Background: Previous research, together with the Swedish National Agency for Education and the Swedish School Inspectorate, highlight several different ways of how to work with democratic core values in an effective manner. However, there is a lack in previous research demonstrating how other professions, aside from teachers, should work with these values in school settlements. This determines a gap of knowledge in how the school management team and/or the student health center can integrate the values within their work. Purpose: The purpose of this study was to examine how the democratic core values are integrated within the workings of a school – namely the school management team, student health center and teachers – to enhance the understanding of how other professions, aside from teachers, play a role in anchoring the values of the school. The main question to be answered in this study is: “which role does the school management, student health and teachers have in the work with democratic core values”. Therefore, the overall aim of this study is therefore to contribute towards the understanding of how a specific school is working with democratic core values. Methods: The study is based on a single case study of qualitative characteristics, where semi-structured interviews were used to examine the different approaches of democratic core values. The empirics includes five participants: one person from the school management team, two from student health center, and two teachers. These have been interviewed regarding their ways of working with, and anchoring, the values in the workspace, and if there is anything that inhibits their work of anchoring the democratic core values. Findings: The result indicates that the way of anchoring democratic core values differ between professions – although, similarities of attitude in approaching the values could be found. Further, for the values to be anchored in an efficient manner, the result indicates a need for the school management team to acknowledge the importance of keeping the processes iterative and continuous. In this study, it became evident that if the school management team ignore the importance of anchoring the democratic core values, it will establish various inhibitory situations that can antagonize the work with such values – thus, it is critical that the work of anchoring the values is supported by all the people working at the school together and approached continuously.

The aim of this study is to examine the didactic potential of Susanna Alakoski’s portray of exclusion in the novel Svinalängorna, in relation to the fundamental values stated in the Swedish school curriculum. Reflections about didactic deliberations related to the novel are also included in the study. The analysis was conducted using a close reading method with elements of thematic analysis. Alkestrand’s definition of didactic potential, Stigendal’s concept of exclusion and the intersectionality theory were used in the analysis. The result of this study showed that exclusion is portrayed through three different dimensions in the novel. These dimensions are economical, linguistic and social exclusion. Svinalängorna was found to offer multiple didactic opportunities. Alakoski’s portray of exclusion stimulates reflections that contribute to the student’s critical thinking capacity as well as to their understanding of themselves and others, which is essential in the school’s work with fundamental values. However, the teacher must use deliberate teaching strategies when including Svinalängorna in educational contexts, in order to pre-empt the risks associated with problematic literature in education.

The Swedish school system is based on basic, democratic values. A fairly new addition to the value system is that the education should provide attention to equal rights between men and women. A way of doing this can be to use fiction in the Swedish language classroom. It can allow students to reflect on other’s living conditions and develop their critical thinking. But fiction has an uncertain future in the language classroom. Studies show that working specifically with the value system is often not prioritized by teachers. Instead, the education focuses on qualities that can be measured. This kind of priority makes fiction lose its potential to provide an opportunity for students to have meaningful conversations about human society. The aim for the study is to explore the didactic potential of the gothic literature, a genre know for its hidden critique towards society. Two gothic short stories from the 1800s are analyzed based on how the characters engage with each other regarding gender power and gender relations. This is conducted through a two part analysis. The first part is a close reading of the short stories based on a gender perspective and the other from a sociohistorical perspective. The analysis show that the characters from both stories uphold gender norms from when the stories were written. The stories’ potential is that they encourage discussions about the interaction between fiction and the living conditions during the 1800s. To further explore the didactic potential of the gothic literature, studies should be conducted where either the students’ experiences of the literature is examined or swedish teachers viewon the gothic literature.

The aim of this study was to observe how, and if, the concept of Media and Information Literacy (Medie-och informationskunnighet in Swedish) was used in the extended school environment. In Swedish primary schools, 21stcentury skills, such as critical thinking, are beginning to be implemented, butis that also the case with the fritidshem? In this study, I have used fiveobservations to examine the situation at a specific school that has a vision ofsustainability and focus of extensively working with information andcommunication technologies. Would this school break down the boundaries, andstatus divide, that often exist between school and fritidshem? / Måletmed den här studien var att observera hur, och om, medie- ochinformationskunnighet användes i fritidshemmet. I den svenska grundskolanbörjar 2000-talets förmågor, som kritiskt tänkande, att sätta sig, men gällerdet även fritidshemmet? I denna studie har jag använt fem observationer för attundersöka hur det ser ut i en skola som har en vision om hållbarhet och fokuspå informations- och kommunikationsteknologi. Kunde denna skola brytabarriärerna och statusskillnaderna, som ofta finns mellan skola ochfritidshemmet?

<p>Denna studie har en kvalitativ ansats där observationer och intervjuer ligger till grund för resultatet. Syftet med studien var att undersöka hur lärare arbetar och diskuterar om etik. Jag har använt mig av grundad teori, där teorier framträder ur det insamlade materialet. I analysen har försök gjorts till att identifiera och förstå etiska situationer utifrån lärarnas syn på elever. Lärarnas undervisning har kunnat kopplas till olika människosyner och därigenom tolkat hur de ser på elever och vad de ska lära sig. </p> / <p>This study has a qualitative attempt where the result has been based upon observations and interviews. The purpose of study was to inquire how teachers work with and discuss ethics. I have adopted grounded theory, where the theories appear from the gathered material. In the analysis, attempts have been made to identify and understand these ethical situations from the teachers’ view on students. The teachers’ education has been able to link to different views on mankind and thereby interpreted on how they perceive their students and what they should learn.</p>

Denna studie har en kvalitativ ansats där observationer och intervjuer ligger till grund för resultatet. Syftet med studien var att undersöka hur lärare arbetar och diskuterar om etik. Jag har använt mig av grundad teori, där teorier framträder ur det insamlade materialet. I analysen har försök gjorts till att identifiera och förstå etiska situationer utifrån lärarnas syn på elever. Lärarnas undervisning har kunnat kopplas till olika människosyner och därigenom tolkat hur de ser på elever och vad de ska lära sig. / This study has a qualitative attempt where the result has been based upon observations and interviews. The purpose of study was to inquire how teachers work with and discuss ethics. I have adopted grounded theory, where the theories appear from the gathered material. In the analysis, attempts have been made to identify and understand these ethical situations from the teachers’ view on students. The teachers’ education has been able to link to different views on mankind and thereby interpreted on how they perceive their students and what they should learn.

Winterson’s Written on the Body is an experimental and provocative novel that challenges the reader’s mindset as well as society’s heteronormativity by implicitly questioning societal norms and fundamental values. With an unusual protagonist as a point of departure, upper secondary school students in the English as a Foreign Language (EFL) classroom can discuss important political and social issues and giving them the chance to become more open-minded and inclusive towards all people regardless of one’s sex, gender, and, or sexuality. This essay shows that Written on the Body with its unusual, queer protagonist challenges the heteronormativity in modern Western societies and instead of solely focusing on students’ language development during their English education, they are invited to interrupt and question set attitudes, behaviours, and traditions in modern Western societies.

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SammanfattningUppsatsen är en fördjupning av en C-uppsats i ämnet pedagogiskt drama. Syftet med uppsatsen är att ta reda på hur elever uppfattar ämnet samt att påvisa ämnets användbarhet i arbetet med värdegrunden i skolan.Uppsatsens frågeställningar är:- Vad uppfattar elever i åldrarna 11-14 att undervisningsämnet pedagogiskt drama är?- Hur uppfattar eleverna att lektionerna med pedagogiskt drama har varit?- Hur förhåller sig denna uppfattning till värdegrunden i skolan?Metoden för arbetet är reflexiva intervjuer med enskilda elever samt parintervjuer. Tillämpningen utgår från en hermenutisk fenomenografisk induktiv metod där fokus ligger på den mening ett fenomen har för en grupp.Vi utgår ifrån de centrala dramapedagogiska perspektiven och förstärker dessa med verksamhetsteorin. Under arbetets gång sker hos författarna en reflektionsprocess, vilken påverkar arbets-sättet och utfallet. Denna process beskrivs ingående i uppsatsen. Vi ställde frågor relaterade till det utvecklingsarbete som eleverna tidigare hade deltagit i. Vidare tillverkades en analysnyckel för att kunna göra elevernas utsagor till beskrivningskategorier. Detta utifrån texter som beskiver fenomenografi. Sedan letade vi efter kategorier med skilda sätt att erfara pedagogiskt drama. För att göra tolkningen mer reliabel analyserade vi materialet var för sig för att senare jämföra våra resultat. Slutligen nådde vi samförstånd i tolkningen. Vi hittade icke-betonade och betonade kategorier och urskiljde fem normerande beskrivningskategorier; roligt, lär sig, känslor, trygghet och samarbete. Vi jämför vår uppfattning av vad pedagogiskt drama har för mål med elevernas uppfattning av vad pedagogiskt drama är, genom de normerande beskrivningskategorierna. Något tillspetsat uttrycker eleverna att pedagogiskt drama hjälper dem att stå ut under resten av skol-arbetet. Resultatet visar också att den modell av vad pedagogiskt drama är som lyfts i början av uppsatsen; tanke och känsla/handling finns i elevernas svar som reflektion, lär sig om känslor, kreativitet respektive kul, trygghet och samarbete. En viktig aspekt för eleverna har varit att pedagogiskt drama har hjälpt dem att koncentrera sig på andra lektioner samt att de gett och fått energi under lektionerna. ”När man gör roliga lekar så får man liksom upp energi och då blir det liksom lättare sen”. (ie. 3).Den dramapedagogiska ansatsen märks i elevernas uppfattning av vad pedagogiskt drama är och den demokratiska fostransansatsen finns tydligt i deras svar. De nämner bl.a. att om man inte brukar vara utanför vet man inte hur det känns och sådana känslor har de prövat i pedagogiskt drama. Intervjuerna med eleverna visar också att eleverna själva är experter på sin socio-kulturella miljö och att de rollspel som de arbetar fram utifrån sina egna tankar och erfarenheter blir både meningsfulla och realistiska. Eleverna uppfattar att pedagogiskt drama ger dem stor möjlighet till delaktighet och att alla får komma till tals. De ger uttryck för att det fanns en respektfull stämning på lektionerna och att de fick växa med uppgifterna. Detta stämmer väl med värdegrunden och vi tolkar det som om eleverna genom pedagogiskt drama ser värdegrunden som ett naturligt tillstånd.Genom arbetsprocessen ifrågasattes invanda tankar och mönster, hos pedagogerna, och den egna arbetsvardagen blev synlig. Reflektion kommer, därför, i framtiden att vara ett mer synligt verktyg i det dramapedagogiska arbetet. / Authors:Syrene Hägelmark is, a selfemployed consultant, who work with pedagogic development and alteration projects. Birgitta Thim, a primary school teacher, at a community school with children ages six to twelve, uses pedagogic drama at school. Both authors have studied pedagogic drama at the 60-credit level att Malmö University.Titled:TO ENDURE BEING A PUPIL. Using pedagogic drama, when educating in fundamental values.Subject:Education Science, pedagogyBackground:An alteration project (C-level essay) involving 78 pupils, ages nine to twelve, at a compulsory school. Weekly pedagogic drama lessons, n four groups, the aim of which has been to enable pupils to play forum-theatre. Three och four groups achieved the goal.Purpose:To identify pupils pedception of pedagogic drama. The ambition is to prove that pedagogic drama is useful when educating children in democracy and fundamental values. There is also an aim to improve pedagogic drama's reputation at school.Problem:What is the idea of pedagogic drama according to pupils aged eleven to fourteen?How do pupils interpret the lessons in pedagogic drama?How is this connected to fundamental values?Methods:Phenomenography is used to understand the pupils' ideas about pedagogic drama and to make the process during interviews discernible to the reader.Result:The interviews were analyzed twice. Later the analyses were compared and five normative categories appeared. The pupils' perceptions of pedagogic drama are suggested by such terms as: having fun, learning, co-operation, safety and emotions. The connection to fundamental values appears in the pupils' discussions inte their co-operating and helping each othe and their being able to stand for their believe.Future:A stong democracy demands pupils thar are aware of the system. Pupils need instruments that will enable them to influence the future. For pedagogic drama to be an effecitve instument for education in democracy and fundamental values pupils must be aware of ghe purpose of pedagogic drama exercieses. Therefore more reflection in pedagogic drama i needed.

This thesis, Space, Curriculum Space and Morality, focuses on the two roles of the school, i.e. developing identities and transmitting knowledge. The latest curriculum reform commissions the teachers to transform the fundamental values of the curriculum to the separate subjects. The principal object of the school subjects is to contribute to the implementation of the curriculum goals, namely to educate and promote democratic citizens. Since the new course syllabi lack guidelines about subject content and method, the intention of this work it is to analyse in what way the teachers’ fill this curriculum space, which subject content the teachers choose in order to connect the curriculum goals to the course syllabi goals and, to the practical teaching of geography as a school subject. The understanding of the teachers’ choice of subject content is the overall aim of this thesis. The thesis can be placed within a curriculum theory tradition that regards education and its content as situated in a field of tension ultimately determined by social and political forces engaged in struggle. Within this tradition, an approach has been developed which examines the educational content of the school subjects as contingent. A curriculum historical analysis – supplemented by a text analysis of textbooks, a number of observations (81) of geography lessons in upper secondary school and the following qualitative interviews with geography teachers – shows that the teachers’ choice of content can be understood and explained by the strong selective traditions which have formed within the subject during 150 years. These selective traditions together form a school subject discourse which implies that the moral dimension is lost as the subject content is characterized by an essentialistic approach. The consequences of the findings can be discussed in relation to what content is excluded in the school geography education. Some examples are a gender perspective, issues regarding equality, ethnicity, solidarity, social justice and sustainable development. The issues that the school geography excludes contain ethical and moral considerations. If these issues were presented, they would relate to the fundamental values and the promotion of democracy, issues given strong prominence in the curriculum.