I denna undersökning har åtta läromedel av samma serie i olika upplagor utgivna mellan 1991-2012 för svenskämnets kurser 1,2 och 3 granskats. Studiens syfte har varit att bidra med kunskap om hur det intersektionella perspektivet med identitetspositionerna kön, religion, funktionsvariation, sexualitet och ålder korrelerar med läroplanernas förväntningar om likabehandling i läroplanerna från 1970, 1994 och 2011 och hur denna korrelation avspeglar sig i läromedel i Svenska, utgivna under samma period. Studien har kvalitativa och kvantitativa inslag. Identitetspositionerna har presenterats kvantitativt, uträknat i procent och textinnehållet har analyserats och presenteras kvalitativt. Undersökningens resultat visade att samtliga läromedel kopplade till Läroplan för gymnasieskolan 1970, Läroplan för de frivilliga skolreformerna 1994 samt Läroplanen för gymnasiegemensamma ämnena 2011 bryter mot intentionerna i läroplanernas värdegrund vilket innebär att vissa av de läromedel som troligtvis används i skolan bryter mot den värdegrund som ska genomsyra hela undervisningen. De överordnade och underordnade kategorier som finns i samhället bekräftas av de läromedel som används i skolan.

<p>Slutgiltigt godkännandedatum: 2023-06-04</p>

<p>Slutgiltigt godkännandedatum: 2023-08-25</p>

<p>Slutgiltigt godkännandedatum: 2023-09-16</p>

This study is devoted to Arabic spoken narrative, specifically Syrian Arabic spoken narrative. The focus of this thesis is syntax and narrative. I aim to study how time reference is set in narrative, and what tense and aspect forms are used, as well as some other narrative devices in spoken narratives. In order to study this, the stories are divided according to the narrative layers that Henkin (2010) discusses, since the different layers have their own tense and temporal use. The corpus consists of different stories from different parts of Syria and is collected from Maciej Klimiuk’s (2013) Phonetics and Phonology of Damascus Arabic, and from his (2022) Living in Bab Tuma: Two Texts in Damascene Arabic – in his (ed.) (2022) Semitic Dialects and Dialectology. Fieldwork – Community – Change, as well as from Peter Behnstedt’s (2000) Sprachatlas von Syrien. The dialects represented in the corpus I have chosen are: (mainly) Damascus Arabic, Northern Syrian dialect, Syrian coastal dialect, the dialect of Tayybet al-Imam, and the dialect of the area between mount Hermon and Damascus. The stories are distributed evenly in terms of what type of story it is: there are seven real/contemporary stories and six folktales. I find that aspect plays a big role in spoken narrative Arabic and that the different layers of the stories have different tense and aspect forms. The different narrative layers are also more or less common in the two types of stories.

This thesis aims at conducting an analysis of the phenomenon of the adultescent in the work of postmodern Italian authors Rossana Campo and Giuseppe Culicchia. In order to do this, the theoretical framework of the adultescent, of the Jungian archetype of the puer aeternus and the theoretical framework of characterization by Rimmon-Kenan (2002) will be applied to various novels by the aforementioned authors. Firstly, the pleasure-seeking and the relationship of characters analogy to place will be highlighted; secondly, the characters’ relationships in the novels will be analysed; thirdly, an analysis of the characters’ provisional life will be conducted. Lastly, the parents-children relationship will be examined. The results show that the characters follow some traits of the adultescent. Firstly, they avoid adult responsibilities: especially omission of work and family. Secondly, they manifest act of commissions driven by the pleasure principle through the use of drugs, conspicuous consumption and donjuanism. Thirdly, possible new social information: adultescents thrive in cities where they can be more anonymous, they associate only with other adultescents, parents are usually absent and older generations have built an unrealistic beauty image based on youthness for the younger generation.

This essay examines the portrayal of institutionalized racism and internalized racism in Angie Thomas' novel The Hate U Give. We also offer a model based on our analysis to help facilitate discussion among students and teachers about our chosen concepts of critical race theory. The analysis is done by focusing on the portrayal of institutions, characters, and relationships in the novel as well as using previous work on critical race theory. The model is created with the intention not to be exclusive to our chosen novel but instead be applicable to other stories about race and/or racial injustice. Some connections to reality are made in order to bring more relevance to the subject. We briefly examine difficulties students may encounter when reading The Hate U Give through the lens of critical race theory. By engaging with these themes and providing an instructional model, this essay contributes to a deeper understanding of the novel's exploration of racism and offers a framework for examining racial issues in literature more broadly.

In this study I analyze and compare two of Jessica Schiefauer’s novels, Pojkarna (2011) and Bärarna (2020), based on ecofeminism. The main aim is to examine how nature is presented and what function it can be interpreted to have in relation to the storyline and the characters. Another purpose with the paper is to see if any connections between nature and women can be found, and if so, what kind of relation it is. I primarily studied the works through theory about different views of nature, from David Kronlid’s Ecofeminism and Environmental Ethics and Kate Soper’s What is nature?, but also with terms like anthropocentrism. The study discovered, among other things, that the connection between woman and nature is strong in both Pojkarna and Bärarna, and that there is a pattern in Schiefauer’s way of writing it. The role of women and nature in society stand as parallels, which you can see in both novels. In Bärarna the woman has the power and because of that nature also gets more freedom, compared to Pojkarna where the woman is instead oppressed by the man and due to that nature is too. However, it is not only women who are seen as connected to nature. All people who are excluded from society, regardless of gender, have a close relationship to nature. This shows that it is not only a question of gender, but also something concerning power and authority. I also found three different interpretations regarding nature's function, which are: it can be interpreted as a helping hand, someone who assists the characters, or as a tool to highlight contrasts in society, or lastly as a tool to amplify the role that women have in society. These conclusions show that Schiefauer, in her authorship regarding nature and woman, either consciously or subconsciously reinforces the connection between them and fortifies the view of women as closer to nature than men.

No description available.

Den 1 januari 2022 implementerade Skolverket en ny kursplan för delar av vuxenutbildningen. Denna nya kursplan innebar en övergång från en femgradig betygsskala (A-E) till en tvågradig(G-IG) med förhoppningar om att detta skulle öka elevernas genomströmning. Eftersom förändringar av detta slag får stor betydelse för både lärare och elever har syftet med studien varit att undersöka sfi-lärares tankar om denna förändring och om de upplever att Skolverkets målsättning har realiserats. Studien utgår ifrån en kombination av frirums- och läroplansteori för att analysera hur lärarna upplever och tolkar den nya kursplanen i relation till sitt professionella handlingsutrymme. Resultatet baseras på kvalitativa intervjuer med 5 sfi-lärare som har erfarenhet av både den gamla och den nya kursplanen. Resultatet av studien antyder att lärarnas handlingsutrymme har expanderat till följd av att den nya kursplanen implementerades. Dessutom upplevs kunskapskraven ha sänkts, vilket lärarna framför allt upplever i kurs B där genomströmningen har ökat till en nivå som skapar problem på de senare kurserna då elevgrupperna blir för stora för lärarna att hantera. Dessutom framgår att det är skolverksamheternas egna direktiv som i huvudsak begränsar lärarna. Ju fler lärare som arbetar med samma elever desto större krav på faktorer som styr arbetssättet, vilket innebär att lärare som arbetar på distans generellt upplever att de har mer frihet att planera sin undervisning jämfört med lärare som arbetar med reguljär undervisning. Resultatet antyder därmed att ens handlingsutrymme till viss del förhandlas i kollegiet. / On 1 January 2022, the Swedish National Agency for Education implemented a new curriculum for parts of adult education. This new curriculum involved a move from a five-point grading scale (A-E) to a two-point (G-IG) with hope that it would increase student throughflow. Since changes of this kind are of great importance to both teachers and students, the purpose of the study has been to investigate sfi-teacher’s thoughts about this change and whether they feel that the National Education Agency's goals have been realized. The study is based on a combination of free-space and curriculum theory to analyze how the teachers experience and interpret the new curriculum in relation to their professional room for action. The result is based on qualitative interviews with 5 sfi-teachers who have experience with both the old and the new curriculum. The results of the study suggest that the teachers' room for action has expanded as a result of the new curriculum being implemented. In addition, the knowledge requirements are perceived to have been lowered, which the teachers especially experience in course B where the throughflow has increased to a level that creates problems in the later courses when the student groups become too large for the teachers to handle. In addition, it appears that it is the school operations' own directives that mainly limit the teachers. The more teachers who work with the same students, the greater the demands on factors that govern the way of working, which means that teachers who teach on distance generally feel that they have more freedom to plan their teaching compared to teachers who work with regular teaching, which has to do with that the distance teachers work individually. The result suggests that one’s room for action, is to some extent negotiated in the college.