Syftet med detta arbete har varit att besvara frågeställningen: Hur kan en som lärare arbeta systematiskt med värdegrundsarbete under SO-lektionerna. Denna forskningsöversikt är riktad till lärarstudenter och verksamma lärare, främst inom SO-ämnena men kan vara till nytta för andra verksamma lärare och lärarstudenter som vill veta mer om hur en kan arbeta systematiskt med värdegrundsfrågor. Arbetet är baserat på en forskningsöversikt för att utreda frågeställningen. Vi har sökt på olika databaser och läst olika vetenskapliga texter både från Sverige och andra nationer. Forskning visar tydligt att det är av vikt att arbeta med värdegrundsfrågor redan från tidig ålder men att det kan vara svårt att få in i det dagliga arbetet. Att arbeta med värdegrundsfrågor ingår i det demokratiska uppdrag som skolan vilar på, det handlar om att utbilda goda demokratiska medborgare. Forskningsöversikten visar också på olika metoder som lärare kan använda sig utav när de ska utveckla ett systematiskt värdegrundsarbete.

Background: This narrative study explores the experiences of social scientists in medical education research (MER) units housed in Canadian medical schools. Although MER has been gaining recognition as an important area of research to facilitate the translation of medical education into medical practice, the need for social science research in MER remains poorly understood. Moreover, available literature on the career progression of researchers in MER – with regards to factors like academic promotion, funding opportunities, and job satisfaction – have been largely limited to clinician or biomedical researchers. Purpose: To explore the experiences of social scientists in medical education research (MER) units housed in Canadian medical schools through the research question: How do social scientists experience the evolution of their careers into MER? Research Design: Narrative study. Data Collection and Analysis: This study involved semi-structured interviews with six faculty members of MER units in three medical departments in Canada. Findings: My analysis revealed the following themes: 1) challenges are systematic in nature but rewards tend to be interpersonal; 2) the development of MER units have helped improve social scientists’ experiences in MER; 3) interdisciplinary and interprofessional interactions act as both the greatest challenge and reward of a social scientist’s career in MER; 4) social scientists’ perceived experiences in MER are influenced by their perceived impact on institutional change; and 5) social scientists in MER retain and advocate for their identity as social scientists, but individual differences exist in the perceived gratification of advocacy work.

The purpose of this study was to examine the relationship between two concepts, language development/language acquisition and inclusion. We examined a number of different articles and different studies made by different scientists, with the purpose of examining whether or not the two concepts in fact actually had a scientific relationship. Furthermore this text is written with a background in the subject of social science and therefore most if not all results and conclusions will have a connection to social studies/science. The method used consisted mainly of doing systematic research as well as evaluating a variety of sources found on different databases such as, Libseach, SwePub, ERC etc. In the results section of this text we present the results of what we accumulated while reading different reports and theses. The results include among other things different perspectives that were commonly mentioned in a lot of different reports and theses such as the sociocultural perspective, approaches to language development and subject concepts. The final part of this text is a discussion and a conclusion, where conclusions are drawn from the results and we discuss possible problems with the method used as well as what can be done in order to further investigate this subject.

Colombia's protracted civil war between Marxist insurgencies and the state has brought grave consequences for the civilian population and the prospects for constructing a viable political community in the country. With up to 5 million internally displaced people, rampant impunity for perpetrators of crimes against humanity and human rights and International Humanitarian Law violations, dozens of politicians and countless members of the armed forces linked to paramilitary organizations, along with increasing social injustices and inequalities, Colombia presents a troubling social-political panorama that has led to what is often referred to as a profound social and institutional 'moral crisis'. Much discussion has centred on the question of achieving some degree of minimal moral and political consensus and 'collective conscience' to humanize and slowly transform the conflict at local, regional and national levels. However, the philosophical and political parameters of this discussion have been and continue to be set firmly within variants of the liberal tradition which, it is argued, does not provide the necessary resources for adequately conceptualizing the problem and conceiving the task of addressing conflict, constructing moral consensus, and seeking social and political coexistence. The thesis argues that the philosophy of Alasdair MacIntyre can provide such resources. MacIntyre provides a convincing account of the philosophical problems that underlie ongoing intractable disagreement and the conflicts it breeds, offering a philosophy that can inform and underpin efforts at social transformation, resistance, and coexistence as well as aiding the necessary task of social scientific research and analysis of the conflict. The thesis analyses the moral dimensions of the conflict in light of MacIntyre's philosophy but also critically explores the adequacy of his politics of local community for the Colombian context. MacIntyre argues that a rational political community can only be constructed through the praxis of local communities engaging in shared moral-political deliberation. Through an empirical case study of a Constituent Assembly process in a rural community that has suffered the impacts of armed conflict for decades, the thesis explores an attempt at constructing peaceful social and political coexistence in light of MacIntyre's moral-sociological framework. / Economic and Social Research Council

The aim of this study is to examine how social science teachers teach about controversial issues with an emphasis on the Israel-Palestine conflict. The method applied is qualitative semi-structured interviews. The theoretical framework consists of Diana E. Hess four approaches to teach controversial issues, Denial, Privilege, Avoidance and Balance and Itay Pollaks et al. two approaches to teach controversial issues, Sidestepping and Scholastizing. Previous research indicates that teachers avoid addressing controversial issues due to lack of knowledge and concerns about potential disruptions in the classroom. The teaching of the Israel-Palestine conflict is approached cautiously and even though it is done by cautious methods it leads to challenging classroom discussions which are permeated by prejudices and generalizations. Despite these challenges, previous research underscores the importance of teaching controversial issues as a means to develop essential skills, for students to become democratic citizens. The analysis and results indicate that teachers don’t stick to one fixed idea of controversial issues. The challenges the teachers bring up align with previous research, where teachers feel inadequately informed about the Israel-Palestine conflict and that students form prejudiced conclusions about the conflict. The potential of teaching about the Israel-Palestine conflict lies in students developing skills such as societal awareness, critical thinking and tolerance. The results demonstrated that teachers adopt various approaches but the majority of the teachers used Hess balanced and Pollaks et.al scholastizing approach. A new approach was found in the analysis that was not addressed in the theoretical framework, a relational approach.

This study focuses on Swedish social science education and the syllabus development over time. The study explores the social studies subject’s syllabus from 1965 to 2011; it aims to review the subject’s development in relation to the curriculum. Additionally, attention will be drawn to the upcoming changes and the possible reasons for them in the new syllabus, 2025. The syllabus content and wording are of interest and will be examined through a qualitative method using theme content analysis. The result shows that the social science subject has a strong connection to society. Furthermore, the results showed that the subject’s core has stayed intact even though many changes have been made. Contemporary themes and the dominating educational view of the time have impacted these changes. Finally, the results show that the new syllabus of 2025 will impact the subject’s content and grading system. / <p>Godkänd 2024-01-19</p>

Denna uppsats behandlar likheter och skillnader mellan norska och svenska läromedel i samhällskunskap på gymnasienivå med avseende på globalisering och internationella perspektiv. Syftet var att utvidga förståelsen för hur läromedel i två skandinaviska länder kan hanteraglobalisering samt det internationella perspektivet. Även ett sekundärt syfte fanns i denna uppsats som var att utvidga förståelsen för hur läromedel kan se olika eller lika ut i länder som har stora likheter. En hypotes var att Norge som ej är medlem i EU skulle medföra en märkbar skillnad på mängden innehåll som kan kopplas till globalisering. En kvalitativ dataanalys användes för att analysera de fyraböcker som utgjorde datan för studien. Resultatet har visat att det finns vissa skillnader i det som nationerna väljer att ta upp men att hypotesen blivit falsifierad då det inte finns en märkbar skillnad på mängden av innehåll som kan kopplas till globalisering och det internationella perspektivet. / <p>Godkänd 2024-01-19</p>

The purpose of the essay was to investigate what the students' perception of the social studies subjectwas and how it related to the students' lifeworld. The essay used qualitative group interviews withsecondary school students. The aim was to illustrate the students' perspective of the social scienceeducation to counterbalance the teachers perspective which was commonly illustrated in teachereducation. The study shows that students mainly appreciate education in social science but lack theknowledge of the everyday life such as paying a bill and setting the tax return. Another thing theauthors found was that the teachers seemed to have been an important factor for what the students'learn and involvement in social issues. / <p>Godkänd 2024-01-19</p>

No description available.

This thesis investigates how group-level differences in willingness of opinion expression shape the extent to which certain standpoints are visible in public debate online. Against the backdrop of facilitated communication and connection to like-minded others through digital technologies, models and methods are developed and case studies are carried out – by and large from a network perspective. To this end, we first propose a model of opinion dynamics that examines social- structural conditions for public opinion expression or even predominance of different groups. The model focuses not on opinion change, but on the decision of individuals whether to express their opinion publicly or not. Groups of agents with different, fixed opinions interact with each other, changing the willingness to express their opinion according to the feedback they receive from others. We formulate the model as a multi-group game, and subsequently provide a dynamical systems perspective by introducing reinforcement learning dynamics. We show that a minority can dominate public discourse if its internal connections are sufficiently dense. Moreover, increased costs for opinion expression can drive even internally well-connected groups into silence. We then focus on how interaction networks can be used to infer political and social positions. For this purpose, we develop a new type of force-directed network layout algorithm. While being widely used, a rigorous interpretation of the outcomes of existing force-directed algorithms has not been provided yet. We argue that interpretability can be delivered by latent space approaches, which have the goal of embedding a network in an underlying social space. On the basis of such a latent space model, we derive a force-directed layout algorithm that can not only be used for the spatialisation of generic network data – exemplified by Twitter follower and retweet networks, as well as Facebook friendship networks – but also for the visualization of surveys. Comparison to existing layout algorithms (which are not grounded in an interpretable model) reveals that node groups are placed in similar configurations, while said algorithms show a stronger intra-cluster separation of nodes, as well as a tendency to separate clusters more strongly in retweet networks. In two case studies, we observe actual public debate on the social media platform Twitter – topics are the Saxon state elections 2019, and violent riots in the city of Leipzig on New Year’s Eve in the same year. We show that through the interplay of retweet and reply networks, it is possible to identify differences in willingness of opinion expression on the platform between opinion groups. We find that for both events, propensities to get involved in debate are asymmetric. Users retweeting far-right parties and politicians are significantly more active, making their positions disproportionately visible. Said users also act significantly more confrontational in the sense that they reply mostly to users from different groups, while the contrary is not the case. The findings underline that naive reliance on what others express online can be collectively dangerous, especially in an era in which social media shapes public discourse to an unprecedented extent.