The purpose of this paper is to analyse how the period of antiquity is portrayed in the Swedish upper secondary school material in the course History 1bfrom a gender perspective, by examining digitalized study materials that claims to follow the specifiedcurriculum. The course curriculum for History 1bstates the importance of including female groups in the historic narrative, as well as that ideas of equality between sexes should permeate everything connected to teaching, among other things. The paper aims to analyse how gender is portrayed by examining the digitalized study material of DigilärHistoria 1 100 poäng, Nationalencyklopedin, NE, Historia 1 and Gleerups Möt historien 1b. The analysis was done using theories of gender from Yvonne Hirdman and Joann Scott to put historical power structures in relation to gender. The questions considered were (1)Which male and female characters are included and (2)how are they portrayed? (3)Lastly, how are social differences between them explained?The results showan overrepresentation of men. In the Gleerups material no specific female character was represented. NE’s material had 26 % and Digilär’s 20 % representation of women. The female characters are portrayed with stereotypical female characteristics such as their body, seduction and their ability to bear children. Female leaders are shown only to influence issues regarding equality and other women, whereas all mentioned men are portrayed as changing society especially as conquerors and warriors. Masculinity and femininity are portrayed as counterparts and men’s greatest weakness is any inability to control their wives and daughters. There are some exceptions that blurs the line such as Athene, Apollon and to some extent Cleopatra which are portrayed by showing characteristics associated with the other gender. The writers of the study materials are limited by the limited number of available historical sources and the picture they betray but only NE points out the problems with this. Neither Digilär nor Gleerups mention the skewed picture as a problem but Digilär shows to some extent how people in Greece legitimized the patriarchal structures.

Abstract The overarching goal of this study is to investigate whether teachers of Swedish at upper secondary schools in Sweden feel that they know how to teach critical literacy, especially on the Internet, and also if they know how it is taught. It also investigates the difficulties teachers experience in teaching critical literacy. A secondary goal is to investigate the knowledge of critical literacy among students at upper secondary schools in Sweden. The study is based on quantitative and qualitative research. The research consists of two parts. The first one is made through a digital survey-machine. The answers can be analyzed in both a quantitative and a qualitative way. The selected group for the survey consists of both students and teachers. The second one is based on interviews with three teachers. The majority of earlier research in this field focuses on the information seeking process. Not much has been written about critical competence when teaching Swedish and if teachers today have the right tools and skills to handle critical literacy on the Internet. The study points to school being an important place for learning critical competence. It is imperative that teachers teach students to navigate on the Internet, to be able to assess the impact media and technology have on their lives and also to review the information they find. One of the problems is that teachers feel insecure about how to handle critical literacy in their everyday teaching. Important tools for this work are knowledge of the different stages in the information seeking process, but also knowledge of how to integrate critical literacy in the classroom. The conclusion is that a great deal has to be done in this area, both at a political level, but also at an educational level. According to the results of this study teachers need more media competence to help students in an ever changing digitalized world.

År 2003 utnämnde UNESCO årtiondet 2005-2014 till decenniet för utbildning i hållbar utveckling och även andra internationella och nationella beslut togs för att föra in utbildning för hållbar utveckling (Education for Sustainable Development) i skolans alla ämnen. ESD syftar till att eleven ska utveckla sin förmåga att kritiskt granska olika såväl ekologiska, sociala och ekonomiska perspektiv samt kunna ta ställning till dessa genom ett aktivt deltagande i olika demokratiska processer för att stödja hållbar utveckling. Forskning på området har dock visat att integreringen i skolans alla ämnen inte har fungerat på det sätt det har varit avsett. Denna uppsats syftar till att ta reda på om ESD förekommer inom engelskaundervisningen på gymnasienivå (inom Skaraborgs län). Den försöker också att identifiera vilka hinder och möjligheter det kan finnas för att arbeta med ESD i engelska A/B. Detta har gjorts utifrån en teoretisk litteraturstudie och en semistrukturerad enkätundersökning. Frågeformulär skickades ut till alla engelskalärare på tre gymnasieskolor i länet. De viktigaste resultaten som framkom var att ett av de största hindren för att arbeta med ESD i engelska var bristande kännedom om både skolans uppdrag gällande ESD, men också om vad begreppet innebär innehållsmässigt och didaktiskt. Även litteraturen speglar fortfarande uppfattningen att ESD till största del handlar om miljöfrågor och det finns mycket få praktiska råd vad gäller ESD i språkundervisningen. Det framkom dock framförallt att det verkar finnas stora möjligheter för att föra in ESD i engelskaämnet, eftersom det finns både intresse och motivation för detta bland majoriteten av de tillfrågade lärarna. / In 2003 UNESCO proclaimed the years 2005-2014 as a global decade of Education for Sustainable Development (ESD). Likewise other resolutions stated that ESD should be integrated in all school subjects. ESD focuses on developing the students’ ability to critically examine different ecological, social and economical perspectives and to participate actively in democratic processes in order to support sustainable development. Nevertheless, research has shown that the integration of ESD into all subjects has not been accomplished successfully. This degree project aims at examining if ESD occurs in English language lessons at three Swedish upper secondary schools. It also attempts to identify which impediments and possibilities there might exist for working with ESD in English lessons. This has been done by a literary review and a semi-structured questionnaire. An inquiry form was sent to all English teachers at the schools mentioned above. The most important results derived from this study were: Firstly, one of the biggest obstacles for working with ESD in English lessons was insufficient knowledge about UNESCO’s and the Swedish Education System’s commission as well as insufficient knowledge about what the concept ESD implies, both on a content level and on a didactical level. Secondly, literature reflected the common misconception that ESD is primarily concerned with environmental issues and modern research did not provide much information about how to teach ESD within language lessons. Above all, though, the results showed that one very important condition for integrating ESD into English lessons is fulfilled, since the majority of the teachers involved in this study seemed to be motivated to do so.

<p>År 2003 utnämnde UNESCO årtiondet 2005-2014 till decenniet för utbildning i hållbar utveckling och även andra internationella och nationella beslut togs för att föra in utbildning för hållbar utveckling (Education for Sustainable Development) i skolans alla ämnen. ESD syftar till att eleven ska utveckla sin förmåga att kritiskt granska olika såväl ekologiska, sociala och ekonomiska perspektiv samt kunna ta ställning till dessa genom ett aktivt deltagande i olika demokratiska processer för att stödja hållbar utveckling. Forskning på området har dock visat att integreringen i skolans alla ämnen inte har fungerat på det sätt det har varit avsett. Denna uppsats syftar till att ta reda på om ESD förekommer inom engelskaundervisningen på gymnasienivå (inom Skaraborgs län). Den försöker också att identifiera vilka hinder och möjligheter det kan finnas för att arbeta med ESD i engelska A/B. Detta har gjorts utifrån en teoretisk litteraturstudie och en semistrukturerad enkätundersökning. Frågeformulär skickades ut till alla engelskalärare på tre gymnasieskolor i länet. De viktigaste resultaten som framkom var att ett av de största hindren för att arbeta med ESD i engelska var bristande kännedom om både skolans uppdrag gällande ESD, men också om vad begreppet innebär innehållsmässigt och didaktiskt. Även litteraturen speglar fortfarande uppfattningen att ESD till största del handlar om miljöfrågor och det finns mycket få praktiska råd vad gäller ESD i språkundervisningen. Det framkom dock framförallt att det verkar finnas stora möjligheter för att föra in ESD i engelskaämnet, eftersom det finns både intresse och motivation för detta bland majoriteten av de tillfrågade lärarna.</p> / <p>In 2003 UNESCO proclaimed the years 2005-2014 as a global decade of Education for Sustainable Development (ESD). Likewise other resolutions stated that ESD should be integrated in all school subjects. ESD focuses on developing the students’ ability to critically examine different ecological, social and economical perspectives and to participate actively in democratic processes in order to support sustainable development. Nevertheless, research has shown that the integration of ESD into all subjects has not been accomplished successfully. This degree project aims at examining if ESD occurs in English language lessons at three Swedish upper secondary schools. It also attempts to identify which impediments and possibilities there might exist for working with ESD in English lessons. This has been done by a literary review and a semi-structured questionnaire. An inquiry form was sent to all English teachers at the schools mentioned above. The most important results derived from this study were: Firstly, one of the biggest obstacles for working with ESD in English lessons was insufficient knowledge about UNESCO’s and the Swedish Education System’s commission as well as insufficient knowledge about what the concept ESD implies, both on a content level and on a didactical level. Secondly, literature reflected the common misconception that ESD is primarily concerned with environmental issues and modern research did not provide much information about how to teach ESD within language lessons. Above all, though, the results showed that one very important condition for integrating ESD into English lessons is fulfilled, since the majority of the teachers involved in this study seemed to be motivated to do so.</p>

Bakgrund: Organisatoriska rutiner utgör ett fundament för organisationers arbetssätt. För organisationers överlevnad krävs en adekvat anpassningsförmåga när omvärlden förändras, som exempelvis vid en samhällsomvälvande kris. Individer har en avgörande roll i denna omställning. Tidigare forskning redogör för hur individer påverkar organisatoriska rutiner, men det omvända förhållandet lyser med sin frånvaro. Dessutom saknas forskning på hur organisationer återgår till en vardag utan kris och vad som då sker med organisatoriska rutiner. Dessa förhållanden är betydelsefulla att studera, för att utökaorganisationers förståelse för hur de kan bidra med rätt stöd till individer inom organisationer, under och efter en extern kris.  Syfte: Syftet med denna uppsats är att undersöka organisatoriska rutiners roll för gymnasielärare i svenska gymnasieskolor under och efter en extern kris. Metod: Studien har genomförts med utgångspunkt i en kvalitativ forskningsstrategi baserad på ett konstruktionistiskt perspektiv. Empirin har insamlats med hjälp av nio stycken semistrukturerade intervjuer i en små-N-studie. Intervjupersonerna har valts utifrån ett mål- och kriteriestyrt urval. Dataanalysen har utförts genom tematisk analys.  Slutsats: Organisatoriska rutiner spelar en avgörande roll för gymnasielärare i tider av kris. De är en källa till stabilitet internt och möjliggör för organisationsöverskridande samarbete externt. Därutöver utgör organisatoriska rutiner ett verktyg i arbetet att uppnå ett tillfredsställande resultat i tider av kris, samtidigt som de sparar gymnasieläraremerarbete i jämförelse med om de inte existerat. Organisatoriska rutiner spelar även en betydelsefull roll för hur gymnasielärare uppfattar sin yrkesroll, varpå de utgör en drivkraft för fortbildning. Vid återgång till vardag utan kris förblir organisatoriska rutiner intakta, med undantag för justeringar i sekvenser som visat sig fungera bättre i den kontexten.  Nyckelord: Organisatoriska rutiner, Kris, Covid-19 pandemin, Gymnasielärare, Svenska gymnasieskolor, Distansundervisning / Background: Organizational routines constitute a foundation for the way organizations operate. The survival of organizations requires adequate adaptability when the world around them changes, as in the case of a societal crisis. Individuals play a crucial role in this transition. Previous research addresses how individuals influence organizational routines, however, the reverse relationship is lacking. Furthermore, there is a gap in research regarding how organizations recover from crisis and what effect this has on organizational routines. Such relationships are important to study, in order to expand organizations' understanding of how they can provide the appropriate support to individuals within organizations, during and after an external crisis. Purpose: The purpose of this paper is to investigate the role of organizational routines for upper secondary school teachers in Swedish upper secondary schools during and after an external crisis. Methodology: The study was conducted using a qualitative research strategy based on a constructionist perspective. The empirical data was collected using nine semi-structured interviews in a small-N study. The interviewees were selected on the basis of a purposive and criterion-driven sampling. Data analysis was carried out through thematic analysis. Conclusion: Organizational routines are essential for upper secondary school teachers in times of crisis. They are a source of stability internally and enable cross-organizational cooperation externally. Organizational routines are a tool for achieving satisfactory results in times of crisis, while saving upper secondary school teachers' workload in comparison to not having them. Organizational routines play an important role regarding how uppersecondary school teachers perceive their professional role, thus providing an incentive for further learning. When returning to everyday life without a crisis, organizational routines remain intact, except for adjustments in sequences that function better in the current context. Keywords: Organizational routines, Crisis, Covid-19 pandemic, Upper secondary school teachers, Swedish upper secondary schools, Distance education