InledningSvenskämnet är ett av våra viktigaste ämnen och utgör en bas för språkutvecklingen hos elever. Språket är något vi människor använder varje dag och som är nödvändigt för att klara vardagen. I svenskämnet ska elever, enligt läroplanen, ges möjlighet att utveckla språket för att tänka, kommunicera och lära. Det är viktigt att elever utvecklar sin språkliga förmåga och lär sig att framföra sin talan, för att kunna verka i ett samhälle som bygger mycket på muntlig framställning och att man kan uttrycka sig korrekt, både muntligt och skriftligt.SyfteSyftet med studien är att belysa ett antal lågstadielärares erfarenheter om hur de arbetar med muntlig framställning i svenskämnet.MetodStudien har utgått från en kvalitativ metod med intervju som redskap. Urvalet för intervjuerna utgörs av lärare som undervisar i svenska för årskurs 1-3. Materialet samlades in och analyserades utifrån Basil Bernsteins begrepp inramning. Resultatet av det insamlade materialet redovisas med hjälp av citat från intervjuerna.ResultatResultatet av undersökningen visar att samtliga lärare som deltagit arbetar medvetet med att eleverna ska börja utveckla sin förmåga att genomföra muntliga framställningar redan från årskurs ett. Lärarna lägger stort fokus på hur man är en god lyssnare vid en muntlig framställning. Det framkommer även att lärarna anser att det krävs ett tryggt klassrumsklimat med en aktivt lyssnande publik, för att kunna utveckla elevernas förmåga att genomföra muntliga framställningar.

Föreliggande studie syftar till att undersöka vilka pedagogiska diskurser som framträder när samhällskunskapslärare på en västsvensk gymnasieskola talar om hur de undervisar om demokrati samt vilka diskurser som framträder genom undervisningens examinationsuppgifter. Det empiriska materialet består av semistrukturerade intervjuer med fem samhällskunskapslärare samt av de prov som syftar till att examinera demokrati. Detta material analyseras sedan tematiskt med hjälp utav Basil Bernsteins teorier om bland annat den pedagogiska diskursen, vilket utgör föreliggande studies teoretiska ramverk.  Resultatet visar att undervisningen i demokrati ser olika ut på en och samma skola beroende på vem det är som undervisar. Till största del innehåller den pedagogisk diskursen en horisontell kunskapsstruktur vilket visar sig i framförallt lärarnas examinationsuppgifter, men också till viss del i deras egna utsagor. Uppsatsen visar också att skillnader i elevsyn mellan lärare påverkar undervisningen i olika riktningar. Vidare argumenteras det för att det existerar olika diskursiva grupptillhörigheter på en västsvensk gymnasieskola, men att det finns en dominerande kommunikativ och ämneskonceptuell diskurs som de flesta samhällslärare verkar inom.

This thesis presents a critical discourse analysis of how the sociology of gender is constructed in the sociology syllabus and two textbooks aimed for use at upper secondary school level. I use Bernstein’s theory of framing and classification to understand how power over knowledge is distributed through this construction. I take as my starting point that sociology, as framed in the syllabus, allocates a lot of power over knowledge to individual teachers. I outline the short history of sociology as a Swedish school subject and problematise this based on the fact that the majority of sociology teachers have limited education in sociology. I argue further that sociology as a discipline is characterised by an ambiguous canon and lack of pedagogic traditions. This increases the demands on sociology teachers. Based on previous research, I identify the sociology of gender as a potentially contentious area that warrants investigation.  Critical Discourse Analysis  (herein - CDA) takes as its starting point that discourses are a vehicle of ideology, and that ideology is capable of oppression or marginalization. Through critical discourse analysis it can be revealed that the construction of knowledge of gender marginalises queer voices and sociological perspectives on gender from outside the global North whilst simultaenously segregating feminist theory from mainstream sociology. “Mainstream sociology” in this context can be taken to include theories and perspectives which are used to understand society and social processes as a whole, such as the class, crime and deviance, the state and media. The construction of gender also selectively draws upon dominant socio-cultural discourses on gender, such as gender equality politics and sociological research. Violence against women, and masculinity are two topics identified as important in gender equality politics, for example, but are not part of the construction of the knowledge on gender. This is in itself not surprising, the analysed course is only 100 points in total and cannot possibly cover everything, but it does raise questions about which perspectives are included and which are excluded.   Importantly, the purpose of this thesis is not to discredit the knowledge of gender as constructed by the syllabus and textbooks, and to supplant it with other perspectives. This would be unconscionably arrogant and simply replacing one set of ideologies with other ideologies. This would be  counterproductive to the aims of CDA. The purpose is rather to reveal the ideologies behind the discourse and enable an informed discussion from multiple perspectives. I conclude this thesis by arguing for the benefits of introducing norm critical pedagogy into sociology teaching as a means of countering bias in knowledge creation and selection, and as a pedagogical tool in a  field where no identifiable pedagogic approach exists as yet.

The aim of this compilation thesis is to describe prerequisites for what, in a Swedish educational context, is often called ‘entrepreneurial learning’ and to examine the possible influence that this has on school practice. The study was carried out in two lower secondary schools and was guided by the following two research questions. First, how is entrepreneurial learning reflected in educational practice regarding teaching, learning and assessment? Second, how has the phenomenon of entrepreneurship been recontextualized in educational discourse through politics and policy? Basil Bernstein’s concepts and theories have consistently been the point of departure for analysis. Altogether, 52 classroom observations were made, particularly focusing on the subjects of social science, science and mathematics. In addition, 8 individual interviews with teachers and 15 group interviews with pupils were conducted. For decades, national and international policy documents have promoted the need for a creative, innovative and flexible future working force; bringing this about has highly involved the education system. In Sweden, entrepreneurship was inscribed in the curriculum in 2011, and it is meant to run like a thread throughout education. In this study the broad approach of entrepreneurship in education, which is about generating an entrepreneurial mindset, is focused. Research points out various difficulties and dilemmas regarding the implementation of entrepreneurial learning. These difficulties and dilemmas are connected to concerns about perceived difficulties in relation to differences in school subjects, pupils’ backgrounds, degree of managerial support and/or collegial consensus and cooperation. The main findings are linked to recurrent difficulties regarding teaching methods and assessments in relation to entrepreneurial learning. Curricula and syllabi express explicit learning outcomes, which both teachers and learners perceive as being challenging to combine with entrepreneurial classroom work. This in turn links to an aspect which is often addressed in research—that is, the question about whether to use traditional or entrepreneurial (progressive) teaching methods. Curricula express a need for both, and teachers often find it difficult to find a functioning balance between them, not least because of current societal discussions and demands. In many respects, the implementation of entrepreneurial learning sends mixed messages. On the one hand, pupils are meant to develop entrepreneurial skills and competencies through cooperation and interaction within groups, and, on the other hand, the essence of entrepreneurship indicates competition; this is yet another dilemma addressed in the study. The study shows that, due to the schools’ different prerequisites regarding, for instance, teachers’ approaches and understandings and the schools’ catchment areas, entrepreneurial learning is performed somewhat different. Bernstein’s concepts and theories offer tools to explain and understand different aspects, including dilemmas and difficulties in relation to both classroom practice and social discourse.

While global human rights knowledge has become a central facet of curricula used to shape multicultural societies and develop cosmopolitan citizenry, such knowledge is shaped by sociopolitical context. Japan has a long history of incorporating human rights concepts into its citizenship curriculum; however, this curriculum is produced in a political context where there is resistance to extending rights to minorities and the disadvantaged, and where there are renewed attempts to emphasise traditional Japanese cultural values through education. Potential tensions have been recognised, yet little has been written about educational knowledge as end product, or its role in informing learner and teacher understanding of human rights. Intentions to promote inclusivity and new communal identities notwithstanding, this work establishes that the recontextualising discourse of human rights within Japan's school curriculum, as a discourse that regulates identity and citizenship, portrays the rights of marginalised and non-Japanese identities as privileges extending beyond the norm of society, while at the same time implicitly denying ethnic Japanese individuals full access to rights language. Thus, while learners regard human rights of value, many are less receptive and empathetic to rights claims made by non-like others, and are likely to consider society as incapable of embracing diversity. Human rights concepts possess symbolic value and weight; however, their symbolic importance can be easily embedded within particularistic notions of identity and nationality to ends contrary to multiculturalism and cosmopolitanism, which for this research was witnessed in their transformation into tools for cultural and political legitimacy by the Japanese State. This research arrives at these conclusions through a systemic, holistic analysis of human rights learning in Japan that ties official knowledge to instructional and learning outcomes. This research is first a mixed-method policy sociology utilising computer-based analytical techniques to examine the structure and content of human rights knowledge within upper-secondary social studies textbooks representing Japan's official curriculum. This is followed by a comparative case study of two upper-secondary institutional sites of human rights learning, an academic, public coeducational western Japan senior high school, and a private Tokyo girls' senior high school, the primary differentiation being that the western Japan school is an explicit site of human rights learning, applying its own content and pedagogic practice as part of a specialised human rights curriculum designed to supplement the official curriculum. This research not only has implications for Japan in yielding a greater understanding of how the curriculum engages and reproduces identities and to what end, but also potentially to understand how similar tensions and contradictions between universal and particular play out in other national, State-sponsored education contexts.

The context in which open space high schools were pioneered in the ACT is examined in the light of Basil Bernstein's (1971) theory of the reasons for changes in curricula and of the organisational conditions necessary for the changes which he considers to be taking place. The context which is examined is derived from analyses of the perspectives and views of the Australian Schools Commission, of the planners of the new design high schools in the ACT, of the Campbell Committee, which provided the rationale for the restructuring of the ACT secondary school system, and of the Principal and teachers of one of the original open space high schools in the ACT. From the analysis of the context of the establishment of a specific open space high school, "Windy Hill", a number of factors are seen to be significant in the process of educational change. In particular, it is claimed that any theoretical perspective on the reasons and conditions for educational change, if it is to have much influence on the change process, must take into account the perspectives of the practitioners in schools. It must also take into account the complexity of events which affect the process of educational change in systems and in schools. The relationship between imposed organisational structures and the curricular goals of schools is examined. It is claimed that changes to administrative structures must emerge from the existing aims of the system and the institution, rather than be imposed in order to effect curricular changes. Assumptions about the nature of educational change, made by the planners for the open space high schools in the ACT, are identified and related to the problems perceived by the Principal and teachers at "Windy Hill". From this analysis is derived a set of features of school settings which need to be considered when innovations in education are being contemplated. These features of the process of educational change are used to generate a number of recommendations which apply to the adoption and development of changes in education systems and schools.

While recent research trends in science education have focussed the collective attention at utilizing the science curriculum as a means towards positive social change, such efforts have largely been predicated on understandings of the nature of knowledge and truth as socially constructed entities. Through this lens of social constructivism, knowledge is said to bear the signature of individuals and institutions in power, and therefore extant knowledge is considered to be the vehicle for further oppression of disadvantaged groups. There are at least two ways in which this argument is deeply flawed—social constructivism accords to itself epistemic positions it denies others, and an intellectually honest application of its principles leads to a position where there is no way to distinguish between better or worse positions on issues. In contrast, the principle of social realism takes a ‘middle path’, acknowledging the social reality of knowledge construction but disavowing the relativism of social constructivism. Through this epistemological foundation, implications arise for curriculum theory—how is it that we may discriminate forms of knowledge for in/ex-clusion into the school curriculum? In this study, I consider the curriculum changes in the Ontario elementary science anxd technology curriculum. I ask two key questions: (i) What are the effects of the curriculum revisions on the knowledge content of the science curriculum? and: (ii) What are the characteristics of science pedagogy in fulfilment of these curriculum changes? I develop instruments to analyze curriculum documentation, and classroom pedagogy. The major findings of this project include: (i) the curriculum revisions have added environmental knowledge expectations with varying degrees of disconnection from the scientific content knowledge; (ii) knowledge expectations removed to accommodate environmental expectations constituted important scientific principles; (iii) environmental pedagogy in science classrooms reflected the disconnection between science and environmental knowledge, most obviously in the upper grades where the degree of boundary maintenance between knowledge forms was strongest; (iv) this disconnection between environmental and scientific knowledge forms inhibited the cumulative modality of knowledge (re)production. A discussion of results and the general principles of the importance of knowledge concludes the project.

While recent research trends in science education have focussed the collective attention at utilizing the science curriculum as a means towards positive social change, such efforts have largely been predicated on understandings of the nature of knowledge and truth as socially constructed entities. Through this lens of social constructivism, knowledge is said to bear the signature of individuals and institutions in power, and therefore extant knowledge is considered to be the vehicle for further oppression of disadvantaged groups. There are at least two ways in which this argument is deeply flawed—social constructivism accords to itself epistemic positions it denies others, and an intellectually honest application of its principles leads to a position where there is no way to distinguish between better or worse positions on issues. In contrast, the principle of social realism takes a ‘middle path’, acknowledging the social reality of knowledge construction but disavowing the relativism of social constructivism. Through this epistemological foundation, implications arise for curriculum theory—how is it that we may discriminate forms of knowledge for in/ex-clusion into the school curriculum? In this study, I consider the curriculum changes in the Ontario elementary science anxd technology curriculum. I ask two key questions: (i) What are the effects of the curriculum revisions on the knowledge content of the science curriculum? and: (ii) What are the characteristics of science pedagogy in fulfilment of these curriculum changes? I develop instruments to analyze curriculum documentation, and classroom pedagogy. The major findings of this project include: (i) the curriculum revisions have added environmental knowledge expectations with varying degrees of disconnection from the scientific content knowledge; (ii) knowledge expectations removed to accommodate environmental expectations constituted important scientific principles; (iii) environmental pedagogy in science classrooms reflected the disconnection between science and environmental knowledge, most obviously in the upper grades where the degree of boundary maintenance between knowledge forms was strongest; (iv) this disconnection between environmental and scientific knowledge forms inhibited the cumulative modality of knowledge (re)production. A discussion of results and the general principles of the importance of knowledge concludes the project.

Aquesta tesi és un estudi sobre el discurs regulatiu en els centres d'ensenyament primari i secundari de Catalunya. L'òptica des de la qual partim i que emmarca teòricament aquesta investigació és la teoria creada per Basil Bernstein els anys seixanta, i desenvolupada fins a l'actualitat. Aquesta teoria s'inscriu en el camp de la sociologia de l'educació i fa una anàlisi del sistema educatiu com eix fonamental de transmissió cultural, cosa que permet explicar les complexes relacions entre escola i societat. Aquest és, si més no el nostre interès.Per aconseguir el nostre propòsit ens basem en les teoritzacions de Bernstein i en estudis pràctics de col.laboradors i deixebles d'aquest sociòleg. Al llarg de l'explicació dels fonaments teòrics es veuran referències concretes a aquests autors.L'interès que té aquest projecte es pot explicar a més d'un nivell. Primer de tot, la investigació que es planteja pretén ampliar els coneixements dins de la teoria bemsteniana de la construcció social del discurs pedagògic, fent èmfasi en una part no gaire treballada pels continuadors i deixebles del sociòleg, el discurs regulatiu. Això permetrà aprofundir en la teoria esmentada, poc coneguda encara al nostre país, ni a nivell teòric ni a nivell de possibles aplicacions a l'escola, malgrat que ja fa un cert temps que va ser creada.Un segon punt d'interès resideix en el mateix estudi. La divisió que es fa del discurs pedagògic i de les seves pràctiques -instruccional i regulativa-, l'estudi concret del discurs i les pràctiques regulatives, permet ampliar la visió que tenim de l'escola i ens pot fer reflexionar sobre un punt, que no per obvi, de vegades deixem de costat. L'estudi que es pot fer de la producción de la subjectivitat de l'alumne i de les relacions verticals i horitzontals que es donen a qualsevol lloc (físic i temporal) de l'escola hauria de permetre repensar la pràctica pedagògica des d'aquesta perspectiva.Per aconseguir el nostre propòsÍt, la tesi plantejarà una investigació sociològica per estudiar la tipologia del discurs i de les pràctiques regulatives a les escoles d'ensenyament primari í secundari de Catalunya.En primer lloc, hi ha la Part.Primera que pretén centrar a nivell teòric la nostra òptica de treball. Aquesta part està dedicada en la seva totalitat a la descripció de la teoria bernsteiniana, i més concretament, als desenvolupaments teòrics centrats en la descripció del sistema educatiu com a eix de transmissió cultural.La Part Segona parteix dels pressupostos teòrics exposats per iniciar una investigadó sociològica centrada en l'anàlisi de la tipologia dels discursos i pràctiques educatives dels centres d'ensenyament primari i secundari públic de Catalunya. Aquesta investigació té dues parts diferenciades. Una primera està basada en el pas d'un qüestionari als equips directius d'aproximadament 650 centres públics de primària i secundària catalans. Aquest qüestionari pretén caracteritzar el tipus de discurs educatiu de cada un dels centres estudiats, amb l'objectiu d'arribar a construir una taxonomia que categoritzi les diferents tipologies que podem trobar. A més, el mateix qüestionari s'ha passat a un grup de centres d'ensenyament privat i a un grup de centres d'ensenyament públic andalusos, que actuen com a grups de control.La segona part de la investigació té com a objectíu l'estudi de la tipologia de les pràctiques educatives dels mateixos centres, amb el doble objectiu de veure les coincidències entre el discurs teòric de cada centre i la realitat de la pràctica a l'aula, en primer lloc; i en segon, per poder estudiar en profunditat la relació de la pràctica educativa i les característiques socials d'educands i educador. En aquesta part també s'inclouen els resultats dels grups de control dels centres d'ensenyament privat i dels centres d'ensenyament públic andalusos.Per acabar, la tesi inclou un apartat denominat Conclusions, Reflexions i Suggeriments, que vol ser la cloenda de les reflexions que amb aquesta tesi no fan més que iniciar-se i que esperem poder continuar desenvolupant. / This thesis is a study of regulative discourse in educational centres. The theoretical basis of this investigation is the theory created by Basil Bernstein. This theory, in the field of sociology of education, sets out to analyze the educational system as the fundamental axis of cultural transmission.The thesis proposes a sociological investigation to study the form of regulative discourse and regulative practices in Primary and Secondary Schools in Catalonia.The investigation has two distinct parts. The first is based on a questionnaire given out to the heads of approximately 650 public educational centres, in an attempt to classify the different typologies of educative discourses found. The second part of the investigation aims to study the typology of educative practices in the same centres with two main objectives: Firstly, to find out if similarities exists between the theoretical discourse in each centre and the real practices in the classroom; Secondly, to study in depth the relationship between the educational practice and the social characteristics of the pupils and teachers.Summarizing the results obtained, we have to say that the closed values, in general, in the regulative and instructional educational practices correspond to the closed values of the institutional educational discourse in these centres. Furthermore, the results obtained have allowed us to affirm that there is an influence at the level of teaching in the type of educational practice carried out in the classroom. We have also been able to observe that the instructional educational practice and the regulative educational practice are closely related in such a way that when one presents open values the other does the same and vice versa.Lastly, we have been unable to find out whether the social characteristics of pupils influence the type of educational practice in the classroom. We have also been unable to clearly establish, although certain tendencies can be observed, whether the social characteristics of the teaching staff influence the educational practice in the classroom.We consider these results to be of considerable interest and open to further investigation.

Στην παρούσα μελέτη διερευνώνται η πρόσληψη, η επένδυση και οι πρακτικές των τσιγγάνων στην εκπαίδευση, στη δημοτική ενότητα των Σαγαιΐκων, του δήμου Δυτικής Αχαΐας. Πιο συγκεκριμένα εξετάζονται οι αντιλήψεις των τσιγγάνων για το σχολείο και τη σχολική φοίτηση και η επένδυσή τους στην εκπαίδευση μέσα από τις πρακτικές τους. Για την κατανόησή τους, τα εντάσσουμε και δίνουμε ιδιαίτερο βάρος στο ευρύτερο κοινωνικό περιβάλλον και τα πολιτισμικά στοιχεία της ομάδας των τσιγγάνων. Πέρα από τη συναφή βιβλιογραφία, η έρευνα στηρίζεται σε ομαδικές, εις βάθος συνεντεύξεις με τσιγγάνους, στον τρόπο ζωής τους και σε επιτόπια παρατήρηση. Σε ότι αφορά την ερμηνεία στηριχτήκαμε στο θεωρητικό πλαίσιο του Basil Bernstein. Από την έρευνα προέκυψε ότι οι τσιγγάνοι έχουν εργαλειακή αντίληψη για το σχολείο. Έχουν επίσης μεγάλα ποσοστά σχολικής διαρροής και αυτό το αποδίδουμε κυρίως σε εξωγενείς και δευτερευόντως σε ενδογενείς παράγοντες. / In this study we investigate the recruitment, investment and practices of Gypsy education, of the municipal unity Sagaiika of West Achaea. More specifically it is examined the perceptions of gypsies for school and schooling and their investment in education through their practices. For these to be understood, we incorporate and focus on the broader social environment and gypsies’ culture. The research builds on group interviews with Gypsies, the way of their living and at field observation. Regarding to the interpretation, we based on the theoretical framework of Basil Bernstein. The investigation revealed that the gypsies have instrumental view of the school. They also have high rates of school dropouts and this was attributed to external factors mainly and to internal secondarily.