This thesis consists of a workshop that investigates theperformative act of designers in producing gendered productaesthetics. Product designers make many active choicesin the project they are working on, but what about thenot so active choices, the once that just happen becauseit looks right or because it fits the product? By putting thegendered assumptions of fomgiving into the hands of thedesigners, I hope to generating a realisation of the (re)creationof the gender norms of society into products. I wish toput the designers in a position where they formgive wrongin relation to the norms of product aesthetics, so that theform feels unfitting or misplaced. This to expose the suggestionof how the development of products not only isan iterative design process, but also an iterative processof re-installing norms and objectives of society into thedesign. The end product of this project will be a workshopwhere the designers gets to try out how another normativeagreement of product aesthetics would appear.

In this project I have explored the situation for unaccompanied refugees in the ages 15-22 years. Being seen as part of a homogenous group was something that the girls described as frustrating and prohibiting. They, as all youths, have a need to talk about them selves, on their own terms. My design proposal is an exercise for students and teachers in high school where you are given an arena in the class room to talk about your self, your values and the norms in society. By choosing a role model and create something to wear, challenge the preconceived ideas of what is expected, create positive forward looking conversations and an opportunity to give a glimpse of who you are.  I have looked at the relations between the individual, the unaccompanied refuge girl, and the people working in the Swedish welfare system. With the help of materiality I have explored the notion of individuality, personal space and respect.  How to challenge societal norms, prejudice and expand the idea of what is possible? / I detta projekt har jag undersökt situationen för ensamkommande flyktingtjejer i åldrarna 15-22 år. Tjejerna gav uttryck för att det var begränsande och frustrerande att bli sedd som en del av en homogen grupp. De, liksom alla ungdomar, har ett behov av att få prata om sig själva på sina egna villkor.   Projektet resulterade i ett designförslag i form av en övning för alla studenter och lärare på högstadiet som skapar ett utrymme för att prata om värderingar och de normer vi har i samhället. Genom att välja en förebild och att skapa något att bära, kan man i klassrummet utmana förutfattade meningar om vad som förväntas av en, skapa positiva framåtsyftande samtal och ge de personer som finns runt dig i vardagen en liten skymt av vem du är. Jag undersökt relationerna mellan de ensamkommande tjejernana och personer som jobbar i välfärdssystemet. Med hjälp av materialitet har jag utforskat begreppen individualitet, att ta plats och respekt. Hur kan vi utmana våra fördomar, rådande normer och vidga tanken på vad som är möjligt?

This paper examines how Sami identity is related and affected by the nomadic school's textbooks during the 1920's. This is followed by a comparison with the textbooks for the Swedish elementary school during the same time period to examine the differences in mediated norms in the textbooks of the two schools. Previous research shows that the school system is a way of controlling and creating desirable citizens that fit into the majority of society's norms. Previous research also shows that there is a hierarchy in the Sami community where Sami occupied with reindeer herding stand above other Sami, and this affects the extent of how a Sami chooses and dares to identify as Sami. This study examines how Sami people are portrayed and by which norms the children are met in textbooks. The results indicate that the norm for a Sami created and portrayed by white men is a nomadic reindeer herder and this norm was enforced upon Sami children through the nomadic school but also shown in the textbook for the Swedish elementary school. The opportunities for creating their own identity were greater for Swedish children than Sami children. The result is analysed on theories of postcolonial theory regarding the exercise of power through language, and norm-critical theory focusing on norms regarding ethnicity and masculinity.

Hard preppers and soft Values Survival of the fittest. Who is prepared for a crisis, and who will survive? What type of knowledge is needed to survive in todays society? When I received the folder ”If Crisis or War Comes” from MSB (Swedish Civil Contingencies Agency) I felt a shiver of individualistic expectations to provide and protect yourself in a society where you can’t trust the community. This project is an attempt to challenge the camouflage green violent aesthetics disguised in a highly multifunctional pocketknife. An attempt to challenge who will survive. This is a project about discussing survival from a class and norm perspective thought aesthetics. Discussed in parts as prepping in food and water prepping and defense. All of them in a technique and aesthetics that provokes the topic and challenge the individualism of todays prepping system.

The curriculum for upper secondary school clearly states that every school is obliged to ensure that teaching centres on and implements democratic values in order to prevent discrimination (Skolverket, 2013). How to do this however, is up to the local school to decide. Norm-critical pedagogy shows that in order to inculcate democratic values in education, the individual teacher must design the teaching material so that it focuses on such values (Bromseth & Darj, 2010). The purpose of this study, and the aim of this essay, is to investigate how democratic values can be implemented in classroom practice using Shakespeare’s The Tempest, A Midsummer Night’s Dream and The Taming of The Shrew. English classes in the courses English 5 and English 6 were asked to read extracts from each of the plays, and then evaluate the play of choice in terms of the socio-political reality of the late Renaissance portrayed in the extracts, through the prism of today’s democratic values. The pupils were assisted in the task by having close-reading questions to answer, and later a smaller written assessment in form of a blog-entry, in order to help develop their thinking. The results of the study show that the pupils were perfectly able to evaluate and discuss values and practices such as equality, racism or sexism based on their reading. From a normpedagogical approach to teaching, it therefore seem that Shakespeare’s The Tempest, A Midsummer Night’s Dream and The Taming of The Shrew can be utilised as teaching material in order to help foster the development of democratic values, and discussions around the same, into the classroom.

The curriculum for upper secondary school clearly states that every school is obliged to ensure that teaching centres on and implements democratic values in order to prevent discrimination (Skolverket, 2013). How to do this however, is up to the local school to decide. Norm-critical pedagogy shows that in order to inculcate democratic values in education, the individual teacher must design the teaching material so that it focuses on such values (Bromseth & Darj, 2010). The purpose of this study, and the aim of this essay, is to investigate how democratic values can be implemented in classroom practice using Shakespeare’s The Tempest, A Midsummer Night’s Dream and The Taming of The Shrew. English classes in the courses English 5 and English 6 were asked to read extracts from each of the plays, and then evaluate the play of choice in terms of the socio-political reality of the late Renaissance portrayed in the extracts, through the prism of today’s democratic values. The pupils were assisted in the task by having close-reading questions to answer, and later a smaller written assessment in form of a blog-entry, in order to help develop their thinking. The results of the study show that the pupils were perfectly able to evaluate and discuss values and practices such as equality, racism or sexism based on their reading. From a norm-pedagogical approach to teaching, it therefore seem that Shakespeare’s The Tempest, A Midsummer Night’s Dream and The Taming of The Shrew can be utilised as teaching material in order to help foster the development of democratic values, and discussions around the same, into the classroom.

Norms are like the unwritten rules and a powerful signification when it comes to how people relate to each other.  In this research we will describe how teachers in leisure centers relate to the norms and a norm-critical statement. The purpose is to find out what the teachers thoughts are on implementing a norm-critical approach. The empirical is qualitative interviews, observations and inquiry. The results indicate that the teachers consider the subject important but at the same time difficult to implement in the occupation. The conclusion will describe how priority is an aggravating factor together with a requirement from a collective experience. / Normer beskrivs ofta som våra oskrivna regler och har stor betydelse när det handlar om hurvi människor förhåller oss till varandra. I den här studien kommer vi att beskriva hur personal i fritidshemmet förhåller sig till normer och hur de arbetar normkritiskt. Syftet är att ta reda påhur fritidshemslärare tänker när det gäller implementering av det normkritiska arbetet. Datainsamlingen har varit tre stycken kvalitativa intervjuer, en enkät samt observationer. Resultatet visar att flera anser att det är ett viktigt ämne samtidigt som det finns en del svårigheter när det gäller att implementera ett normkritiskt förhållningssätt i verksamheten. Slutsatsen kommer att beskriva hur prioriteringar är en försvårande faktor när det gäller implementeringen samt hur den kollektiva praktiken är av stor vikt.

I detta arbete görs en undersökande fallstudie av artisten Lizzo, med fokus på attvisa hur den allmänna samhälleliga diskursen rörande större kroppar påverkar enartist som kroppsligt står utanför rådande kroppsliga ideal. Med utgångspunkt i skrivna intervjuer har ett grundresonemang etablerats, och vidare har detta följt med genom analys av konserter, en musikvideo, en musikanalys och en låttextanalys. Materialet analyseras med hjälp av Faircloughs diskursbegrepp som metod där viss fokus även lagts på Boréus tillägg om subjektspositioner, och med intersektionalitet, body positivity och Ekmans (2012) begrepp viktordningen som teoretiskt ramverk.Analysen visar på att Lizzo som enskilt fall arbetar mot den allmänt vedertagna samhällsdiskursen runt kroppsideal och den större kroppen genom både fysisk handling på olika sätt och språkligt agerande med motdiskurs diskurs där inslag från bland annat body positivity-rörelsen syns med. Resultatet visar att Lizzo reagerar mot samhällsdiskursen, med sitt artisteri och med sin persona, med en motdiskurs som går emot de rådande skönhetsideal både språkligt och fysiskt, och kan argumenteras har skapat en ny form av kroppsaktivism.

The study aims to investigate the correlation between teacher’s didactical choices and the student’s interpretation of religious studies that focuses on Islam. The data consists of two surveys answered by both teachers and students. In total, 22 teachers participated in the survey, and 55 students. Both the teachers and the students answered questions regarding the choice of material and the choices made by the teachers both in- and outside the classroom. The analytical framework applied to the data was norm critique and intercultural religious literacy. The results indicate that there is a partial symbiotic relationship between the teachers and the students  regarding the educational point of view. However, there is some dissonance between what some of the students’ experiences and the teachers’ intent. The teachers apply a norm critical approach to their education to some extent, but very little of the intercultural  religious literacy.

Pupils’ participation and influence in school by means of recess. We believe that recess and recess activities are an important arena for the leisure center'steaching. Therefore, in this study, we have investigated students' and teachers' perceptions of recess activities and its possibilities to offer students the right to democratic exercise from a leisure center perspective. Through interviews and surveys, students who do not feel involved within recess have been made visible.The thoughts and expressions of these students and educators have a joint contribution to insight into the possibility of recess activities as an arena for inclusive work, but also what obstacles exist. By having activated a relational perspective, a norm-critical perspective as well as children's perspective and child perspective in our analysis, our conclusion is that a broader intercultural approach, a distinct professional language and clearer consensus in the design of recess are needed. We hope that this study will contribute to a professional development of recess. A development where established terms and concepts regarding participation and influence become part of educators' daily work. We believe this would lead to more extensive democratic work where more students are enabled to participate and exercise influence.