgift i samhället. Samtidigt är det inte så enkelt alla gånger att definiera omsorg som något vetenskapligt förankrat, och då ska ändå förskolan bedrivas på vetenskaplig grund. Däremot går det att se en tydlig koppling kring inlärning och omsorg. Där omsorg gentemot ett barn ger trygghet och tillit gentemot pedagogen, visar det att ett barn (eller vuxen) har en betydande större möjlighet att lära när denne känner trygghet och välmående.   Syftet med denna studie är att synliggöra förskollärares attityd kring deras omsorgsuppdag i förskolan. Studien intresserar sig för att se ifall omsorgsuppdraget får ta en roll i förskolans undervisning. Empirin samlades in via en kvantitativ enkät för att kunna analysera en generell bild av hur respondenternas attityd gentemot sitt omsorgsuppdrag ser ut. Läroplansteori etablerades som teoretisk bakgrund för att ge möjlighet för att se ett strukturellt perspektiv. Tidigare forskning visar att en perspektivförändring skett i relation till förskolans läroplaner (Lpfö 98, 1998, Lpfö 98 rev10, 2010 samt Lpfö 18, 2018) då omsorgsuppdraget har fått ett mindre fokus. Samtidigt visar resultatet att förskollärare har en förmåga att inkludera omsorgen i undervisningen, även om kravet på kvalitetsökning i form av läroplaner gjort omsorgsuppdraget mer komplext i form av svenska förskolans educare-modell. Förskolan ser ut att stå inför eller vara mitt i en beslutsperiod kring vad som ska definiera förskolan i framtiden - om den främst ska vara en resultatstyrd förskola eller om omsorg ska få ta plats.

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The purpose of this study is to examine how some teachers reason regarding the IDP in upper secondary school for pupils with intellectual disability. The chosen theory of the study is curriculum theory and the chosen method of the study is qualitative content analysis.   Ten teachers from five upper secondary schools for pupils with intellectual disability in Central Sweden, which both used and did not use IDP as tools in teaching for pupils with intellectual disability have been interviewed. To analyze the interviews, both the inductive approach and the deductive approach have been used.   The results of the study shows that the IDP has many functions in teaching pupils with intellectual disability at upper secondary school. There were mostly advantages that emerged in the teachers' reasoning regarding the use of the IDP in the education of pupils with intellectual disability, although there were also some disadvantages. In those categories where it was possible to study the existence of curriculum ideologies, it was primarily the learner centered ideology as well as social efficiency ideology that were most prominent.   Current research on IDP has been discussed as well as curriculum and syllabus and how they relate to IDP and pupils with intellectual disability.

Syfte och frågeställningar Studiens syfte var att undersöka hur lärare i idrott och hälsa på gymnasiet förhåller sig till läroplanen med avseende på bollspel och bollekar. Vidare var studiens syfte att analysera och diskutera resultaten utifrån läroplansteori som teoretiskt ramverk. För att uppfylla syftet utformades följande frågeställningar: Hur arbetar lärarna med bollspel och bollekar i undervisningen? Vilka motiv uppger lärarna till att de använder bollspel och bollekar i undervisningen? Metod En kvalitativ metod användes för att besvara studiens syfte och frågeställningar och intervjuer genomfördes med sex gymnasielärare i idrott och hälsa som uppfyllde studiens kriterier. Urvalet skedde enligt bekvämlighetsprincipen. Resultat Samtliga lärare berättade att de använde sig av bollspel och bollekar i undervisningen och de uppskattade att 12 till 25 procent av tiden ägnades åt dessa aktiviteter. De vanligaste bollaktiviteterna var fotboll, badminton, basket, softboll, volleyboll och lacrosse. Lärarna använde mindre vanliga spel och lekar för att jämna ut nivåskillnader mellan elever. De använde olika bollaktiviteter för att eleverna genom dessa skulle vara fysiskt aktiva senare i livet. Lärarna berättade att de valde bollspel och bollekar efter sina egna kunskaper och färdigheter samt efter lokaler och materiel. Alla lärare använde bollspel och bollekar som en metod för att utveckla eller lära ut någonting annat än själva spelet eller leken. Samtliga lärare kopplade bollspel och bollekar till ämnesplanens centrala innehåll och de ansåg att elever kunde uppnå flera kunskapskrav genom undervisningen. Slutsats Slutsatser i studien var att bollspel och bollekar förekom i undervisningen i ämneskursen idrott och hälsa 1 men i mindre utsträckning än vad tidigare forskning har visat. Formuleringen av den nya läroplanen har haft stor del i att bollspel och bollekar har minskat. Alla lärare hade ett tydligt syfte med att använda bollspel och bollekar och kopplade dessa till ämnesplanens centrala innehåll och kunskapskrav. Det fanns likheter i lärarnas tolkningar av ämnesplanen vilket visade på att ämnets klassifikation stärkts. Lärarnas val av styrgrupp medförde att en del elever missgynnades. Lärarna måste väga för- och nackdelar mellan vanliga och mindre vanliga bollspel och bollekar mot varandra. Utifrån detta måste lärarna sedan besluta vilken aktivitet som uppfyller det tänkta syftet på bästa sätt. / Aim The purpose of the study was to examine how teachers in physical education and health on a high school level relate to the curriculum with a focus on ball games and ball exercises. Furthermore the study’s purpose was to analyze and discuss the results from curriculum theory as the theoretical framework. To fulfill this purpose the following research questions were established: How do teachers use ball games and ball exercises in their teaching? What motives do the teachers present while choosing to use ball games and ball exercises in their teaching? Method A qualitative method was used to answer the study’s purpose and research questions and interviews were conducted with six high school teachers in physical education and health that fulfilled the study’s criteria. The selection was founded on the comfort principle. Results All teachers confirmed to be using ball games or ball exercises in their teaching and they estimated that 12 to 25 percent of the curriculum were used for these specific exercises. The most common ball games were football, badminton, basketball, softball, volleyball and lacrosse. The teachers conducted less common games and exercises to even out the performance levels of different students. They varied their ball activities so that students through these exercises would be physically active later in life. The teachers told that they chose ball games and ball exercises based on their personal knowledge and access to facilities and material. All teachers used ball games and ball exercises as a method to develop or teach something other than the actual game itself. All teachers linked ball games and ball exercises to the curriculums core content and they believed that students could achieve several of the knowledge requirements through the education. Conclusion The conclusions of this study were that ball games and ball exercises were present in the education of the course physical education and health 1 but in less quantity than what earlier research has proven. The formulation of the new curriculum have had a major impact on the fact that ball games and ball exercises has decreased. All teachers had a clear purpose for using ball games and ball exercises and connected these to the curriculums core content and knowledge requirements. There were similarities between teachers interpretation of the curriculum which showed a strengthening of the subjects classification. The teacher’s selection of steering groups result in some students having a disadvantage. The teachers must weigh advantages and disadvantages between common and less common ball games and ball exercises against each other. Based on these observations the teachers must then choose which activities are best suited to successfully fulfill their purpose.

The purpose of this study is to examine the inclusion of biology in the early childhood education and how it has evolved over the last fifty years. What subjects and approaches have been included and what motives were given.   This study was divided into two sub-categories were text analysis was used to find out how biology has been included in the early childhood education throughout the years. On the basis of this field study was conducted, as well as qualitative semi-structured interviews to find out how the early childhood education works and has been working with regards to biology.   The results show that the curriculums as well as the teachers who have worked with this subject, has done it differently over the years. It’s also been found that the community has had a significant impact on the preschool content, as well as knowledge and personal interest.

Apresentamos e discutimos neste trabalho dois argumentos, provindos de obras de dois dos principais teóricos de currículo, Michael Apple e Michael Young, em defesa do conhecimento sobre a ciência no ensino de ciências. Depois de um resgate histórico acerca do reconhecimento da importância da história e filosofia da ciência no ensino de ciências, retomamos as críticas de natureza filosófica à chamada visão consensual da natureza da ciência. Insistimos que a distância entre o debate sobre a natureza da ciência no ensino de ciências e suas críticas mantém-se longe de debates de natureza social, política e curricular, e apontamos para a necessidade de um papel político para a história e filosofia da ciência na educação científica. Afirmamos que isto significa terem um papel na resistência e combate a processos mais amplos ao ensino de ciências, como o processo de mercantilização da educação e da ciência e às ondas de valorização e desvalorização ideológica da ciência. Primeiro, com base em apontamentos da teoria crítica de currículo e em obras seminais de Apple e seu conceito de conflito, advogamos que a abordagem tipo-tenets presente na visão consensual tende, por sua forma, a ser convidativa a políticas de avaliações padronizadas, guiadas pelas ideologias neoliberal e cientificista-positivista, coadjuvantes a políticas educacionais mercantilizantes. Argumentamos, pois, que a história da ciência e o conceito de conflito devem ser entendidos como uma contraideologia do conflito às ideologias neoliberal e cientificista-positivista, emergindo seus papeis políticos de resistência aos processos de mercantilização da educação. Segundo, apoiados em obras recentes de Young e seu conceito de conhecimento poderoso, defendemos que o conteúdo da visão consensual flerta demasiadamente com visões subjetivistas, ressonantes a defesas relativistas epistêmicas pós-modernas. Assim, argumentamos que a filosofia da ciência, balizada por uma visão realista estrutural social, deve ser entendida como um metaconhecimento poderoso, proposição conceitual baseada naquela de Young, contra o relativismo epistêmico e políticas curriculares localistas que excluem a ciência. A natureza política deste argumento evidencia-se no fato de que tal exclusão viola princípios de equidade e de justiça social, traduzidos no apelo de garantia mínima acesso educacional irrestrito, amplo e efetivo a conhecimentos poderosos. Por fim, discutimos tensões entre os argumentos propostos, ponderações nas abordagens consideradas, e apontamos para desenvolvimentos futuros. / We present and discuss in this thesis two arguments, based in the works of two leading curriculum theorists, Michael Apple and Michael Young, in defense of knowledge about science in science teaching. After a historical rescue on the recognition of the importance of the history and philosophy of science in science education, we discuss briefly the philosophical criticism over the so-called consensus view of nature of science. We argue that the distance between the debate on the nature of science in science teaching and its mains critics remains far from arguments of social, political and curricular nature, then we stress the need for a explicit political role for the history and philosophy of science in science education. This means take into account broader processes in education, such as the process of commodification of education and science and the waves of ideological valuation and devaluation of science. First, based on critical curriculum theory and in Apple\'s seminal works and his concept of conflict, we advocate that the tenets-type approach present in the consensus view, by its form, tends to be inviting to standard tests, high-stakes testing, as well to the neoliberal and scientistic-positivist ideologies, inherent in commodification policies. We argue, therefore, that the history of science and the concept of conflict must be understood as a counter-ideology of conflict against neoliberal and scientistic-positivist ideologies, and their political roles emerge as a resistance to the commodification processes of education. Second, based on Young\'s recent works and his concept of powerful knowledge, we argue that the content of the consensus view of nature of science is sympathetic to subjectivist visions, resonating with the postmodern epistemic relativism. Thus, our argument is that philosophy of science, guided by a realistic structural social view, should be understood as a powerful metaknowledge, a conceptual proposition based on Young\'s, against epistemic relativism and localist curricular policies that exclude science. The political nature of our argument is evidenced by the fact that such exclusion violates principles of equity and social justice, translated into the call for minimum guarantee of unrestricted, broad and effective educational access to powerful knowledges. Finally, we discuss tensions between the proposed arguments, as well limitations in our approaches, and point to future developments.

This study investigates the development of the subject of English in Swedish upper secondary schools through an analysis of the syllabi in the curricula Lgy 70, Lpf 94 and Lgy 11, with a focus on English teaching and learning. In the last 50 years, the Swedish upper secondary school has undergone three major reforms. These three reforms have had an impact on the ways of teaching the English subject. By employing Fairclough’s (1992a) three-dimensional model, the study finds that these three major reforms had an impact on English teaching and learning in terms of communicative competence and individualization and teachers’ roles. The finding is important because it indicates that the current upper secondary English classroom needs to be changed when it comes to teaching and learning methods.

Apresentamos e discutimos neste trabalho dois argumentos, provindos de obras de dois dos principais teóricos de currículo, Michael Apple e Michael Young, em defesa do conhecimento sobre a ciência no ensino de ciências. Depois de um resgate histórico acerca do reconhecimento da importância da história e filosofia da ciência no ensino de ciências, retomamos as críticas de natureza filosófica à chamada visão consensual da natureza da ciência. Insistimos que a distância entre o debate sobre a natureza da ciência no ensino de ciências e suas críticas mantém-se longe de debates de natureza social, política e curricular, e apontamos para a necessidade de um papel político para a história e filosofia da ciência na educação científica. Afirmamos que isto significa terem um papel na resistência e combate a processos mais amplos ao ensino de ciências, como o processo de mercantilização da educação e da ciência e às ondas de valorização e desvalorização ideológica da ciência. Primeiro, com base em apontamentos da teoria crítica de currículo e em obras seminais de Apple e seu conceito de conflito, advogamos que a abordagem tipo-tenets presente na visão consensual tende, por sua forma, a ser convidativa a políticas de avaliações padronizadas, guiadas pelas ideologias neoliberal e cientificista-positivista, coadjuvantes a políticas educacionais mercantilizantes. Argumentamos, pois, que a história da ciência e o conceito de conflito devem ser entendidos como uma contraideologia do conflito às ideologias neoliberal e cientificista-positivista, emergindo seus papeis políticos de resistência aos processos de mercantilização da educação. Segundo, apoiados em obras recentes de Young e seu conceito de conhecimento poderoso, defendemos que o conteúdo da visão consensual flerta demasiadamente com visões subjetivistas, ressonantes a defesas relativistas epistêmicas pós-modernas. Assim, argumentamos que a filosofia da ciência, balizada por uma visão realista estrutural social, deve ser entendida como um metaconhecimento poderoso, proposição conceitual baseada naquela de Young, contra o relativismo epistêmico e políticas curriculares localistas que excluem a ciência. A natureza política deste argumento evidencia-se no fato de que tal exclusão viola princípios de equidade e de justiça social, traduzidos no apelo de garantia mínima acesso educacional irrestrito, amplo e efetivo a conhecimentos poderosos. Por fim, discutimos tensões entre os argumentos propostos, ponderações nas abordagens consideradas, e apontamos para desenvolvimentos futuros. / We present and discuss in this thesis two arguments, based in the works of two leading curriculum theorists, Michael Apple and Michael Young, in defense of knowledge about science in science teaching. After a historical rescue on the recognition of the importance of the history and philosophy of science in science education, we discuss briefly the philosophical criticism over the so-called consensus view of nature of science. We argue that the distance between the debate on the nature of science in science teaching and its mains critics remains far from arguments of social, political and curricular nature, then we stress the need for a explicit political role for the history and philosophy of science in science education. This means take into account broader processes in education, such as the process of commodification of education and science and the waves of ideological valuation and devaluation of science. First, based on critical curriculum theory and in Apple\'s seminal works and his concept of conflict, we advocate that the tenets-type approach present in the consensus view, by its form, tends to be inviting to standard tests, high-stakes testing, as well to the neoliberal and scientistic-positivist ideologies, inherent in commodification policies. We argue, therefore, that the history of science and the concept of conflict must be understood as a counter-ideology of conflict against neoliberal and scientistic-positivist ideologies, and their political roles emerge as a resistance to the commodification processes of education. Second, based on Young\'s recent works and his concept of powerful knowledge, we argue that the content of the consensus view of nature of science is sympathetic to subjectivist visions, resonating with the postmodern epistemic relativism. Thus, our argument is that philosophy of science, guided by a realistic structural social view, should be understood as a powerful metaknowledge, a conceptual proposition based on Young\'s, against epistemic relativism and localist curricular policies that exclude science. The political nature of our argument is evidenced by the fact that such exclusion violates principles of equity and social justice, translated into the call for minimum guarantee of unrestricted, broad and effective educational access to powerful knowledges. Finally, we discuss tensions between the proposed arguments, as well limitations in our approaches, and point to future developments.