Thesis (M.Ed.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves 70-77). Also available in print.

A veiled space - Ideological Images of Society in Swedish Compulsory School Civics Lars Sandin  This study deals with the ideological dimension of education in the Swedish compulsory school [grundskolan]. By focusing on the images of the social world which are configured in the content of education, the study pays attention to the reproduction of an ideological dimension which is latent in our social imaginary. The theoretical problem was formulated as a question about if, and in what form, critical knowledge content is offered as part of the reproduction of the social imaginary that takes place in education. The empirical aim was to interpret the images of society configured in policy documents and teaching practice in compulsory school civics [samhällskunskap] with regard to how the differentiation of social space appears in these images. A hermeneutic approach was used. In the first of the two parts of the study, a number of policy documents – curricula and syllabi – were interpreted. In these documents, the differentiation of social space was found to be made visible selectively. The gender dimension and the dimension termed “cultural diversity” were highlighted, while the link between social differences and the uneven distribution of resources could only be glimpsed sporadically. A clear pattern of individuality could also be interpreted. The second of the two parts of the study was designed as a multiple case study. In this, the teaching of two teaching contents in civics, politics and economics, were studied as two separate cases. Three different images of society could be interpreted: a rationalist, a functionalist and a socio-political image. Of these, only the socio-political image offered a transparent view into the differentiated social space. However, the socio-political image was given a weak and unclear legitimacy in the teaching. The dominance of the rationalist and functionalist images were related to traditions that embed the teaching of civics. In the discussion the results from the two parts of the study were taken together and related to the problem. Among other things, the results were interpreted as an example of a conflict between contemporary reproduction and historical reproduction in education.

This diploma thesis deals with the topic of "Family in the classes of fundaments of civics and natural science at the 1st level of primary school". Among the main aims of this study is to determine teachers 'awareness of pupils' families, as to which difficult situations they usually encounter in practice and how the teachers present the given topic in the classes of fundaments of civics and natural science and besides in the context of various family forms build-up. The thesis is divided in two parts. In the first, theoretical part, I'm trying to explain the school subject of fundaments of civics and natural science, to briefly characterize a family with its evolution from prehistorical to recent times, while also mentioning an overview of demographic changes related to this field. The second, practical part brings results of a mixed methods research carried out among teachers at the 1st level of primary school. Questionnaire and interview method was used for research survey.

This thesis deals with global topics teaching analysis at the second grade of primary school. It presents basic features of this issue in Frame education programme as well as in chosen methodology by Human in emergency Bohouš a Dáša: Dáša at the world marketplace. The thesis is divided into eight chapters. It also contents an own survey based on qualitative research (dialogues with teachers) within a particular school case study. There are activities developed on the grounds of the survey results that Civics and related subjects teachers may use. These fulfill some Frame education programme expected performances and particular overview topics.

This diploma thesis deals with the use of interactive whiteboards in the second grade primary Cicics lessons. The theoretical part focusees on the general approach to interactive whiteboard and their significance in the Framework Educational Programe; the importance, principle and features of interactive whiteboards. A key part of interaktiv whiteboards is also their technology and available programmes for teaching. Texttbooks are another Essentials part especially in these case so-called interactive textbooks. The practical part analyse the questionnaires which serve to evaluace the importance of interactive teaching, its advantages and disadvantages in teching Civics.

Textbooks are one of the main resources often used in Swedish primary schools. The aim of this study is to analyse how democracy is presented in four textbooks in the subject civics. In addition, the research project aims to analyse how the content of the textbooks align with thecurriculum content for primary schools in the subject civics for grades 4-6. This study is governed by two research questions which are: In what way is democracy presented in four civics textbooks used in grades 4-6? And To what extent is the content of the textbooks aligned with the curriculum content that concerns democracy in the subject civics for grades 4-6? These questions are explored through a theoretical framework which presents democracy in two perspectives, namely them aximal and the minimalist perspective. To understand how democracy is portrayed in four civics textbooks, a qualitative content analysis model has been used. By using a content analysis, an insight is gained into how democracy aligns with the curriculum content of the subject civics and which democracy perspective is highlighted in each textbook. The first result of this study show that three out of four textbooks present democracy only in accordance with the minimalist approach. However, one textbook not only promotes aspects of democracy linked to the maximalist perspective, but also those connected to the minimalist perspective.The second resultof this study indicates that the analysed textbooks present democracy as outlined in the relevant section of the curriculum for the subject civics.

M.Ed. (Educational Psychology) / Please refer to full text to view abstract

This study focuses on, and explores the curriculum content and resources used when teaching on the European Union (EU) and EU-questions within civics education at lower secondary level in Sweden. The research findings have been examined from a ‘best practice’ perspective in relation to subject matter which is seen as positive in the context of political participation. The content, which includes polity, policy and politics, has together with an approach to treat the content as domestic politics, been viewed as a successful model leading to political participation. In order to assess to what extent the taught content facilitates pupils political participation, the EU content taught at lower secondary education is compared to national politics. In addition, as it can be expected to have an impact on what is taught, the context and actual content what is taught about EU and national politics is also compared. The results, based on information and findings collected through questionnaires and semi-structured interviews with teachers from six different municipalities show that EU education does not compare well when contrasted against the educational content taught in relation to national level polity, policy and politics. The curriculum content taught on the EU illustrates primarily that it is the polity dimension which is dominating whereas all EU education is framed more as foreign policy politics rather than as part of domestic politics. Swedish national politics on the other hand, to a larger extent, show signs of the three dimensions and has clear characteristics of domestic politics. The citizen’s ability to influence politics is at the core of education in relation to national politics. However, this does not seem to be the case when it comes to education in relation to the EU. The politics of Swedish political parties advocated at a national level is, for example, explored in detail; however, none or very little of their politics at EU level is addressed. The dominant question, in relation to EU studies, is if Sweden should be a full member of the EU or not. The educational design in relation to national politics comes across as better planned when compared to EU studies. What is brought into the educational content in relation to EU studies depends to a large extent on the context and subject area in which it is being raised.

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M.Litt. et Phil. / The purpose of this study is to determine the need for civic education and the degree to which this need is addressed in Curriculum 2005. (Curriculum 2005 is the new education curriculum, implemented in state schools since 1998.) As a young democracy, one of the challenges South Africa faces is to consolidate democracy. Part of this challenge is to establish a culture of political tolerance. Civic education, implemented in schools, is a method to achieve these goals. In the rationale of Curriculum 2005, it is stated that ". . . the child is given opportunities to grow and develop as an active citizen, contributing constructively to the building of a democratic, non-racist, non-sexist and equitable society." (Foundation Phase: Draft Policy/Phase Document, 1997) Intentionally or unintentionally, Curriculum 2005 appears to be the Department of Education's answer to the need for civic education in South Africa at this stage. The degree to which this need is fulfilled needs to be determined, as well as the shortcomings and where and how it can be improved. For civic education to be successful and effective, broad criteria were identified for the content; the method; the approach; resource materials and teacher education. This study found that there is a fair degree of elements of civic education in Curriculum 2005. There are, however, five main problems that may hinder the effectiveness of civic education. The first is the method. Civic education is not taught as a separate subject, but interwoven in mainly the social learning area. The second obstacle is the content. Thirdly, the majority of teachers who have to teach civic education lack sufficient ability and knowledge, as they did not receive training in this field. A fourth point is the budget constraints. On the one hand time and money is needed to develop a civic education programme, while on the other hand, there are some urgent needs to upgrade and expand physical infrastructure in schools. Lastly, the lack of sufficient and appropriate resource material for teachers, probably poses the single biggest obstacle for the successful implementation of civic education. The Department of Educuation did not provide official textbooks or guidelines, and the sourcing of material for discussion and examples is left to the teacher's own discression. Although there is a clear need for civic education in South Africa, and the intention to fulfil this need seems to be present in Curriculum 2005, the means to achieve this goal are absent. The combination of these five points leads to the conclusion that if the results of civic education could be measured, any form of success and effectiveness in Curriculum 2005, would be nothing more than pure coincidence.