This thesis is based on an exhibition at the county museum Upplandsmuseet in Uppsala, Sweden. During an internship at this museum I got a chance to produce an exhibition, with some guidance from the museum staff. This exhibition was created with the purpose of teaching about agriculture in the late 19th century and also about the magnificent workmanship of Alrik Klingberg, who have carved these wooden objects for over 50 years. Each one of the objects possesses a story and a memory. The memories that Alrik Klingberg has incorporated into the objects are mainly from his childhood at a croft in northern Uppland. Since these memories have an obvious connection with a type of farming that does not exist in present time, it is important that the stories are being told to younger generations. That is why children became the most important target group when creating this exhibition. One effort to strengthen the pedagogy for A life with sculptures was to locate the exhibition near the children’s corner where a lot of families spend their time during the museum visit. During the project I have been forced to realise that the original idea needed to be formed along the changeable process. Everything did not go as planned which, according to my conclusion, is something that belongs within the process. Learning by doing – a standing quotation at the Institution for ABM. In this thesis the process from idea to final exhibition will be described. This one year master’s thesis is a report concerning exhibition techniques, pedagogic tools and the making of an exhibition with personal objects that reveals a story about someone’s life.

Troligen Uppsala universitets äldsta tryckta avhandling.

The purpose of this essay is to illustrate, by using history didactic concepts and the history of timber rafting on the Klarälv, the role of local history in school context. To achieve my aim and to broaden the essay four teachers were interviewed and a survey was conducted among high school pupils. The information on the subject has been gathered through literature on timber rafting and by an interview with a raft man. Literature was also used for obtaining information regarding history didactics.   Through Värmland flows the longest river in Sweden, Klarälven, which for over 400 years was used for the transportation of timber. The extensive work that was timber rafting, affected all of Sweden and vice versa. It gave rise to work opportunities and created a growing ground for industry along the river. Preserved memories of log-floating tell of a bygone era which mustn't be lost. The task of schools is to pass this knowledge on to future generations in order to preserve the history of an important part of the Swedish cultural heritage.   The result shows that timber rafting isn't paid much attention during history classes in school. Since history is such a broad subject, some things are considered too narrow to be properly introduced. The history subject is the largest of the SO subjects due to its permeating nature, and by furthering the cross-subject cooperation students are aided in their cognitive development as they should compare and analyse from four perspectives rather than one. As well, teachers consider themselves having a greater freedom in grading when combining the four SO subjects. Local history represents only a small part of the total education, but is ought to be paid greater attention as it provides the students with a greater ability to see patterns on a global level.

The essay explores nationalism in the curriculum of the swedish school from 1878 to 1994. The text has been undertaken an analysis in three levels of discourse based on Norman Faircloughs critical language analysis. The first level is the text, the second is types of discourses and the third is order of discourse. The nationalism in the curriculum has been related to three nationalistic types of discourses, derived from earlier studies on Swedish nationalism. They are conservative nationalism, “folkhemsnationalism” and contemporary nationalism. These discourses are related to Antonio Gramscis theory on hegemony and power in the capitalist society witch covers the order of discourse level of the analysis. Nationalism is then viewed as an ideology to maintain status quo and that the discursive changes are the result of an hegemonic negotiation between dominant and subaltern.  The study shows how an conservative nationalism dominates in the curriculum from 1878 and 1919. There is some signs of the “folkhemsnationalism” in 1919 but it is not until 1955 that it becomes dominant. The contemporary nationalism is a less clear category than the earlier kinds. It is existing in 1969, then there is a movement backwards in the 1980 before the contemporary nationalism becomes dominant in 1994.

En undersökning genomförs av de större företagen inom svensk kärnkraftindustri efter ca. 1990, främst med avseende på ändringar i företagens ägande och marknadspositioner. Undersökningen omfattar såväl kärnkraftverken och deras ägare, kraftbolagen, och kärnkraftverkens huvudleverantörer av kärntekniska produkter. Stora förändringar påvisas till följd av ny lagstiftning och nya marknadsvillkor (internationalisering)

Människors val och beslut har alltid fascinerat mig. Hur är det möjligt att vissa beslut och val kan te sig fullständigt ologiska och oförväntade medans andra val och beslut kan man nästan säga är förutsägbara? Vad är det jag känner igen och inte känner igen och varför?  Är det för att jag tillhör samma kön? Eller är det för att jag är från en annan kultur med andra värderingar och normer? Har vi samma genetiska bas med identiska uttryck och förhållande? De dogmer och förklaringar som finns och existerar i vår närvaro rörande varför vi gör våra val och beslut har länge för mig känts som ett distanserat och främmande sätt att se mänskligheten. Därför har jag beslutat att försöka fördjupa mig i ämnet genom att titta på och jämföra några av de religiösa, filosofiska och naturvetenskapliga teorierna och där hitta en möjlig förklaring som kan ge mig en större insikt i varför jag väljer som jag gör och du väljer som du gör. Är det en allvetande agent som har betydelse inför våra val? Är det samhället och kulturen vi lever i som spelar roll? Är det mitt genetiska arv? / People´s different ways of taking decisions and making choices has always intrigued me.  Some people´s choices seems perfectly logic to me and others choices makes no sense at all. In this essay I will look upon some of the theories of theology, philosophy and natural science about how and why we make our choices. Are our choices based on nature or nurture? Are we always free to choose? Is there a free will? Or are we actually controlled by something greater?

Mitt arbete tog sitt avstamp utifrån en aktionsinsats i mitt arbetslag, där vi tyckte oss se att värdegrunden hos våra elever inte längre var självklar och att de uppvisade tecken på intolerans och brist på empati osv. Syftet med mitt arbete var att se vilka effekter en intervention med filosofiska samtal kunde ha på elevernas samtals- och argumentationsförmåga, samt för deras förståelse för värdegrundsfrågor. Frågeställningarna handlade om vilken effekten var enligt ett metodverktyg för samtal, enligt eleverna själva, samt utifrån mina egna observationer. Eleverna gick i årskurs 7 och jag använde mig av semistrukturerade pre- och postgruppintervjuer, observationer enligt the Argumentation Rating Tool (ART), samt mina egna fältanteckningar utifrån observationerna. Samtalen pågick under vårterminen 2019 och genomfördes vid 10 tillfällen. Jag kom fram till att de filosofiska samtalen hade haft god effekt på elevernas sätt att argumentera och samtala, både enligt elevernas egen uppfattning, bedömningarna i ART och mina egna fältanteckningar av observationer, trots den begränsade tid de pågick. Elevernas förmåga att samtala kring värdegrundsfrågor hade också utvecklats, vilket tyder på en större förståelse för demokratibegreppen, än innan interventionen.

<p>Under 1960- och 1970-talen utvecklas svensk socialpolitik starkt och sysselsättningsgraden stiger markant. Allt fler kvinnor börjar lönearbeta och hemmafrubegreppet luckras upp och försvinner mer eller mindre på ett decennium. Begreppet jämställdhet etableras i den politiska debatten och introduceras även för första gången i läroplan för grundskolan 1969.</p><p>Den här samhällsutvecklingen märks mycket tydligt i läromedlen för mellanstadiet och på bara drygt tio år sker en enorm förändring. Från att vara starkt präglade av hemmafruidealet samt tydligt normativa vad gäller särskiljandet på pojkars och flickors egenskaper och intressen, till att mer eller mindre vara helt könsneutrala vad gäller de arbeten, utbildningar och fritidsintressen som illustreras och beskrivs i läroböckerna.</p><p>Ändå visar det sig att utvecklingen i läroböckerna är något släpande i förhållande till den samhällspolitiska utvecklingen i stort. Detta kan bero på att läromedel ofta har en lång produktionstid och således tenderar att hålla fast vid gamla normer och fördomar längre än vad den samtida samhällsdebatten anger.</p>

<p>The purpose of this essay is to try and bring clarity to the question, what is Chick Lit and which factors make it so popular. My thesis  endeavors to explain that it is not only the promise of light entertainment that draws the reader, but also the possibility that in an easy way they can read about existential questions such as self-development  and life -choices.</p><p>As well as mapping out Chick Lit´s specific characteristics, followed by previous research on the subject and the litterateur’s history, I have found it interesting to discuss the female characters, their personalities and life choice’s against a backdrop of existentialistic philosophy.</p><p>In my research of this form of literateur I have discovered that chick lit often deals with existential universal problems, and that in order to be entertaining these books must contain a serious element.</p>

<p>The aim of this thesis is to analyse and problematize the concept of culture and its changes during the 1960s. By examining articles out of the periodical Ord&Bild 1962-1972, I show how an aesthetically marked concept, closely related to the concept of art, changes into an anthropological perspective where attention is drawn to the social, economical, political and ideological aspects. This change is viewed in relation to the works of three prominent cultural theorists from the 1960s: Raymond Williams, Marshall McLuhan and Herbert Marcuse.</p><p>The change that the concept of culture undergoes can be illuminated in several ways. Epistemologically questions of art, its objectivity and relation to reality, are replaced by questions of the function of art and of its role as reproducing ideas and norms of a bourgeois society. Economical and social aspects are used as critical factors in discussing the role and conception of culture, a perspective that gives the discussion a political and ideological edge. Another related track of change is that attention is brought to the relationship between culture as norms and values and culture as art, also known as “high culture”. This means that the idea of an universal culture is criticized for its excluding tendencies. By the end of the decade, the concept of culture has lost its universal meaning and is, among other things, used to endorse and emphasize a specific identity. Culture is key concept in a critical discussion about society and is also seen as a way of changing this society. Culture can then be viewed as a “concept of struggle”.</p><p>The change that the concept of culture goes through is related to changes in the society as a whole, as well as to underlying ideas and visions about the society. The change must not be understood as a consequence of the political escalation during the 1960s, but is to be seen as a development parallel to this radicalization of society.</p>