Trots att samhällskunskap som undervisningsämne karakteriseras som tvärvetenskapligt, av samhällsvetenskapsforskare, anses politikundervisning vara en central del av ämnet. För att samhällskunskapsundervisningen ska kunna påverka eleverna att bli samhällsengagerade och villiga att delta politiskt bör politikundervisningen innehålla politikbegreppens tre dimensioner: polity, policy och politics. Undersökningen har genomförts genom semistrukturerade intervjuer med tre erfarna lärare med stort samhällsengagemang. Syftet med undersökningen har varit att ta reda på och beskriva vad lärarna väljer för undervisningsinnehåll och undervisningsstrategier med mål att ge eleverna förutsättningar för att bli samhällsengagerade och villiga att delta politiskt. Undersökningens utgångspunkt är teoriutvecklande av politikbegreppen polity, policy och politics. Vid undersökningens inledningsskede var hypotesen att undervisande lärare lägger en övervägande betoning på en eller två av dimensionerna vid val av undervisningsinnehåll. Undersökningens resultat visar att det inte går att tydligt se om lärarna lägger en övervägande betoning på någon eller några av dimensionerna. Semistrukturerad intervju har uppfyllt undersökningens syfte genom att lärarna har fått berätta vad de själva anser relevant och viktigt i förhållande till intervjufrågor.  Det som tydligt framträder i undersökningen är respondenternas samhällsengagemang. Undersökningen visar att medvetenhet om lärarnas samhällsengagemang även gör det möjligt att se hur deras val av undervisningsinnehåll och undervisningsstrategi har präglats av samhällsengagemang. / Although social science as a subject of education is characterized as interdisciplinary by social science researchers, policy education is considered as a central part of the subject. In order for social science education to influence students to become socially committed and willing to participate politically, policy education should contain the three dimensions of policy concepts: polity, policy and politics. The survey has been conducted through semi structured interviews with three experienced teachers with great community involvement. The purpose of the survey has been to find out and describe what the teachers choose as teaching content and teaching strategies with the aim of giving students the prerequisites for becoming socially involved and participating politically. The starting point of the study is the theory development of the concept of polity, policy and politics. At the start of the survey, the hypothesis was that teachers put a major emphasis on one or two of the dimensions when they choose what to include as teaching content. The result of the study shows that it is not possible to clearly see if the teachers emphasize one or two of the three dimensions. Semi structured interview has served the purpose of the survey by meaning that interviewed teachers have been able to tell and describe what they consider as relevant and important in relation to interview questions. What clearly appears in the survey is the interviewed teacher’s community involvement. The survey shows that awareness of teacher’s community engagement also makes it possible to see how their choice of teaching content and teaching strategy has been characterized by community engagement.

For the last fifty years the liberal feminist approach has been gaining grounds on the national state level, instituting women’s agencies, gender quotas and gender mainstreaming within nation states. Encouraged by larger international institutions, such as the United Nations, liberal feminism has come to be adopted broadly world-wise advocating for a close relationship between the state and the civil society (Squires, 2007 and McBride & Mazur, 2013). In the advancement of liberal feminism, questions of genuine political parity between these two actors - the state and civil society organizations - has been raised, as well as the state’s capability to promote equal change in accordance with the organizations’ many agendas and beliefs. The aim of this study is to describe and gain understanding of the political environment of the women’s rights organizations in Argentina and the possibilities and challenges that they experience in relation to this development. By using an interpretive research design and theoretical perspectives of social movement theory, this study addresses the ways in which women’s rights organizations in Argentina experience their political opportunities to participate in decision-making processes. Particularly women’s rights organizations that have experience of the state on a national, provincial and local level in Argentina and across political parties in power are addressed in this study. This study presents a novel contribution to the discussion of State Feminism concerning the subject of working from the inside or outside the state, to social movement theory with the conceptualization on political opportunity and by instantiating the discussion with a case study in which it is contextualized and tested.