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Syftet med denna studie är att undersöka lärares didaktiska val avseende undervisning om rättsstatens principer samt de rättsstatsprinciper som kommer till uttryck i deras undervisningsmaterial. Detta har bakgrund i frågans relevans i koppling till samhällskunskapsämnets syfte och innehåll, och till ett samhällstillstånd där frågan om rättsstatens utformning blivit alltmer aktuell. Studieobjektet är lärares undervisningsmaterial i samhällskunskap samt intervjusvar från lärare som undervisar i ämnet. Kunskapsobjektet är hur rättsstaten och dess principer manifesteras som ämnesinnehåll, samt hur lärare resonerar kring deras didaktiska val i moment där rättsstatens principer kan ingå. I studien har följande frågor avsatts att besvaras: ”Hur beskriver lärare sina didaktiska val i moment där rättsstatens principer kan ingå?” samt ”Hur beskrivs och används rättsstaten och dess principer i samhällskunskapslärares undervisningsmaterial?”. Studien har delats upp i två delstudier. I den första delstudien har åtta gymnasielärare i samhällskunskap intervjuats om deras didaktiska val i kursen Samhällskunskap 1b. Intervjusvaren har därefter analyserats utifrån en didaktisk analys. I den andra delstudien har ett urval av undervisningsmaterial samt läroböcker från de intervjuade lärarnas undervisning analyserats, för att undersöka hur rättsstaten och dess principer beskrivs i undervisningsmaterialen respektive läroböckerna. Delstudierna ger mångfasetterade resultat; rättsstatens vara eller inte vara ses olika betonade inom respondenternas material och didaktiska val. Trots undantag syns rättsstaten sällan behandlas på ett explicit och samlat sätt. Där rättsstatsprinciper formuleras på ett enhetligt och samlat sätt, görs detta dessutom främst utifrån en formell (och inte gängse akademisk) framställning av rättsstatsbegreppet inom undervisningsmaterialen. Dess kärnvärden framställs emellertid hos samtliga respondenters undervisningsmaterial i fragmenterade former, och ofta utan uttrycklig koppling till rättsstat. Rättsstaten och dess principers relevans går emellertid inte att förbise; liksom 2025 års kommande kursplan i Samhällskunskap 1b (version 1) betonar respondenterna att rättsstaten och dess principer är viktiga inom de ämnesområden där de kan tänkas ingå. Respondenternas olika betoningar och förhållanden till bland annat kursens centrala innehåll och deras anpassning till elevers olika möjligheter och svårigheter i klassrummet, har visat hur lärares didaktiska val spelar in i frågan om hur eller huruvida rättsstaten och dess principer tar plats i klassrummet. Även tidsbristen på detta annars innehållstäta ämne har belysts, vilket också ger insikti denna fråga och lärarnas didaktiska val. Även om dessa fragmenterade framställningar inom undervisningsmaterialen kan ses försvåra elevens inlärning av och förståelse för rättsstatens betydelse i demokratin, visar undervisningsmaterialen samt respondenternas berättelser på rättsstatens relevans inom kursen Samhällskunskap 1b:s nuvarande utformning.

This thesis is about newly arrived adult migrants’ meaning making and learning in Swedish society during the two years’ introduction period, after they have received the residence permit. I have specifically studied Arabic speaking adults’ meaning making and learning, by carrying out observations and individual in-depth interviews with 12 migrants. The introduction period consists mainly of three so called introduction measures; the civic orientation course, Swedish for immigrants (SFI), and different work related activities, such as internship at different work places. The results show that etablering is about shaping the newly arrived adult migrants into ”good” citizens, through the introduction measures, among other things in the civic orientation course, which is regulated through the policy documents, and which so to say provides meaning to the newly arrived. The “good” citizen has some specific characteristics, which, roughly, are that he or she is independent (and advocates individuality), free, equality thinking, secularized, law-abiding (which includes being honest), responsible, and a “good” parent. These characteristics are expressed in different ways in the civic orientation course, for instance through the course material. The Swedish society is described as something desirable, and different from what is implied to be ”Arabic” values and ways of thinking. The idea of the “good” citizen appears to aim at constructing the adult migrants’ (and their families’) identity, something which many of the study’s respondents make a resistance to. As concerns the migrant’s new experiences, it is, for example, those which the migrant get through the contact with the Swedish Public Employment Service (SPES) that affect the meaning making in the new society. The meaning which most of the respondents have made of the SPES’s measures for them is that this authority only offers “prepackaged” solutions, and does not provide the help or support that they need. Also the experiences which the migrant has in the civic orientation course, and the meaning which ”old” migrants give to him or her, play a role when he or she makes meaning of Sweden and Swedes, and of his or her new life situation. Further, it has been shown that it is those experiences that the adult individual has been socialized through, and those which he or she has gained through work or education in his or her country of origin, which affect his or her meaning making in Sweden. It is mostly values which concern child upbringing and religion that lead to a certain understanding and construction of one’s new life. These values, when related to the values which are included in the ”good” citizen idea, also lead to either a resistance or a readiness towards the meaning giving that is embedded in the ”good” citizen notion. / Denna studie handlar om nyanlända vuxna migranters meningsskapande och lärande i det svenska samhället under deras tvååriga introduktionsperiod, efter att de har fått uppehållstillstånd. Jag har specifikt studerat arabisktalande vuxnas meningsskapande och lärande, genom observationer och enskilda djupintervjuer med 12 nyanlända. Introduktionsperioden består främst av tre s.k. etableringsinsatser; kursen i samhällsorientering, svenska för invandrare (SFI) samt olika arbetsrelaterade och arbetsfrämjande insatser, såsom praktik på olika arbetsplatser. Resultatet visar att etablering handlar om att forma de vuxna nyanlända till ”goda” medborgare, genom etableringsinsatserna, bl.a. i samhällsorienteringskursen, som regleras genom policydokumenten, och som s.a.s. tillhandahåller mening för de nyanlända. Den ”goda” medborgaren har vissa specifika kännetecken, vilka, i grova drag, är att han eller hon är självständig (och förespråkar individualitet), fri, jämlikhetstänkande, sekulariserad, laglydig (vilket inkluderar ärlig), ansvarsfull, och en ”god” förälder. Dessa karaktärsdrag kommer på olika sätt till uttryck i samhällsorienteringskursen, exempelvis genom kursmaterialet. Det svenska samhället framställs då också som något eftersträvansvärt, och skilt från det som antyds vara ”arabiska” värderingar och tänkesätt. Föreställningen om den ”goda” medborgaren verka syfta till att konstruera den vuxna nyanländas (och dennas familjs) identitet, något som många av studiens respondenter gör motstånd mot. Vad gäller migrantens nya erfarenheter, är det exempelvis de som migranten har fått genom kontakt med Arbetsförmedlingen som påverkar meningsskapandet i det nya samhället. Den mening som de flesta av respondenterna har gjort om Arbetsförmedlingens insatser för dem är att denna myndighet enbart erbjuder dem ”förpaketerade” lösningar, och inte tillhandahåller den hjälp eller det stöd som de behöver. Även erfarenheter som migranten gör i samhällsorienteringskursen, samt den mening som ”gamla” migranter förmedlar till honom eller henne, spelar roll för hur vederbörande skapar mening om Sverige och svenskar, och om sin nya livssituation. Dessutom har det visat sig att det är de erfarenheter som den vuxna har blivit socialiserad genom, samt de som han eller hon har fått genom utbildning eller arbete i ursprungslandet, som påverkar migrantens meningsskapande i Sverige. Det är främst värderingar som är knutna till barnuppfostran och religion som leder till en viss förståelse och konstruktion av ens nya liv. Dessa värderingar leder också, när de stöts mot de värderingar som ingår i föreställningen om den ”goda” medborgaren, antingen till ett motstånd mot eller en beredvillighet inför det meningsgivande som ingår i den ”goda” medborgaren.

La recherche théorique et spéculative qui fait l’objet de cette thèse permet de propo-ser un modèle d’éducation à la citoyenneté qui aurait des visées émancipatrices. S’inscrivant dans la tradition des sciences critiques et de la pédagogie critique de Freire (1968), elle défend d’abord l’idée que malgré la charge idéologique ou politique qui y est associée, l’éducation à la citoyenneté, comme toute forme d’éducation formelle ou informelle, devrait poursuivre la liberté et l’autonomie comme finalités. C’est en prenant appui sur les thèses récentes du philosophe Axel Honneth (2015 et 2017), attaché à l’École de Francfort, portant sur le concept de liberté sociale et en exploitant les outils de l’herméneutique défendue par Ricœur notamment, qu’il a été possible dans un premier temps de proposer un modèle de citoyenneté de liberté sociale et, dans un deuxième temps, de définir certaines des caractéristiques des citoyen·ne·s de liberté sociale. Enfin, ce travail a permis de faire émerger des habiletés et des aptitudes que l’éducation à la citoyenneté qui aurait la liberté et l’émancipation comme finalités devrait contribuer à développer ou à entre-tenir. En raison de leur portée, nous nommons ces habiletés des vertus démocratiques. Les six vertus démocratiques que notre travail permet de faire émerger et qui devraient faire l’objet d’un enseignement ou d’un apprentissage sont 1) l’autonomie critique ; 2) la capacité à délibé-rer et à décider collectivement ; 3) la reconnaissance ; 4) la solidarité ; 5) la créativité ; et 6) la capacité d’action. / The theoretical and speculative research that is the subject of this thesis proposes a model of citizenship education that would have emancipatory aims. Following the tradition of critical sciences and Freire's critical pedagogy (1968), it first defends the idea that despite the ideological or political charge associated with it, citizenship education, like any form of formal or informal education, should pursue freedom and autonomy as its goals. By taking as a basis the recent theses of the philosopher Axel Honneth (2015 and 2017), attached to the Frankfurt School, on the concept of social freedom and by exploiting the tools of the hermeneutics defended by Ricœur in particular, it was possible, firstly, to pro-pose a model of citizenship of social freedom and, secondly, to define some of the characteristics of citizens of social freedom. Finally, this work allowed us to identify skills and aptitudes that citizenship education, which would have freedom and emancipation as its goals, should help to develop or maintain. Because of their scope, we call these skills democratic virtues. The six democratic virtues that should be the object of teaching or learning and that our work pro-poses are 1) critical autonomy; 2) the capacity to deliberate and decide collectively; 3) recog-nition; 4) solidarity; 5) creativity; and 6) the capacity for action.

This interdisciplinary study devised a Blues Methodology to investigate how a historically marginalized Black community conceives, practices and theorizes about citizenship in community-based pedagogical spaces (Douglas & Peck, 2013). Guiding questions were 1) How does a historically marginalized Black community conceive and practice citizenship? 2) How does the community’s conception and citizenship praxis compare to the dominant society’s conception? And 3) How can both conceptions inform citizenship education and citizenship research? To conduct this qualitative cultural study, I extended Clyde Woods’ Blues Epistemology and Sylvia Wynter’s theoretical construct of alterity into a methodology capable of illuminating the community’s culturally indigenous knowledge (ways of knowing) using cultural tools meaningful to them. Blues Methodology is a community-based inquiry approach employing a reflective researcher strategy that positions researcher in dialogue with community members to uncover culturally indigenous ways of knowing as well as hegemonic perspectives and community agency. The historically marginalized Black community of focus is located in “The South” where inhumane violence was routinely practiced against Africans and African Americans during and after enslavement. Terrorism was particularly brutal due to the intense labor required by the agrarian economy. Marginalization is a lasting legacy of enslavement, Jim Crow and structurally other forms of embedded racism. Twelve long term multigenerational community residents ranging in age from 17 to 80 years old, participated in this study. Two types of data were collected: oral and written. Oral data were collected from conversations and interviews with participants, written introspective data were collected from journaling. Researcher reflections also consisted of conversations with fictional characters who were constructed to protect my relationship with community participants and present childhood experiences that informed the research. Findings reveal that community conceptions of citizenship foster belonging and identity. Citizens theorized about their social economic historical political selves in the context of the local landscape. In contrast, the dominant society’s citizenship conception is an inclusion/exclusion dialectic that generically defines citizens selectively while excluding swaths of the U.S. population from curricula thus devaluing certain students and communities and relegating their knowledge to the margins at the expense of human freedom.

Esta dissertação apresenta uma pesquisa de mestrado baseada na busca de esclarecimentos acerca dos possíveis significados que os conceitos de cidadania e de cidadão podem manifestar. No desenvolvimento desta pesquisa, inspirada numa concepção de terapia filosófica de cunho wittgeinsteiniano, considerou-se que os sentidos atribuídos ao conceito de cidadania estariam vinculados a situações de uso deste conceito e que somente nestas situações de uso seus diferentes significados poderiam ser compreendidos. Assim, a pesquisa foi desenvolvida a partir da análise de discursos extraídos de dois ambientes diversos. O primeiro grupo de discursos foi extraído de um ambiente correlato ao senso-comum (discursos veiculados em sites da internet e coletados em dezembro de 2008). O segundo grupo de discursos foi coletado em periódicos acadêmicos da área pedagógica veiculados entre janeiro de 1997 e dezembro de 2007; os periódicos pesquisados foram: Cadernos Cedes (UNICAMP), Cadernos de Pesquisa (Fundação Carlos Chagas) e Educação e Pesquisa (USP). A partir das análises desses discursos, verificou-se as semelhanças e as diferenças que aproximavam ou distanciavam os significados atribuídos ao conceito de cidadania em cada um deles. A partir da reflexão proporcionada pela verificação dessas aproximações e distanciamentos, pelas amostras de discursos analisados, descobrimos que é possível significar o conceito de cidadania a partir de, pelo menos, duas perspectivas: uma perspectiva que foi chamada de cidadania clássica e outra perspectiva que foi chamada de cidadania multicultural. Assim, os discursos coletados como exemplos puderam ser classificados em três diferentes grupos: um grupo de discursos atrelados a uma concepção de cidadania clássica, outro grupo de discursos atrelados a uma concepção de cidadania multicultural e, por fim, um terceiro grupo de discursos classificados como híbridos pelo fato de que, de alguma maneira, transitavam ou procuravam lidar com os pressupostos ou reivindicações de ambos os tipos de cidadanias, com implicações para as propostas correlatas de uma educação para a cidadania. / This M.A thesis presents research based on the search for enlightenment regarding the possible meanings that the concepts of citizenship and citizen may manifest. In the development of this research, inspired by a Wittgensteinian conception of philosophical therapy, it was assumed that the meanings attributed to the concept of citizenship would be bound to situations in which this concept is used, and that its different meanings could be understood only in these situations. Therefore, the research was developed based on the analysis of discourses extracted from two diverse environments. The first group of discourses was extracted from common sense-like sources (discourses published on web sites, collected in December, 2008). The second group of discourses was collected from pedagogical academic journals, published between January, 1997 and December, 2007. The journals were: Cadernos Cedes (UNICAMP), Cadernos de Pesquisa (Fundação Carlos Chagas), and Educação e Pesquisa (USP). The analyses of these discourses pointed at similarities and differences which brought together or kept away the meanings attributed to the concept of citizenship in each of them. Based on the aforementioned material, it is arguable that it is possible to signify the concept of citizenship from at least two perspectives, here named classic citizenship and multicultural citizenship. As a consequence, the discourses in the corpus could be classified into three different groups: the first connected to the concept of classic citizenship; the second to the multicultural one; and a third hybrid group. The third group was called hybrid because its discourses were in between assumptions and claims of the other two groups, or at least tried to address them, with implications for their proposals of citizenship education.

A presente pesquisa tem como objetivo analisar as representações que professores de ensino médio constroem e desenvolvem sobre a educação para a cidadania no contexto escolar. Parto da premissa de que a educação, nas últimas décadas, coloca uma especial ênfase na formação de cidadãos ativos e comprometidos, mediante sua participação nas responsabilidades coletivas. Na atualidade, a educação para a cidadania se concebe desde as formas em que se trabalham os saberes escolares e se constroem os conhecimentos na sala de aula, até a participação na escola e fora dela, envolvendo a comunidade com experiências que favoreçam seu exercício. Assim, a escola é um local privilegiado de educação para a cidadania, porque é um espaço que estimula o aluno a desenvolver novas formas de participação, e que providencia oportunidades de desempenho de papéis, tanto formais como informais, e de construção de relações na sua própria dinâmica. Nesse sentido, é conveniente e fundamental analisar o papel do professor cuja prática resulta de uma interação de sua experiência profissional com o contexto escolar no qual está inserido. Utilizo como referência a teoria das representações de Lefebvre, pelo potencial em fornecer subsídios para o estudo do cotidiano escolar, proporcionando novas formas de olhar, compreender e interpretar o sentido das concepções sobre educação para a cidadania que determinam sua prática pedagógica. Esta pesquisa, de cunho qualitativo, envolve coleta de dados através de entrevistas a oito professores de ensino médio de diferentes áreas, de uma escola estadual e uma escola municipal da Grande São Paulo. Utilizo a metodologia denominada por Bardim de análise de conteúdo, para organizar, codificar e categorizar os discursos dos professores em três níveis ou categorias denominadas: cidadania, função da escola e prática docente, através das quais foi possível apreender diferentes representações, de modo a entender como elas não se definem apenas pelo conhecimento, mas sim pela relação destas com a vivência que ocorre no desvendar da própria prática profissional. Considero, ao final deste estudo, que nas representações dos professores, as categorias anteriormente mencionadas se mobilizam em um processo dialético que compreende conflitos e contradições nas práticas reiterativas; e mudanças de postura nas práticas criadoras, entre aquilo que professores concebem como explicação dos fatos e o que eles experimentam na vivência dos mesmos. / The goal of this research is to analyze representations that high school teachers create and develop about education for citizenship within the school context. In recent decades, it has been stated that education emphasizes on the formation of active and engaged citizens through their participation in collective responsibilities. At present, citizenship education is conceived based on the different ways in which school knowledge is built in the classroom to encourage participation in and outside the school context, involving the community with experiences that facilitate some of these citizenship experiences. Thus, the school is a privileged place for citizenship education because it is the place that encourages students to develop new forms of participation, provides opportunities for developing roles, both formal and informal, and creates relationships with its own individual or group dynamics. Therefore, it is essential to analyze the role of the teacher and determine which of their teaching practices results from an interaction of their professional experience within the school context in which the teachers operate. The representation theory of Lefebvre is used as a frame of reference due to the potential it offers to provide ideas for the study of everyday school life and new techniques to enable observation and the ability to understand or interpret the meaning of citizenship education including the premises that determine its pedagogical practice. This qualitative research involves data collection through interviews to eight secondary teachers from different areas of a state public school and a city public school in the area of Greater São Paulo, Brasil. The methodology of Bardin was used to prepare content analysis, organize, codify and categorize discourses of teachers in three categories. These categories were: citizenship, school´s role and teaching practices. Using these categories, it was possible to understand different representations in order to determine that they are not defined only by knowledge but by their direct co-relation with the experience that occurs in the unraveling of the professional practice. At the end of this study, the conclusion is that the representations of teachers and the three categories mentioned before are mobilized in a dialectical process comprising conflicts as well as contradictions in the reiterative practices; and ongoing changes in posture within the process of building these practices, between what teachers conceive as an explanation of the facts and what their experience is of living those facts.

Esta dissertação apresenta uma pesquisa de mestrado baseada na busca de esclarecimentos acerca dos possíveis significados que os conceitos de cidadania e de cidadão podem manifestar. No desenvolvimento desta pesquisa, inspirada numa concepção de terapia filosófica de cunho wittgeinsteiniano, considerou-se que os sentidos atribuídos ao conceito de cidadania estariam vinculados a situações de uso deste conceito e que somente nestas situações de uso seus diferentes significados poderiam ser compreendidos. Assim, a pesquisa foi desenvolvida a partir da análise de discursos extraídos de dois ambientes diversos. O primeiro grupo de discursos foi extraído de um ambiente correlato ao senso-comum (discursos veiculados em sites da internet e coletados em dezembro de 2008). O segundo grupo de discursos foi coletado em periódicos acadêmicos da área pedagógica veiculados entre janeiro de 1997 e dezembro de 2007; os periódicos pesquisados foram: Cadernos Cedes (UNICAMP), Cadernos de Pesquisa (Fundação Carlos Chagas) e Educação e Pesquisa (USP). A partir das análises desses discursos, verificou-se as semelhanças e as diferenças que aproximavam ou distanciavam os significados atribuídos ao conceito de cidadania em cada um deles. A partir da reflexão proporcionada pela verificação dessas aproximações e distanciamentos, pelas amostras de discursos analisados, descobrimos que é possível significar o conceito de cidadania a partir de, pelo menos, duas perspectivas: uma perspectiva que foi chamada de cidadania clássica e outra perspectiva que foi chamada de cidadania multicultural. Assim, os discursos coletados como exemplos puderam ser classificados em três diferentes grupos: um grupo de discursos atrelados a uma concepção de cidadania clássica, outro grupo de discursos atrelados a uma concepção de cidadania multicultural e, por fim, um terceiro grupo de discursos classificados como híbridos pelo fato de que, de alguma maneira, transitavam ou procuravam lidar com os pressupostos ou reivindicações de ambos os tipos de cidadanias, com implicações para as propostas correlatas de uma educação para a cidadania. / This M.A thesis presents research based on the search for enlightenment regarding the possible meanings that the concepts of citizenship and citizen may manifest. In the development of this research, inspired by a Wittgensteinian conception of philosophical therapy, it was assumed that the meanings attributed to the concept of citizenship would be bound to situations in which this concept is used, and that its different meanings could be understood only in these situations. Therefore, the research was developed based on the analysis of discourses extracted from two diverse environments. The first group of discourses was extracted from common sense-like sources (discourses published on web sites, collected in December, 2008). The second group of discourses was collected from pedagogical academic journals, published between January, 1997 and December, 2007. The journals were: Cadernos Cedes (UNICAMP), Cadernos de Pesquisa (Fundação Carlos Chagas), and Educação e Pesquisa (USP). The analyses of these discourses pointed at similarities and differences which brought together or kept away the meanings attributed to the concept of citizenship in each of them. Based on the aforementioned material, it is arguable that it is possible to signify the concept of citizenship from at least two perspectives, here named classic citizenship and multicultural citizenship. As a consequence, the discourses in the corpus could be classified into three different groups: the first connected to the concept of classic citizenship; the second to the multicultural one; and a third hybrid group. The third group was called hybrid because its discourses were in between assumptions and claims of the other two groups, or at least tried to address them, with implications for their proposals of citizenship education.

This quantitative study explores string teachers’ perceptions of citizenship education and its use in the private lesson. Guided by Westheimer and Kahne’s (2004) model of citizenship education the study sought to identify (a) how private string teachers perceive citizenship education, and (b) the factors that influence these perceptions. Four hundred and fifteen (415) members of the American String Teachers Association (ASTA) participated in this study by completing an on-line survey that contained both closed and open-ended questions. The resulting data was coded and organized according to the survey questions and the conceptual framework. Research findings revealed that, although teachers did not explicitly consider citizenship education a part of their lessons, their intentions and their report on pedagogical practices could be described as citizenship education when viewed through the conceptual framework used in the study. Indeed, nearly all of the participant responses revealed intentions to include attributes of what Westheimer and Kahne refer to as the Personally Responsible Citizen in their music lessons with students. Educating for traits of other types of citizenship was also reported. Factors deemed influential in string teachers’ perceptions of citizenship education included the following: If the teachers had earned certification in Suzuki pedagogy; the number of years of teaching experience; if teachers self-identified as primarily educators, performers, or both; the age of the students who are taught. Additionally, the study addresses teachers’ statements about the use of competitions, dialogue in lessons, and general attitudes about the appropriateness of citizenship education in several different learning environments. The study findings add to a small but growing body of research that furthers understandings of the links between citizenship education and music education. In addition, the findings contribute to our understanding of the complexity of the relationship between private teachers and their students.