School is an area where teenagers spend a lot of time and there's a lot of sedentary. Today’s teenagers are becoming increasingly sedentary as their age increases. This increases the risk of cardiovascular diseases, type 2 diabetes, depression and obesity. The purpose of this study was to describe the different pedagogical approaches teachers use to reduce sedentary in upper secondary school. The material was collected through semi-structured interviews and were performed with a total of eight teachers. The following investigated questions are: “How do teachers describe that they implement their teaching to reduce sedentary?” and “What opportunities and obstacles do teachers describe that exist to include health-promoting activities in their teaching?” The analysis of the results came from a conventional qualitative content that provided two main categories that answer the purpose. Starting point of the theoretical study is SOC and sociocultural theory. The result of the study is that the most common pedagogical way of reducing sedentary on students is some short and simple movement of breaking during the lessons. Besides short movement breaks, teachers also applied brain-break, walk and talk and outdoor lessons. On the other side, there are limitations on the teachers' knowledge and skills regarding different pedagogical ways of reducing sedentary. Movements in the classroom bring benefits according to teachers. Students become more alert, concentration increases, which leads to improved learning ability. The conclusion is that teachers have the opportunity to use pedagogical working methods outside of lessons planning if the interest and knowledge are available. / Skolan är en arena där barn och ungdomar tillbringar mycket tid och där det sker en hel del stillasittande. Dagens ungdomar blir alltmer stillasittande i takt med att deras ålder stiger. Detta ökar risken för bland annat hjärt- och kärlsjukdomar, diabetes typ 2, depressioner, övervikt och fetma. Syftet med denna studie var att beskriva vilka olika pedagogiska arbetssätt lärare tillämpar för att minska stillasittandet hos gymnasieelever. Materialet samlades in genom semistrukturerade intervjuer som genomfördes med totalt åtta lärare. Följande frågeställningar som undersöks är: ”Hur beskriver lärarna att de genomför sin undervisning för att minska stillasittande?” samt ” Vilka möjligheter och hinder beskriver lärarna att det finns för att inkludera hälsofrämjande aktiviteter i undervisningen?”. Analysen av resultatet framkom utifrån en konventionell kvalitativ innehållsanalys som gav två huvudkategorier som besvarar syftet. Studiens teoretiska utgångspunkt är KASAM och sociokulturell teori. Resultatet som studien fick fram är att det vanligaste pedagogiska arbetssättet för att minska stillasittandet hos eleverna är någon form av korta och enkla rörelsepauser under lektionstiden. Utöver korta rörelsepauser tillämpade även lärarna brain-break, walk and talk och utomhuslektioner. Däremot finns det begränsningar i lärarnas kunskap och kompetens om olika pedagogiska arbetssätt för att minska stillasittandet. Flertalet lärare påpekade att det finns många fördelar med rörelse i klassrummet. Eleverna blir piggare, koncentrationen ökar vilket i sin tur leder till en förbättrad inlärningsförmåga. Slutsatsen vi kan dra av vår studie är att det går att förutse att lärare har möjligheten att använda sig av olika pedagogiska arbetssätt utanför lektionsplaneringen om intresset och kunskapen finns.

The general view among researchers is that a well-functioning democracy rests in the handsof the political behaviour of citizens. In this behaviour, political interest is one of thecornerstones. Thus, there are reasons to regard it as a threat to democracy when young peopletend to have ever-lower levels of political interest. Therefore, to know how interest couldincrease, there is a need to know where it comes from and why it differs. There is yetuncertainty regarding this, notably since political interest as a concept rarely is used as adependent variable. Consequently, this thesis was aimed to explain why political interestdiffers among upper-secondary school students in Sweden. The focus was on the two types ofnational programmes, political socialization and socio-economic background. The findings of survey data (N=398) suggest that the average youth has low levels of politicalinterest. As hypothesized, there are, on average, higher levels of political interest amongstudents in preparatory academic programmes compared to vocational programmes. Alonethough, this pattern cannot explain variations of interest. Instead, agents of politicalsocialization have strong explanatory power, in particular friends and media. Also, family dohave a direct effect on political interest. However, this relationship appears to be dependent onsocio-economic background. The school as a political socialization agent cannot explaindifferences in political interest.

This study focuses on an analysis of textbooks in religious studies for the upper secondary school in Sweden. In the Swedish curriculum Christianity has a special importance even though school should be non-confessional in Sweden. Since Sweden today does not have a central authority that reviews textbooks, it is instead up to the individual schools to analyze and review their teaching materials and the authors of textbooks need to base their textbooks on their own interpretation of the curriculum. The study aims to explain whether we can find a typical Swedish textbook discourse and if so how it relates to the curriculum's wording about Christianity’s special importance. Furthermore, what potential impact the author’s interpretation of this special importance could have on the equivalence in Swedish religious studies in upper secondary school and how it potentially could lead to a discourse of Christian exceptionalism. The analysis of the textbooks is based on Fairclough's critical discourse analysis both as a theory and as a method of analysis. The findings indicate that there is a Swedish textbook discourse that values western traditions over eastern traditions of Christianity and often equates Protestantism with the Church of Sweden.

The main aim of this study is to investigate Swedish upper secondary school students’ awareness of and attitudes to varieties of English, especially with a focus on accents. Based on a survey with both open-ended and closed questions, this study is both qualitative and quantitative. The questionnaire was distributed digitally to several teachers at three upper secondary schools in Sweden, one school in Eskilstuna and the other two in Stockholm. The number of participants in total was 88. The results revealed that the students were aware of several varieties of English, but the most known varieties were American, British, Irish and Indian English. Furthermore, the students were enthusiastic about both American and British English, but American English was the most common. In addition, the majority of the students believed that it was essential to learn about varieties of English in school and that American, British and Canadian were the most important varieties to learn about. In conclusion, the students have a general awareness of and an openness to linguistic variation, as well as being positive towards learning about different varieties of English in school.

The possible benefits of digital games for English language learning and teaching have received increasing attention in recent years as more research shows that digital games can affect students’ learning and motivation within formal education. A great deal of the integration of digital games in school contexts depends on the attitude of teachers and students. The aim of this study is to investigate upper-secondary teachers’ and students’ attitudes toward digital games in the English language classroom in a Swedish context. Additionally, this study will also examine teachers’ and students’ views regarding the effects of using digital games for learning English. This is a mixed-method study, where semi-structured interviews and online surveys were conducted by participants from Uppsala, Gävleborg and Dalarna. 106 students and 11 teachers responded to the online survey, and 3 teachers participated in the semi-structured interview. The results found in this study confirm the findings from the majority of previous studies. Teachers and students are generally positive toward digital games in English language learning, and they see potential effects of using games in class. However, teachers find it difficult to implement digital games due to different obstacles, such as preparation time, lack of knowledge, and finding quality games.

The aim of this study is to contribute to the understanding of intergenerational touch within dance education in upper secondary schools in Sweden, focusing on contact improvisation. In this study, interviews with dance teachers in four upper secondary schools have been used to examine teachers' ideas and choices regarding intergenerational touch in contact improvisation through idea analysis. This study explores how teachers relate to the no-touch discourse and the domain-specific ideology within the contact improvisation movement. It also examines what an ethical approach to intergenerational touch in contact improvisation within upper secondary education could be. The study shows that some strategies teachers use in relation to intergenerational touch could function to downplay or adapt to the no-touch discourse, but no causality can be proven. There is also a proximity between some strategies and the domain-specific ideology within the contact improvisation movement. An ethical approach to intergenerational touch requires teachers to be aware of influences from different idea systems and to be reflexive regarding their own history and basic assumptions. It also requires teachers to get to know their students well and be sensitive to them in every moment.

Streaming video services have been ingrained into everyday life among Swedish teens, and the media content is often considered to benefit English language learners. The present study aims to verify that elevated English language proficiency and avid consumption of online streaming media appear synchronously in upper secondary school students. This is done by gauging online streaming media habits in students enrolled in a Swedish upper secondary school using a questionnaire, and then employing Pearson correlations to investigate the strength of the relationship between this data and student scores on a provided test of receptive vocabulary. Some attention is given to the effect of subtitle language choice on the viewer, as well as giving a brief summary of extramural English. The results are that there were found to be mostly weak correlations of low significance between test scores and online streaming media-use. The discussion links the predominantly weak correlations and significance values to previous studies about frequent multitasking occurring while participants are watching audiovisual media at home. Some space is given to a suggestion on how to adapt the present methodology to upper secondary schools to enable active teachers to explore how their English learners consume audiovisual streaming media and how this may relate to language proficiency. The study concludes that more research is needed to form a more accurate view of the relationship between watching online streaming audiovisual media and improved English language proficiency, and that further investigations should be of greater magnitude and breadth in both sampling as well as what demographic data is gathered.

2011 kom en ny läroplan för gymnasieskolan och med den nya kursplaner. I kursplanen för svenska 2 skrivs det explicit ut att både kvinnliga och manliga författarskap skall behandlas. Detta var en ny formulering jämfört med den tidigare kursplanen för svenska B som endast specificerar att författarskap skall behandlas. Denna studie undersöker ett läromedel ur var kurs för att avgöra om det finns exempel på språklig sexism i dessa på både en lexikal nivå och en diskursnivå samt hur många kvinnliga och manliga författare som blir omnämnda och behandlade. På den lexikala nivån undersöks hur kvinnor och män namnges, könsneutrala och könsspecifika substantiv, adjektiven kvinnlig och manlig och könsneutral användning av pronomen. På diskursnivå undersöks hur kvinnliga och manliga författare beskrivs utifrån deras utseende och relationer. Det görs både en kvantitativ och en kvalitativ analys av de ovannämnda språkliga företeelserna. Studien finner att det finns ett ojämnt språkbruk i materialet som pekar mot språklig sexism. Detta visar sig främst i hur kvinnliga och manliga författare namnges, beskrivs utifrån sina relationer samt att kvinnorna i materialet blir markerade i högre grad än männen. / In 2011 a new curriculum for Swedish upper secondary school was created. In the syllabus for Svenska 2 it is made explicit that both female and male authors should be addressed which was not the case for the syllabus for Svenska B. The syllabus for Svenska B only states that important authors should be addressed with no mention of the genders of the authors. This study examines a textbook created for each course in order to determine whether there are examples of linguistic sexism in these. This examination is performed at both a lexical level and a discourse level as well as an examination of how many female and male authors that are mentioned and discussed in the material. At the lexical level the naming practices of women and men are examined as well as generic and gender specific nouns, the adjectives kvinnlig and manlig and generic use of pronouns. At the level of discourse descriptions of female and male authors appearances and relations are examined. A quantitative and qualitative method of analysing the above-mentioned linguistic features is employed. The study concludes that females and males are written about differently which indicates examples of linguistic sexism. This is mainly expressed in the way females and males are named in the material, descriptions of their relations and the fact that women in the material are marked to a higher extent than men.

This essay aims to investigate representation and diversity in novels used in the English teaching inupper secondary school, and whether teachers take representation into account when choosing whatnovels to work with. A web survey was used to ask 71 teachers of English open questions regardingwhat novels they use in their teaching and why. The results demonstrate that the majority of the usednovels depict normative protagonists and settings, although there is some diversity and representationof different genders, races, ages, abilities and settings. It is also shown in the results that the majorityof the responding teachers do not think about representation when choosing what novels to workwith, while some respondents do indicate that they take aspects of representation into account. Theresults are discussed by drawing on ideas about representation, diversity and an intersectional genderpedagogy from Rudine Sims Bishop and Nina Lykke. / Denna uppsats syftar till att undersöka representation och mångfald i romaner som används iengelskundervisning i gymnasiet, samt om lärare har representation i åtanke när de väljer vilkaromaner de skall arbeta med. En webbenkät användes för att fråga 71 engelsklärare öppna frågorangående vilka romaner de arbetar med och varför. Resultatet visar att en majoritet av användaromaner skildrar normativa protagonister och miljöer, även att det finns viss mångfald ochrepresentation av olika kön, etniska tillhörigheter, åldrar, funktionsvariationer och miljöer. Det visarsig även i resultatet att majoriteten av responderande lärare inte har representation i åtanke när deväljer vilka romaner de skall arbeta med, medan några respondenter indikerar att de tar hänsyn tillaspekter av representation. Resultaten diskuteras med hjälp av idéer om representation, diversitet ochintersektionell genuspedagogik från Rudine Sims Bishop och Nina Lykke.

The aim of this thesis is to analyze how the film Freedom Writers, released in 2007 anddirected by Richard LaGravenese, reflects on the topic of racism. The analysis is based on twoof the key tenets of Critical Race Theory, “Whiteness as Property” and “Commitment to SocialJustice”, which are used as analytical tools. Furthermore, the analysis also includes RacialIdentity Development Theory, which represents different stages of development as people beginto define themselves in relation to others. This thesis further evaluates pedagogical implicationsin connection to the analysis of Freedom Writers and Critical Race Theory. The results showthat racism is depicted in Freedom Writers through the concept of Whiteness as Property, andthe differences between white characters and characters of color are significant due to theirdifferent views on social justice. In addition, the results show that Freedom Writers may serveas a thought-provoking resource to use in the Swedish EFL classroom to create awareness aboutand discuss the importance of aspects such as racism, empowerment, and social justice in theworld and with regard to the students’ own knowledge.