Abstract   In the light of the political debate that takes place today – how refugees should be integrated into the Swedish society ­– the film Sveriges bästa svensk was created on the initiative of Arbetarnas bildningsförbund (ABF) and Studieförbundet Vuxenskolan (SV) to prevent racism and xenophobia through discussion, which the film aims to contribute with. The initiators of the film have said that it can work in multiple applications; one such area is in school. The main purpose of this study was to examine if the short-film Sveriges bästa svensk could be used as an educational tool, according to teachers, when they talk about integration issues with students. To get answers out of the investigation, qualitative interviews with teachers and students from the sixth and ninth grade were conducted. The study is based on three theoretical frameworks: the multimodal approach, which addresses how digital media has been given a greater purpose - how students' knowledge, learning and meaning evolve; the progressivistic perspective, which describes how students attain new knowledge based on specific educational activities, and finally the socio-scientific perspective, which through a teaching method called “SSI-projects” exemplifies how schools can work with social issues. The results of the study show that the teachers are positive in using Sveriges bästa svensk as a part of their education material. However, for it to have an influencing effect on students' attitudes and opinions, it should be used as a tool for discussion and/or be part of a larger project. The teachers’ statements can be linked to a progressivistic approach on teaching, and to the socio-scientific model of "SSI projects" that is based on how social issues can be explored. Furthermore, the teachers prefer to use film in their teaching because it mediates visual messages that can facilitate students' meaning, which the multimodal approach treats. The film raised new thoughts and ideas of the students through assimilation and accommodation, which can develop new insights and experiences about how society looks like.  Film as a medium, and in this case specifically exemplified by Sveriges bästa svensk can be expected to contribute to a change in society when it comes to including the broad concept of integration. Despite the values that students get from home about refugees and social issues in society, Sveriges bästa svensk has the potential to work as a tool for discussion about the issues of integration, and possibly begin to change the mindset of students. / Sammanfattning Syftet med den här studien är att undersöka huruvida lärare upplever att filmen Sveriges bästa svensk kan användas i skolundervisningen vid integrationsfrågor. Ytterligare ett syfte är att undersöka vad elever tycker om filmen och om den på något sätt har berört och givit dem en större insikt och förståelse i ämnet – detta för att se om eleverna på något vis bekräftar eller motsäger lärarnas upplevelser av filmens potential i undervisningen. Frågeställningarna är:   Hur bedömer lärare filmen Sveriges bästa svensk som resurs för undervisning om integrationsfrågor? Vilken betydelse har just mediet film i undervisning, ur lärarnas perspektiv? Vilka tankar och lärdomar beskriver ett urval elever som får se filmen?   Studien är baserad på kvalitativa intervjuer med fem lärare och fyra elever från årskurs 6 och 9. Studien utgår från tre teoretiska ramverk: ett multimodalt perspektiv, som behandlar hur digitala medier har fått en ny innebörd för hur elevers kunskap, lärande och meningsskapande utvecklas; det progressivistiska perspektivet, som beskriver hur elever uppnår ny kunskap utifrån specifika pedagogiska verksamheter, och slutligen det sociovetenskapliga perspektivet, vilket genom modellen ”SSI-projekt” konkretiserar hur skolor kan arbeta med breda samhällsproblem. Resultatet visar att lärarna är positiva till att använda Sveriges bästa svensk som undervisningsmaterial. För att den ska ha en påverkande effekt på elevers attityder och åsikter bör den användas som ett diskussionsunderlag och/eller vara en del av ett större arbete. Lärarnas utsagor kan anknytas till en progressivistisk syn på undervisningen, och till den sociovetenskapliga modell, “SSI-projekt” som bygger på hur samhällsfrågor kan undersökas. Resultatet visar att klimatet på skolan har en chans att förändras om eleverna får i grupp diskutera integrationsfrågor. Lärarna använder gärna film som undervisningsmaterial, om filmutbudet tillåter, då film förmedlar ett visuellt budskap som kan underlätta elevernas meningsskapande, vilket det multimodala perspektivet behandlar. Filmen väcker nya tankar och idéer hos eleverna genom assimilation och ackommodation (progressivistiska perspektivet) som kan utveckla nya insikter och erfarenheter kring hur samhället ser ut.   Nyckelord: Sveriges bästa svensk, integration, film, meningsskapande, lärande, kunskap

Title: “What is Swedishness for you?” *Long silence* – A reception study about what role film as a medium with the film “Sveriges bästa svensk” can play in discussions that consist of Swedishness and integration. Authors: Emma D Markovic and Martin Nilsson. Research problem: In terms of reception of film in order to generate discussions on a determined theme, we identified a gap in the research field of integration and Swedishness. Therefore this study fills a great space in this field. Aim & Research question: This study aims to add new research of the reception of film in relation to the concept of Swedishness. It’s written in the media and communication science field. The key question is: What role film as a medium with the film "Sveriges bästa svensk" as an example, can play to generate discussion and question the perception of Swedishness. Method/material: Qualitative focus group interviews were conducted with two groups consisting of people aged 50–80 years, where elders borned in Sweden and Iran were represented. Theoretical framework: Stuart Hall's theory of encoding/decoding which is enhanced by the following concepts: Swedishness, identity, ethnicity and cultural adjustment. Main results: It is shown that film plays an important role when it comes to generating discussion about Swedishness, but also that film as a medium is complex when it comes to reception and interpretation. In light of the theory it is clear that a majority of the participants have difficulties to relate to the film or even accept the story because of their preconceptions. It also proves to be difficult for all participants to point out what is typically Swedish, but during the discussions codes that distinguishes the Iranian culture from the Swedish are found, which helps them to more easily discern the things that are perceived as Swedish. Social importance: We want to contribute to the social debate about integration in contemporary Sweden. We found that film can be used to raise questions related to this subject. Number of pages: 40. Course: Media and communication studies C. University & Department: Uppsala University, Department of Informatics. Period: HT 2016. Tutor: Paola Sartoretto.