Detta arbete utforskar utvecklingen av demokratisk kompetens hos mellanstadieelever inom samhällskunskap. Studiens syfte är att ge lärare en fördjupad förståelse för praktisk implementering av demokratiuppdraget, en central aspekt i den aktuella läroplanen för grundskolan (Lgr 22). Genom en kritisk granskning och syntes av befintlig forskning identifieras fem nyckelfaktorer som är avgörande för att skapa en demokratisk lärandemiljö: professionellt ledarskap, innehållskunskap, inflytande, kommunikativ kompetens och aktivitet. Analysen fokuserar på hur dessa element kan integreras i klassrummet för att effektivt främja demokratiskt engagemang och förståelse hos eleverna.  Resultaten pekar på vikten av en integrerad ansats i undervisningen där alla fem faktorer samverkar. Professionellt ledarskap och innehållskunskap bildar grunden för en stabil och informativ miljö, medan inflytande, kommunikativ kompetens och aktivitet aktivt engagerar eleverna i demokratiska processer och främjar deras förståelse och deltagande. Dessa faktorer bidrar inte bara till elevernas förståelse och deltagande i demokrati, utan främjar även en djupare insikt i och engagemang för demokratiska värderingar och processer. Arbetet erbjuder därmed viktiga insikter och konkreta tips för lärare som strävar efter att integrera demokrati i sitt pedagogiska arbete och förbereda eleverna för ett aktivt samhällsengagemang.

Detta examensarbete handlar om hur lärare i grundskolans tidigare år ser på arbetet med elevernas muntliga förmågor, och då speciellt i förhållande till skolans demokratiuppdrag. Muntlig förmåga är en viktig del av de kunskaper du behöver besitta för att fungera i en demokrati. I dagens samhälle krävs att du har förmågan att tala för din sak och att du kan försvara din åsikt, dessa förmågor blir allt viktigare i ett allt mer individualiserat samhälle. Enligt skollagen skall skolan ge eleverna de kunskaper och förmågor som krävs för att fungera i livet utanför skolan. Frågan som undersökningen ställer är om yrkesaktiva lärare ser kopplingar mellan demokratiuppdraget och arbetet med elevernas muntliga förmågor. Undersökningen visar att lärarna och forskningen är överens om att det finns starka band mellan dessa områden. Det är svårt att leva och vara aktiv i en demokrati om du inte kan samtala med andra människor. Lärarna i undersökningen förmedlar en oro över många elevers bristfälliga kompetenser vad det gäller att kommunicera genom samtal. Forskningen har påvisat att eleverna behöver träna sina muntliga förmågor mer än vad som görs idag, men att många lärare idag saknar kunskap om hur de skall hjälpa eleverna. / This Exam is about the teacher’s outlook of their student’s oral abilities in relation to the democratic mission of the educational body. Oral abilities are crucial to function in a democratic. To be able to make your point and defend your opinion on different subject, is demanded of you today and these skills are even more important in todays individualized society. According to the school act, the school must implement the knowledge and skills necessary for the students to cope with life outside school. The question this study raises is, do the faculty at school acknowledge the connection between the democratic mission and the oral skills of their students. This study shows that educators and research agree on the strong connections between these areas. It is difficult to be active in a democracy if you are not able to express yourself to other people. The teachers in this study are expressing a concern of the lack of skills regarding the ability to communicate orally that many of the students show. Studies has shown that students do need to practice their oral skills more than it is done today but many teachers lack in knowledge in how to help their students. Keyword: oral proficiency, Oral abilities, school`s previous years, school`s democracy mission, rhetoric at school,

The Swedish curriculum for the upper secondary school has been through a major change in the new corriculom that came in 2011 together with the new law concerning the Swedish schoolsystem (SFS 2010:800). The process behind these documents has been the main purpose and goal of this study. This has taken the form of a discourse analysis of all the material that led to the making of the current curriculum and the law concerning the Swedish school system. The discourse analysis looked after mechanisms of exclusion in both the process and the finished products of the two documents and also focused to see if there were any ethnocentric features present. The result shows that the curriculum together with the Swedish law concerning the school system is in a paradoxical relationship where Swedish teachers have to be inclusive in the pupils right to express different opinions, and at the same time be exclusive as only democratic values as is tradition in the west are to be accepted. At the same time there are some ethnocentric features present regarding how these democratic values should be thought, as it says it should follow western humanism and Christian ethics and values. These paradoxical and ethnocentric elements who are found within these documents show that some people may be excluded and that teachers may have to sacrifice either the students right to express themselves or their cultural differences or sacrifice the core values from whom the teachers are forced to abide to.

The purpose of this study is to analyze and describe perceptions and strategies of social studies teachers regarding students' norm-breaking behaviors during the teacher's teaching. The study's basic approach was based on a qualitative method with semi-structured questions that were designed according to the survey's theoretical framework, deviant behaviors and value pedagogy. The interviews were conducted by six teachers who teach the subject of social studies, both at primary- and high school, where they had the opportunity to contribute with their life experience, thoughts and experiences within school operations.All respondents in the study feel that they have at least once come across students who exhibit norm-breaking behavior in their working time as teachers. In addition, all participants feel that they have a greater obligation, because they are trained teachers with the subject of social studies, to educate and nurture students according to the mission of democracy. This in turn leads to the teacher reflecting on her/his role as leader and role model, which is based on ethics and morality, what is right and wrong, how one should behave and act.The school's values and mission are highlighted in the curriculum, where it is stated that all education must be based on democratic working methods and preparation for students to develop personal responsibility. According to the respondents, there are different types of norm-breaking behavior among students, which in this study are finally characterized as physical and verbal norm violations. All teachers relate to basic value issues continuously, through hidden or direct teaching methods. It can be anything from deliberately provoking students by highlighting the importance of democracy, to using different tools such as signs of various kinds. Respondents felt that the majority of students' attitudes were temporary and others could be long-lasting. The result was that teachers considered that these provocative norm-breaking behavior of the students need varying efforts more individually, than collectively ie. in a whole group of students, from teachers and the school activities part. Which, among other things, can be effectively counteracted by the teacher self-reflectively analyzing her-/himself and her/his role as a leader, in order to then reflect her/his behavior and actions on the students.