The aim of this work has been to investigate how it is that it sometimes can be difficult for special educators to gain access by teachers to the classroom/lesson to make observations. A partial order has been to determine whether the special educator can curb the negative response from the teacher in question, concerning access to the classroom/lesson.   The survey has a phenomenological perspective as the basis of the test procedures and the analyses made. Phenomenology has as its starting point that the human does not perceive the world in the same way, and that she has different motives and intentions for her actions. In order to understand why the human act like she does, you have to create an image of the personal meaning behind this action. To create this image, I have implemented conversational interviews with five teachers at a high school, in central Sweden.   The investigation revealed that it is missing that the school's teachers are clearly informed of which laws and regulations the special educator is subordinate to. None of the teachers had been informed by their headmaster on the importance of cooperation with the special educator. This means that when the special educator visits and because of confidentiality has been unable to tell us why, the special educator could be perceived as checking the teacher.   To inform before the visit about how the visit should be done, and what the purpose of the visit is are very important factors to make the teachers in the study to feel comfortable with having a special educator in the classroom. There were teachers in the study who demanded answers as to why the visit would take place, in order to let in special educator in the classroom. It was, however, none of the teachers who denied the special educator access to the classroom/lesson due to unwillingness, but there were underlying factors such as to protect students and provide them with an environment conducive to work.   Based on the descriptions, given by the teachers in the study, it appears as if the cooperation between all concerned to create good conditions for the pupils fails.

”Pedagogiska kvarten” is a project at Örebro University. It is a study that deals with the teachers’ perspective of pedagogics. When I came in touch with “Pedagogiska kvarten” I found it interesting to find out more about pupils’ perspective of pedagogics, since the teachers’ perspective already had been noticed. This study is inspired of “Pedagogiska kvarten”, hence the perspective of the pupils are what this essay will inquire into. However, unlike “Pedagogiska kvarten” this study uses an ethnographic approach. What create the base for this essay are materials found at a Swedish high school with a class of nearly 30 pupils. More specifically, observations and notes followed by interviews and recordings of pupils’ descriptions of “pedagogics”. The aim was to examine and investigate what the pupils’ perspective of pedagogics is and what meanings emerge in their descriptions. The research question therefore became “What meanings of the phenomena pedagogics appear in pupils’ descriptions of “pedagogics”?” This essay shows that the pupils’ descriptions of pedagogics can be divided into three categories. These categories are: Pedagogics is an encounter with the teacher, lessons structure and pupils’ participation. The conclusion is that the pupils’ meanings of pedagogics are associated with the teacher. Hence the role of the teachers becomes important. / Pedagogiska kvarten

The focus of teacher students is often drawn to the theoretical part of teaching. But teachers are also responsible to teach our students the values of society. The curriculum for elementary school and high school respectively will be the theoretical frame for the values that will be investigated in this work. Some of those values are solidarity and empathy. There are different ways of how to approach this topic in class. The usage of a novel as an anchor for society’s values is going to be investigated. The novel chosen for this work is Antonia Michaelis’ Der Märchenerzähler (2011). Close reading is the chosen method to assess the novel and to take out presented values and themes from it. The main question for this essay is: How this can be incorporated into the value education in a German class in the Swedish high school. To answer this question a couple of other questions need to be answered first: Which characteristics and themes are presented in the novel? Which values are to be taught to students? Which values are shown and expressed in the novel? The result of the character and theme analyses show that this novel can be incorporated into the German lesson in order to teach students values.

Eva Dahlbeck was one of Sweden’s most respected and popular actresses from the 1940s to the 1960s and is now remembered for her work with Ingmar Bergman, who allegedly nicknamed her “Pansarskeppet kvinnligheten” (“H.M.S. Femininity”). However, Dahlbeck had already established herself as a star long before her collaborations with Bergman. The popularity of Bergman’s three comedies (Waiting Women (Kvinnors väntan, 1952), A Lesson in Love (En lektion i kärlek, 1954), and Smiles of a Summer Night (Sommarnattens leende, 1955)) suggests that they catered to the Swedish audience’s desire to see the star Dahlbeck. To explore the interrelation between Swedish post-war popular film culture and the auteur Bergman, this thesis examines the stardom of Dahlbeck, who can, as inter-texts between various films, bridge the gap between popular film and auteur film. Focusing on the decade from 1946 to 1956, the process whereby her star image was created, the aspects that constructed it, and its relation to her characters in three Bergman titles will be analysed. In doing so, this thesis will illustrate how the concept “Pansarskeppet kvinnligheten” was interactively constructed by Bergman’s films, the post-war Swedish film industry, and the media discourses which cultivated the star cult as a part of popular culture.