Skolan har ett viktigt uppdrag när det kommer till extra anpassningar. Både svensk och internationell forskning lägger fokus på samarbete bland alla skolans professioner i utformningen av olika stödåtgärder (Scherp & Scherp, 2007; Hernandez, 2013; m.fl.). Lärare i denna studie utrycker vikten av att ett sådant samarbete. Detta samarbete ska enligt dem inte bara gälla lärare emellan, utan samtlig personal på skolan. I denna studie framkommer det att de intervjuade lärarna hade en mer bred uppfattning av begreppet extra anpassningar, än vad som anges i Skolverkets allmänna råd på området (Skolverket, 2014a). Denna mer breda uppfattning handlade inte bara om elever i svårigheter utan kan snarare kopplas samman med begrepp som allmänna anpassningar, eller individuella anpassningar. De ser anpassningar i allmänna ordalag som extremt viktiga för att alla elevers möjligheter till utveckling och lärande. Exempel på mer allmänna anpassningar var anpassningar för elevernas intresse och anpassningar för studiemotiverade elever. I denna studie framträder även läraryrkets dubbla uppdrag tydligt. Detta dubbla uppdrag handlar om att få eleverna att utvecklas mot kunskapskraven och ett demokratiskt fostrande uppdrag. Det framkommer att lärarna upplever båda dessa uppdrag som drivande i deras anpassningsarbete, vilket blir särskilt tydligt inom ämnet samhällskunskap. / The school has an important assignment when it comes to additional adaptations. Both Swedish and international research focuses on cooperation among all the schools' professions in the making of various support measures (Scherp & Scherp, 2007; Hernandez, 2013; m.fl.). Teachers in this study emphasize the importance of such cooperation. According to them, this cooperation should not only apply to teachers, but to all staff active within the school organisation. In this study, it is found that the interviewed teachers had a broader idea of the concept of additional adaptations then what is stated in Skolverkets Education's general advice on the subject in question (Skolverket, 2014). This broader view was not only about students with difficulties, but could rather be linked to concepts such as general adaptations, or individual adaptations. They see adaptations in general terms as extremely important for all pupils' opportunities for development and learning. Examples of more general adaptations were adaptations for student interests and adaptations for more study motivated students. In this study, the dual mission of the teaching profession becomes apparent. This dual mission is about getting students to evolve toward the knowledge requirements and a democratically fostering mission. It appears that the teachers experience both of these missions as a driving force in their adaptation work, which becomes particularly clear in the field of social sciences.

Samhällskunskapsämnet är brett och täcker flera olika områden. Denna uppsats försöker svara på frågor om hur elever som läser samhällskunskap på gymnasiet resonerar kring nyheter, samt kring nyheter och lärande. Studien har en teoretisk utgångspunkt i att det inte räcker med att ha förmåga och möjlighet. Man behöver även ha motivation, vilket kan appliceras på nyhetskonsumtionen i ett medielandskap med större möjligheter och utbud än tidigare. I studien har åtta elever från två gymnasieskolor med kursen samhällskunskap 2 i sin utbildning intervjuats efter en semistrukturerad intervjuform. Eleverna som intervjuades uppgav att de använder digitala verktyg som mobil och dator när de ska ta till sig nyheter. Där var även sociala medier en källa som var tydligt framträdande, dock ansåg flera att man behöver vara uppmärksam på källkritiken då det kan vara väldigt mycket information i sociala medier. Vidare ansåg eleverna att man kan lära sig mycket av nyheter om vad som händer i samhället och det fanns önskemål att detta även involveras i undervisningen i samhällskunskap. / The subject of social science is a wide subject that covers several academic disciplines. The research questions in this study concern how Social Science pupils in upper-secondary school view their own consumption of news and how they reason concerning news and learning. A theoretical perspective is approached from a view that you cannot only have opportunity and ability you also need motivation, which can be applied to news consumption in an ever-increasing media environment. In the present study, eight upper-secondary school pupils from two schools were interviewed based on a semi-structured interview. Respondents were selected based on a requirement that the course Social Science 2 is included in their education. The respondents said that they use digital tools such as smartphones and computers when they consume news. Social media was also a prominent source. However, several of them claimed that you need to be more observant with source criticism compared to traditional media when using social media. Moreover, the pupils’ opinions were that you can learn a lot of what happens in the world from news. And some wished for this area to be involved in the Social Science courses to a higher extent.

Här följer en kvalitativ tvärsnittsstudie genom metodtriangulering vilken undersöker och tar fasta på den maximalistiska demokratiteorin i läroplanen, fem läromedel och fyra intervjuer med samhällskunskapslärare. Detta sker analytiskt utifrån utgångspunkten i tre demokratiteoretiska idealtyper: Shumpeters elitdemokrati, Dahls polyarki samt Goodharts Democracy as Human Rights (DHR). Syftet är att finna vilken idealtyp som ligger närmast verkligheten i gymnasieskolan idag sedan 2011. Slutsatsen efter textanalys och intervjuer visar på en övervägande maximalistisk demokratiteori, en liberal polyarkisk demokrati som även bär inslag av deltagande i form av massdemokrati och rättighetsanspråk närliggande teorin om DHR.

The aim of this study was to analyze how high school teachers in civics percieve and act in relation to pupils with difficulties in the specific subject. To reach that aim semi structured interviews was choosed as the method. Totally five teachers from southern Sweden was interviewed, and the data was analyzed by a theoretical framework deeply inspired by Michael Lipskys (2010) theory about street level bureaucrats. The result showed that the teachers percieve four dimensions of the subject especially difficult for these pupils. The dimensions include the abstraction of the subjects and its concepts, some specific subtopics, the analytical ability and reading comprehension. The result also showed some challenges for the teachers, such as the lack of time, large differences in pupils abilities and idealistic goals. Finally the result showed some routines and stategies used by the teachers, including lowering the demands of them self, more specific types of adaptions and letting these pupils work with a more simple material as well as doing as much as possible that benefits these pupils.

The aim of this essay is to examine three textbooks in ”samhällskunskap 1a1” for students in upper secondary education by looking at how they deal with source criticism and thereby see how the students are formed to become democratic citizens based on Robert Dahls (2002) criteria for democracy. The method used is a content analysis. The result reveals that the students learn basic knowledge about source criticism in relation to a wide variety of sources. To learn source criticism the students read texts and work with different kinds of assignments. The students’ influence varies. The main purpose with source criticism is to be able to handle sources’ lack of credibility. The textbooks are mostly addressed to individuals, someone who is unknown or everyone. There are differences between the textbooks, but they are not of great importance. The textbooks work with source criticism in a way that forms democratic citizens. In some of the textbooks’ questions, the students’ thoughts are requested. The textbooks also give students the opportunity to get sufficient and equal knowledge about source criticism so they can process information in the new media landscape. All students are included in the textbooks. The textbooks can develop their work with the formation of democratic citizens by giving the students more influence than they have now.

The purpose of the study is to investigate how the curriculum for the Swedish upper secondary school meets the democratic challenges facing Sweden. These challenges come in the form of democratic exclusion, anti-democratic values​​and threats to the democratic conversation. The study is based on a qualitative text analysis in the form of discourse analysis. The material that forms the basis for the work is the Swedish curriculum for the upper secondary school and the syllabus for social science. Social science is a subject that has a special position in the sense that the subject should also convey knowledge about democracy. The study shows that the curriculum seeks to provide students with knowledge and values​​in order to gain skills for effective participation in society. The curriculum together with the syllabus for social science seeks to create justice oriented citizens with a focus on academic reasoning. A large part of how the curriculum manages to meet the democratic challenges lies in the curriculum's intention to transfer certain values. Human rights, gender equality and people's equal value are some of the fundamental values ​​that counter democratic challenges. On the other hand, the so-called democracy mission faces challenges in itself. Discussions about the goal- and knowledge-oriented curriculum are conducted. Even the high level of interpretability of the curriculum may be the basis for a problem.

The aim of this study is to examine in what ways civics teachers perceive digitalization as a means of efficiency in perspectives mainly revolving the teachers’ organization. By conducting interviews with five teachers educating within civic studies, the aim is to collect data about a perceived reality, rather than a factual state. Hence the following essay focuses on a qualitative approach, rather than a quantitative. The interviews were conducted over the internet as a result of the raging pandemic, Covid-19. By including the neoliberal marketing model of New Public Management as the theoretical framework in the analysis, the purpose is to illuminate the difficulties of steering a dynamic organization with quantitative values. The result showed that teachers were generally pessimistic about the inclusion of digital tools within both the administration and the classroom. All of the interviewed teachers worked with digital tools, but in different extent and with varied competence. The work with digital tools was well established in both administration and classroom. Teachers believed the digital tools could be used as means of efficiency, but that would require a more pragmatic approach, from developing the tools, to implementing them. Teachers mainly believed digitalization to increase the workload. The conclusion is that the downside of including digital tools overweighed the upside. The main issues teachers mentioned included indirect threats to teacher autonomy and student equality. These threats sprung out of the economic efficiency teachers believed digitalization to muster. Digitalization could be used as means to create efficiency in teaching and administration, however, not when schools are steered by a neoliberal market fundamentalism. Questions rose on how the teachers’ education prepare its students for working within this reality, and how the style of teaching could adapt to the increased opportunities digital tools provide. Furthermore, considering the current state of the world with an on-going pandemic, how will the attitudes towards digital tools and digitalization be in a near future?

Although the words reasoning or being able to reason appear 480 times in today's curriculum Lgr 11, there are no explanations and justifications why students should learn and be assessed based on the knowledge requirements in their ability to reason. This paper examines how this can be found, mainly in the syllabus in civics education for grades 4-6, and whether the relevance of reasoning has been similar in previous curricula from 1962 to the present day. With quantitative content analysis and qualitative text analysis, curricula in social studies and commentary material have been analysed.    The analyses have been made based on the curriculum philosophies progressivism, essentialism and reconstructivism, as a theoretical framework and a possible way to explain the quantitative and qualitative results, and answer the purpose of the essay how the relevance has changed. Another purpose of the essay is to investigate how the change has been justified and whether a change in perception of knowledge can explain the varied occurrence of the ability to reason, or how important one have considered the ability to be. The results of the essay shows that the quantitative results are not entirely related to the qualitative ones. Although the words occur most times in Lgr 11, I find that the greatest relevance to reasoning is given in Lgr 80. One possible reason for this may be that Lgr 80 expresses a reconstructive view of knowledge where the learning process is in focus, rather than an essentialist view of knowledge as in Lgr 11, where the subject content is the most central.

På grund av covid-19-pandemin så övergick svensk gymnasieutbildning till att bedrivas på distansunder en period mellan den 18:e mars 2020 och juni 2020 år. Att hela den svenska gymnasieskolan bedrev undervisning på distans är en unik händelse i svensk utbildningshistoria. Den här studiens syfte är, med anledning av denna unika händelse, att studera hur ett urval svenska gymnasielärare som undervisar i samhällskunskap upplevde att övergången till distans påverkade deras möjligheter att utföra läraruppdraget. Vi har också studerat hur de har upplevt möjligheterna att undervisa om demokrati, samt utföra det demokratifostrande uppdraget. Studien har en kvalitativ forskningsansats där semistrukturerade intervjuer med åtta respondenter, samtliga gymnasielärare i samhällskunskap på gymnasiet, har använts som metod för datainsamling.Uppsatsen försöker ge en bild av hur våra åtta respondenter upplevde dessa förändringar. Som en kvalitativ studie med ett väldigt begränsat underlag så kan inga generella slutsatser dras för hela den svenska lärarkåren, men det som blivit tydligt är att samtliga respondenter upplever en förändring som till största del var negativ för deras undervisning även om det också finns positiva inslag. Samtliga respondenter upplever att elever har behövt ta ett ökat eget ansvar och att fler elever behövt kämpa hårdare för att klara sin utbildning. I vilken grad som respondenterna upplevt att de behövt förändra sin undervisning beror i stor del på hur väl de upplevt att deras undervisning fungerat i ett distansformat. / <p>21-01-20</p>

Researchers argue that students need to understand the language and the key concepts of each discipline to understand the academic content. The purpose of this study is to develop, analyze and evaluate a development project in civics. Therefore, the study answer following questions:  How do subject-specific concepts take place during the lessons according to the students? In what way can concept definition maps encourage students to talk about subject -specific concepts? How do students experience the work with concept definition maps? Two qualitative methods are used to answer the questions, both interviews and classroom observations. The interviews focus on how the students describe their experience with subject-specific concepts during civics lessons but also how they experience the work with concept definition maps which was implemented during the intervention. The observations onthe other hand show in what way the concept definition maps encourage students to talk about subject-specific concepts. The theoretical framework of the study is based on the sociocultural perspective and other theories that stress the importance of encouraging students to generate their own meaning of terms but also how the language develops in interaction with others.The result shows that the students often rely on the definition they get from their teacher orthe textbook but there is no room for students to explore the concepts themselves. All the students felt that the concept definition maps had good impact on their understanding of the subject-specific concepts. The results also showed that the there was a positive interdependence during the intervention where the students learned from each other’s prior knowledge and paths of thinking.