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Vi har undersökt hur samhällskunskapslärare på gymnasiet förhåller sig till kontroversiella frågor. Ämnesområdet valdes med tanke på samhällskunskapens potential för diskussioner i frågor som kan upplevas som kontroversiella. Syftet blev därför att undersöka hur samhällskunskapslärare upplever och hanterar kontroversiella frågor. Såväl skolmyndigheter som forskningsfältet är positivt inställda till kontroversiella frågor eftersom de kan utveckla elevers demokratiska kompetens samt hjälper läraren att göra ämnesinnehållet mer levande. Samtidigt existerar en aktuell debatt om i vilken utsträckning lärare uppmuntrar till diskussioner eller ifall de undviker att lyfta och bemöta kontroversiella frågor i klassrummet.        För att uppfylla ovan nämnda syfte utforskade vi först ämnesområdet genom relevant internationell och nationell forskning. Detta för att därefter klargöra begreppsdefinitionen och presentera våra teoretiska glasögon i form av de deliberativa och agonistiska samtalsteorierna. Resultatet visade att lärarnas tolkning av kontroversiella frågor låg nära de vi identifierat från forskningsfältet och att lärarna vi intervjuat generellt är positivt inställda till att arbeta med kontroversiella frågor. Vårt empiriska material för att utforska ämnesområdet består av sex kvalitativa semistrukturerade intervjuer med sju olika samhällskunskapslärare.

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The aim of this diploma thesis is to present a specific type of teaching of social sciences in high school, namely the multiparadigmatic type. In accordance with the multiparadigmatic character of social sciences, this teaching type accentuates the plurality of approaches to a given social topic and does not indoctrinate the learner with one specific approach or paradigm. The theoretical part of this diploma thesis describes the concept of scientific paradigms, mostly on the basis of the findings of philosopher T. S. Kuhn, who addresses this issue in the context of natural sciences. Next, it is explained why the concept of paradigms can be related to social sciences and how these two science areas differ. The multiparadigmatic character of social sciences is then applied to their didactics, where selected methodological aspects of multiparadigmatic teaching are discussed, such as the choice of paradigms, working with them, and the attitude of the teacher. This part of the diploma thesis also illustrates the concepts of monoparadigmatism and multiparadigmatism with the comparison of two didactic manuals and two curricular documents from various environments. Furthermore, it describes the reasons for the employment of multiparadigmatic teaching as well as its conditions and limitations. The...

The purpose of this thesis is to study how teachers teaches about controversial topics in the subject of social studies in relations to Albert Banduras theory of self-efficacy. Nine high school social studies teachers have been interviewed in order to fulfill this purpose. The teachers answers where then categorized into different categories of teaching strategies and influencing factors. The result shows that all of the teachers in the study applied teaching strategies that requires a high degree of self-efficacy. These strategies where pupil-centered to a high degree and correlates with ideals of deliberativ democracy as consensus weren’t necessarily the goal with the education. The source of the high degree of self-efficacy amongst the teachers seemed to be prior teaching experiences about controversial topics as all of the teachers claimed that their experiences where a major influencing factor for their classroom teachings. Other influencing factors such as the degree of heterogeneity in the classroom, type of high school program or the societal discourse surrounding the controversial topics where deemed as important but seemed to affect the choice of teaching strategies in a quite limited way. The fact that prior experiences where theprimary influencing factor supports the hypothesis that self-efficacy is an essential factor when teachers choose their teaching strategies as prior experiences of success (so-called mastery experiences) is the most important source for a strong sense of self-efficacy according to Bandura’s theory. / Denna uppsats har till syfte att granska samhällskunskapslärares undervisning om kontroversiella samhällsfrågor i ämnet samhällskunskap i relation till Banduras teori om upplevd självförmåga. För att uppfylla detta syfte har semistrukturerade intervjuer med 9 samhällskunskapslärare på gymnasienivå genomförts. Utifrån samhällskunskapslärarnas utsagor har en kategorisering kring lärarnas val av undervisningsstrategier samt de faktorer som påverkar detta val av undervisningsstrategier genomförts. Resultatet visade att samtliga lärare använde sig att undervisningsstrategier som i hög utsträckning förutsätter en stark upplevd självförmåga. Dessa strategier är elevcentrerade och bygger på samtalsdemokratiska ideal där konsensus inte nödvändigtvis är målet. Källan till denna starka upplevda självförmåga hos lärarna förefaller vara tidigare erfarenheter av undervisning om kontroversiella samhällsfrågor då samtliga lärare lyfte fram deras erfarenhetsgrad som en viktig påverkansfaktor för deras undervisning. Övriga påverkansfaktorer som graden av heterogenitet i klassrummet, typ av gymnasieprogram eller den samhällsdiskurs som omgärdar den kontroversiella samhällsfrågan uppgavs som viktiga men tycktes relativt sällan påverka valet av undervisningsstrategi i någon nämnvärd utsträckning. Att det är just erfarenheter som framförallt styr valet av undervisningsstrategi stödjer hypotesen att den upplevda självförmågan är central för valet av undervisningsstrategi då erfarenheter av framgång (s.k. mastery experiences) utgör den främsta källan till en stark känsla av upplevd självförmåga enligt Banduras teori.

An organisation's survival depends on being considered legitimate through the eyes of society. Through CSR-work, organisations strive to appease stakeholders in order to reach and maintain legitimacy. In controversial industries this work is significantly harder, for such businesses often cause harm to human health, society and/or environment. The purpose of this study is to critically review how companies in the tobacco industry legitimise their businesses through communications of CSR-work. Through analysis of Swedish Match’s and Japan Tobacco International’s webpages and annual reports this study aims to understand how they communicate their social responsibility to stakeholders and society. Since CSR-work and legitimacy within controversial industries is a relatively unexplored subject of research, prior scientific research has formed a significant basis for the study. Prior scientific research states that CSR-communication with high-transparency and preventative strategies have the highest legitimising effect within controversial industries. The theoretical framework has been based on legitimacy- and communication theories, combined with Bacchis’ analytical theory and method WPR. The method used in the study is an ideology critical text analysis. The results show that the companies use high-transparency and remedying CSR-strategies in their communication to strive for legitimacy. Overall, the companies use their platforms to strengthen the legitimacy of their risk-reducing products, environmental initiatives and their work with human rights in their supply-chains. / En organisations överlevnad är beroende av att den uppfattas som legitim av omvärlden. Genom CSR-arbete strävar organisationer efter att blidka intressenter och uppnå legitimitet. I kontroversiella industrier är detta betydligt svårare då sådana verksamheter ofta orsakar skada för hälsa, miljö och/eller samhälle. Syftet med denna studie är att kritiskt granska hur tobaksindustrier legitimerar sin verksamhet genom kommunikation om CSR-arbete. Genom analys av Swedish Matchs och Japan Tobacco Internationals hemsidor och årsrapporter ämnar studien att förstå hur företagen kommunicerar sitt sociala ansvar till allmänheten och intressenter. Eftersom CSR-arbete och legitimitet inom kontroversiella industrier är ett relativt outforskat ämne har tidigare forskning utgjort en betydande grund för denna studie. Tidigare forskning visar att CSR-kommunikation med hög transparens och förebyggande strategier har störst legitimerande effekt inom kontroversiella industrier. Studiens teoretiska ramverk består av legitimitets- och kommunikationsteorier som används tillsammans med Bacchis analytiska teori och metod WPR. Metoden som används är en ideologikritisk kvalitativ textanalys. Resultaten från studien visar att företagen använder sig av hög transparens och avhjälpande CSR-strategier i sin kommunikation för att uppnå legitimitet. Överlag använder företagen sin plattform för att stärka legitimiteten för nya riskreducerande produkter, miljösatsningar och arbetet med mänskliga rättigheter i sin leverantörskedja.

Civic teachers in Swedish upper secondary schools are facing a more challenging job than ever due to the current polarized political climate. They are expected to teach about controversial issues whilst keeping the classroom at peace and at the same time allowing each student the opportunity to express their opinion. This research overview strives to explore how teachers teach and deal with controversial topics in civic studies. How can teachers work with controversial issues in the classroom? And what does previous research say about this work? In order to answer these questions a literature search has been done and previous research and empirical material has been analyzed. The findings show different approaches, such as denying the controversy or presenting different perspectives of the controversy, when teaching controversial topics in the classrooms. The results of this research review also presents different perspectives from both teachers and students on the subject, teachers’ dilemma as well as pedagogical tools that can be beneficial for students’ development. The findings also show that there is no clear answer or manual that teachers can follow or be guided by when teaching about and dealing with controversial issues. However, depending on one's goal of the lesson, one can strategically use a certain approach in order to try and reach a certain outcome.

The aim of this study is to examine how social science teachers teach about controversial issues with an emphasis on the Israel-Palestine conflict. The method applied is qualitative semi-structured interviews. The theoretical framework consists of Diana E. Hess four approaches to teach controversial issues, Denial, Privilege, Avoidance and Balance and Itay Pollaks et al. two approaches to teach controversial issues, Sidestepping and Scholastizing. Previous research indicates that teachers avoid addressing controversial issues due to lack of knowledge and concerns about potential disruptions in the classroom. The teaching of the Israel-Palestine conflict is approached cautiously and even though it is done by cautious methods it leads to challenging classroom discussions which are permeated by prejudices and generalizations. Despite these challenges, previous research underscores the importance of teaching controversial issues as a means to develop essential skills, for students to become democratic citizens. The analysis and results indicate that teachers don’t stick to one fixed idea of controversial issues. The challenges the teachers bring up align with previous research, where teachers feel inadequately informed about the Israel-Palestine conflict and that students form prejudiced conclusions about the conflict. The potential of teaching about the Israel-Palestine conflict lies in students developing skills such as societal awareness, critical thinking and tolerance. The results demonstrated that teachers adopt various approaches but the majority of the teachers used Hess balanced and Pollaks et.al scholastizing approach. A new approach was found in the analysis that was not addressed in the theoretical framework, a relational approach.

Research suggests that Swedish secondary school biology teachers experience challenges in providing students with discussion of controversial issues. They conceive lack of knowledge in methodology and content matter of relevance. This raises the importance of managing controversial issues in Swedish biology classrooms. Little is known about biology teacher students’ perceptions of controversial issues in Sweden. This study explores what a group of teacher students perceive as central in managing controversial issues and what makes them feel prepared to meet these issues in educational settings. 8 students from a southern Swedish University were interviewed. Thematic analysis revealed 4 key themes: emotive, strategies, experience, and responsibility. This degree project demonstrates the great importance that teacher students conceive of the role of controversial issues in biology education. More need is asked of strategy development to be able to feel well prepared when dealing with controversial issues in the future teacher role. Future research should focus on perceptions in larger scale studies comparing differences regarding sex/gender, teacher educations’, programmes’ and classes’.

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