Biological evolution is part of the syllabi for Biology and Science in Swedish upper secondary school. In the syllabi, evolution is not only presented as a topic in Biology courses, but is also regarded as a unifying theme. The teacher has a fundamental role in deciding how the national curriculum is translated into the educational situation. This thesis investigates teachers’ accounts of their teaching of evolution in Swedish upper secondary school, describing their understandings of the purpose of teaching and learning evolution as part of biology education. The thesis is based on interviews of teachers teaching the course Biology A, which is compulsory as dictated by the Natural Science Program. The interviews were supplemented with questionnaires. The interviews were orientated towards questions about selection of course content and the reasons for choosing this content. The interviews were focused on teachers experiences based on their own practice. Two aspects of content were examined: (1) the scientific content taught in terms of themes and (2) the socializing value-laden aspects, such as priorities taken by the teachers and the teachers´ overarching aims.   The results showed that teachers described different teaching contents with regard to values, even when the core content of themes was similar. Four different selective traditions for choosing content were identified among teachers. The results are discussed in relation to the context and conditions that the teachers identify as influential on the content chosen. Teachers’ interactions with their students as well as their world views are important for their selection and adjustment of content. There are also indications that teachers’ personal views about purposes are important for selecting the teaching content.

Studien syftar till att skapa förståelse för hur våld i nära relation kan förklaras i Tanzania och Sverige samt vilken inverkan strukturella faktorer har på den enskilda individens uppbrottsprocess. Syftet med studien är att förstå kontextens betydelse för våld nära relation genom att göra en jämförelse av fenomenet mellan Tanzania och Sverige. Studiens resultat består både av samlad empiri från Tanzania och Sverige samt sekundärdata från tidigare forskning. Det empiriska materialet samlades in genom sju semi-strukturerade intervjuer med professionella som arbetar med problematiken, sex stycken från Tanzania och en från Sverige. Den svenska intervjun har kompletterats med empiri genom en litteratursökning. Empirin analyserades genom en tematisk analys och har tolkats genom teorierna och begreppen intersektionalitet, systemteori, exkludering samt det traumatiska bandet. Studiens resultat visade att patriarkala strukturer, normer och traditioner som finns i Tanzania underkuvar kvinnans ställning i samhället vilket försvårar uppbrottsprocessen. I resultatet framkom att det råder stora strukturella skillnader mellan Tanzania och Sverige, där den största skillnaden var att uppbrottet i Tanzania är en process där kollektivet deltar medan det i Sverige snarare är en individuell process. Slutligen framkom det att möjliggörande faktorer uppbrottet är ekonomisk självständighet, emotionellt och praktiskt stöd samt kunskapsspridning. Genom att skapa förståelse och medvetenhet om våldet på både individ och samhällsnivå kan kvinnans möjlighet till ett uppbrott förbättras samt bidra till en utveckling av de stödinsatser som finns att tillgå. / This study aims to create an understanding of how intimate partner violence can be explained in Tanzania and Sweden, as well as the impact structural factors have on the individual's leaving process. The purpose of this study is to understand the importance of the context for intimate partner violence by making a comparison of the phenomenon between Tanzania and Sweden. The study's results consist of both collected empirical data from Tanzania and Sweden as well as secondary data from previous research. The empirical material was collected through seven semi-structured interviews with professionals who work with intimate partner violence, six from Tanzania and one from Sweden. The Swedish interview has been supplemented with a literature search. The empirical material was analyzed through a thematic analysis and has been interpreted through the theories and concepts of intersectionality, systems theory, exclusion and the traumatic bond. The results of the study showed that patriarchal structures, norms and traditions that exist in Tanzania oppress the women's position in society and that it complicates the break-up process. The results revealed that there are many structural differences between Tanzania and Sweden, where the biggest difference was that the breakup in Tanzania is a process in which the collective participates, while in Sweden it is rather an individual process. Finally, it emerged that possible factors fora breakup are financial independence, emotional and practical support and knowledge dissemination. By creating understanding and awareness of the violence on both an individual and societal level, the woman's opportunity for a breakup can be improved and contribute to the development of the support efforts that are available.

Biological evolution is part of the syllabi for Biology and Science in Swedish upper secondary school. In the syllabi, evolution is not only presented as a topic in Biology courses, but is also regarded as a unifying theme. The teacher has a fundamental role in deciding how the national curriculum is translated into the educational situation. This thesis investigates teachers’ accounts of their teaching of evolution in Swedish upper secondary school, describing their understandings of the purpose of teaching and learning evolution as part of biology education. The thesis is based on interviews of teachers teaching the course Biology A, which is compulsory as dictated by the Natural Science Program. The interviews were supplemented with questionnaires. The interviews were orientated towards questions about selection of course content and the reasons for choosing this content. The interviews were focused on teachers experiences based on their own practice. Two aspects of content were examined: (1) the scientific content taught in terms of themes and (2) the socializing value-laden aspects, such as priorities taken by the teachers and the teachers´ overarching aims.   The results showed that teachers described different teaching contents with regard to values, even when the core content of themes was similar. Four different selective traditions for choosing content were identified among teachers. The results are discussed in relation to the context and conditions that the teachers identify as influential on the content chosen. Teachers’ interactions with their students as well as their world views are important for their selection and adjustment of content. There are also indications that teachers’ personal views about purposes are important for selecting the teaching content.

Environmental concerns and climate change strengthens the need of education for sustainable development. We have both acknowledged a need of more research aimed towards teachers in Swedish primary schools. Therefore, the ambition for this study is to contribute with more knowledge about sustainable development in primary schools with an emphasis on science education. In this qualitative study we interview teachers working in pre-school class and primary school years 1-3 about what they think pupils should learn in education for sustainable development, as well as what their practical approaches are to the subject and what the didactical challenges are. We used semi-structured interviews to interview six teachers from three different schools in a Swedish city. The collected data is analyzed and presented using a thematic analysis and the research questions that are based on the aim for this study. The results of the study are then put in relation to our theoretical perspectives, which are “the three selective traditions in environmental and sustainability education” and “individual and collective responsibility”, to draw conclusions. On this basis we reach the conclusion that teachers want to make it possible for their pupils to make change and that the most important thing in teaching is to make it concrete and close to everyday life. The challenges that the teachers face is that the subject is unprioritized, that there is a lack of didactical material, a need of personal engagement and that the subject is rather complex. Based on our selective traditions we draw further conclusions. Traces of all three selective traditions are visible in the school and in the individual teachers’ teaching. Furthermore, some teachers express that the aim for their education is linked to one tradition, but their actual method is another.