<p>This study is grounded in an interest in the Swedish Upper Secondary Schools’ role as an educator of democratic citizens, with a specific interest in the moral and cognitive development of Upper Secondary School students. Development in these two areas is treated as results of citizenship education.</p><p>The purpose of the study is to examine moral and cognitive development of students in Upper Secondary School to see if there are any structural differences to be found between the Upper Secondary School programs that are vocationally oriented and the programs that are preparing for further studies on higher levels – since these differences have been both theoretically and empirically implied. The study is based on an enhanced version of Lawrence Kohlberg’s stages of moral development (with teachers’ evaluations of students’ capacity as a reference point of the students’ actual level of moral development) as well as on Kieran Egan’s theory of development through the use of cognitive tools (as seen in five different “shapes of understanding”). There is also a specific interest in how the teachers’ evaluations of the students’ development in the two areas mentioned coincide. The study has been carried out in the shape of an electronic questionnaire sent to Upper Secondary School teachers in Stockholm.</p><p>The results showed that there were great differences between the evaluations made by teachers working in vocationally oriented programs and by teachers working in programs preparing for further studies on higher levels. Generally, teachers working in programs preparing for further studies on higher levels estimated that their students had a capacity greater than average, whileteachers working in vocationally oriented programs estimated that their students had a capacity below average. Teachers working in “theoretical” programs to a larger extent estimated that their students had a use of cognitive tools which was to be expected from their age, while teachers working in vocationally oriented programs to a larger extent estimated that their students had a use of cognitive tools which could be expected from students not yet fully capable of reading and writing. The results also showed that the groups of students who were said to use cognitive toolsexpected from their age at the same time were estimated to have a relatively low level of capacity.</p>

<p>This paper is about skiing and Swedish nationalism during the late 19th century and early 20th century. The aim is to investigate why skiing was considered so eminently suited for the incorporation of certain ideals in the national fellowship.</p><p>The paper accounts an analyse of texts and documents about Swedish skiing from 1897-1924. Skiing was a nationalistic concern from the very beginning of this period. It was connected to heartfelt feelings towards the Swedish nature, the patriotic upbringing of the youth, as well as the health of the nation. Over the years skiing also became an increased object of sportification. The competitions were popular, and the nationalistic propagandists saw the contests as means to popularize the sport. Thereby they also hoped to attract attention to the national ideals which skiing was associated with – deep feelings for the nature, a strong youth suitable for military service, and a healthy population.</p><p>Reserachers interested in the history of Swedish sport, often understand the sportification as a gradual dissociation from the nationalistic ambitions. They admit that sports, especially skiing, was influenced by patriotic ideas. But when skiing became a larger object of competition, an ideology of competition gradually replaced the nationalistic strivings.</p><p>This paper understands skiing as an invented tradition, according to Eric Hobsbawm’s <em>The Invention of Tradition</em>. An invented tradition shows a formalization and ritualization of a practice. The healthy skiing in the magnificent Swedish nature, is in this paper understood as the ritualized part of the tradition, while the competitions are seen as the formalized part.</p><p>By understanding skiing as an invented tradition, this paper shows that an increased interest for competitions, and the establishment of an ideology of competition, by no means replaced the efforts influenced by a nationalistic ideology. Nationalism and the ideology of competition did not exclude each other. They both existed within the same tradition, a tradition which reflects the strivings of this historic period.</p><p>Skiing was eminently suitable for the incorporation of certain national ideals in the national fellowship: Skiing communicated the ideals of the nation, and the competitions gained interest for this sport and the ideals it was associated with. The increased interest for competitions represented an increased efficiency in the nationalistic strivings.</p>

This paper is about skiing and Swedish nationalism during the late 19th century and early 20th century. The aim is to investigate why skiing was considered so eminently suited for the incorporation of certain ideals in the national fellowship. The paper accounts an analyse of texts and documents about Swedish skiing from 1897-1924. Skiing was a nationalistic concern from the very beginning of this period. It was connected to heartfelt feelings towards the Swedish nature, the patriotic upbringing of the youth, as well as the health of the nation. Over the years skiing also became an increased object of sportification. The competitions were popular, and the nationalistic propagandists saw the contests as means to popularize the sport. Thereby they also hoped to attract attention to the national ideals which skiing was associated with – deep feelings for the nature, a strong youth suitable for military service, and a healthy population. Reserachers interested in the history of Swedish sport, often understand the sportification as a gradual dissociation from the nationalistic ambitions. They admit that sports, especially skiing, was influenced by patriotic ideas. But when skiing became a larger object of competition, an ideology of competition gradually replaced the nationalistic strivings. This paper understands skiing as an invented tradition, according to Eric Hobsbawm’s The Invention of Tradition. An invented tradition shows a formalization and ritualization of a practice. The healthy skiing in the magnificent Swedish nature, is in this paper understood as the ritualized part of the tradition, while the competitions are seen as the formalized part. By understanding skiing as an invented tradition, this paper shows that an increased interest for competitions, and the establishment of an ideology of competition, by no means replaced the efforts influenced by a nationalistic ideology. Nationalism and the ideology of competition did not exclude each other. They both existed within the same tradition, a tradition which reflects the strivings of this historic period. Skiing was eminently suitable for the incorporation of certain national ideals in the national fellowship: Skiing communicated the ideals of the nation, and the competitions gained interest for this sport and the ideals it was associated with. The increased interest for competitions represented an increased efficiency in the nationalistic strivings.

This study is grounded in an interest in the Swedish Upper Secondary Schools’ role as an educator of democratic citizens, with a specific interest in the moral and cognitive development of Upper Secondary School students. Development in these two areas is treated as results of citizenship education. The purpose of the study is to examine moral and cognitive development of students in Upper Secondary School to see if there are any structural differences to be found between the Upper Secondary School programs that are vocationally oriented and the programs that are preparing for further studies on higher levels – since these differences have been both theoretically and empirically implied. The study is based on an enhanced version of Lawrence Kohlberg’s stages of moral development (with teachers’ evaluations of students’ capacity as a reference point of the students’ actual level of moral development) as well as on Kieran Egan’s theory of development through the use of cognitive tools (as seen in five different “shapes of understanding”). There is also a specific interest in how the teachers’ evaluations of the students’ development in the two areas mentioned coincide. The study has been carried out in the shape of an electronic questionnaire sent to Upper Secondary School teachers in Stockholm. The results showed that there were great differences between the evaluations made by teachers working in vocationally oriented programs and by teachers working in programs preparing for further studies on higher levels. Generally, teachers working in programs preparing for further studies on higher levels estimated that their students had a capacity greater than average, whileteachers working in vocationally oriented programs estimated that their students had a capacity below average. Teachers working in “theoretical” programs to a larger extent estimated that their students had a use of cognitive tools which was to be expected from their age, while teachers working in vocationally oriented programs to a larger extent estimated that their students had a use of cognitive tools which could be expected from students not yet fully capable of reading and writing. The results also showed that the groups of students who were said to use cognitive toolsexpected from their age at the same time were estimated to have a relatively low level of capacity.

<p>Syftet med studien är att undersöka och belysa synsätt på datoranvändandet som pedagogiskt verktyg i förskolan ur pedagog-, barn-, föräldra- samt skolledarperspektiv, det vill säga ur olika aktörers perspektiv. Forskning om datoranvändande i förskolan är marginell, varför ambitionen med studien är att i någon mån bidra till kunskap inom området. Ljung-Djärfs avhandling Spelet runt datorn - datoranvändande som meningsskapande praktik i förskolan har använts som inspirationskälla då delar av hennes resultat har legat till grund för våra frågeställningar: Vilken syn har aktörerna på datorn som ett pedagogiskt verktyg i relation till andra förekommande aktiviteter? Hur ser aktörerna på datorns tillgänglighet som val i förskolans verksamhet? Hur uppfattar aktörerna datorns relevans som pedagogiskt verktyg i förskolans verksamhet? Studien har en kvalitativ ansats i form av en fallstudie och har genomförts på en förskola i Mellansverige med hjälp av intervjuer, enkäter samt observationer. Resultatet pekar på tre synsätt på datoranvändandet som pedagogiskt verktyg i förskolan – en kompletterande aktivitet, en konkurrerande valmöjlighet och ett verktyg i lärande. Det förefaller som att datorn inte anses vara högt prioriterad i förskolans verksamhet. Andra aktiviteter, värden och behov, såsom språkutveckling och utevistelse, värderas högre. En slutsats är att aktörernas synsätt präglas till stor del av en omsorgsrationalitet. Avslutningsvis diskuteras betydelsen av en gemensam grundsyn hos aktörerna gällande hur datorn som pedagogiskt verktyg kan användas i förskolans verksamhet.</p> / <p>The purpose of this study is to explore and illuminate opinions to computer use as educational tools in pre-school from pedagogues, children, parents and school principal perspective, ie from different participant perspectives. Research on computer use in pre-school is marginal, so the ambition of this study is to some extent contribute to knowledge in this area. Ljung-Djärfs (2004) dissertation has been used as a source of inspiration as part of her performance has been the basis for our questions: What opinion do participants have about the computer as a pedagogical tool related to other activities? What opinion do participants have about the computer as a free choice in the pre-school activities? What opinion do the participants have about the computers’ relevance as an educational tool in the pre-school activities? The study has a qualitative approach in the form of a case study and was conducted at a pre-school in central Sweden with the help of interviews, surveys and observations. The results suggest three approaches to computer use as educational tools in pre-school - a complementary activity, a competing option, and a tool of learning. It appears that the computer is not considered high priority in the pre-school activities. Other activities, values and needs, such as language development and outdoor activities, are valued higher. One conclusion is that the views are characterized largely by a caring rationality. Finally it discusses the importance of a common view among the pedagogues in how the computer as an educational tool can be used in the pre-school activities.</p>

Syftet med studien är att undersöka och belysa synsätt på datoranvändandet som pedagogiskt verktyg i förskolan ur pedagog-, barn-, föräldra- samt skolledarperspektiv, det vill säga ur olika aktörers perspektiv. Forskning om datoranvändande i förskolan är marginell, varför ambitionen med studien är att i någon mån bidra till kunskap inom området. Ljung-Djärfs avhandling Spelet runt datorn - datoranvändande som meningsskapande praktik i förskolan har använts som inspirationskälla då delar av hennes resultat har legat till grund för våra frågeställningar: Vilken syn har aktörerna på datorn som ett pedagogiskt verktyg i relation till andra förekommande aktiviteter? Hur ser aktörerna på datorns tillgänglighet som val i förskolans verksamhet? Hur uppfattar aktörerna datorns relevans som pedagogiskt verktyg i förskolans verksamhet? Studien har en kvalitativ ansats i form av en fallstudie och har genomförts på en förskola i Mellansverige med hjälp av intervjuer, enkäter samt observationer. Resultatet pekar på tre synsätt på datoranvändandet som pedagogiskt verktyg i förskolan – en kompletterande aktivitet, en konkurrerande valmöjlighet och ett verktyg i lärande. Det förefaller som att datorn inte anses vara högt prioriterad i förskolans verksamhet. Andra aktiviteter, värden och behov, såsom språkutveckling och utevistelse, värderas högre. En slutsats är att aktörernas synsätt präglas till stor del av en omsorgsrationalitet. Avslutningsvis diskuteras betydelsen av en gemensam grundsyn hos aktörerna gällande hur datorn som pedagogiskt verktyg kan användas i förskolans verksamhet. / The purpose of this study is to explore and illuminate opinions to computer use as educational tools in pre-school from pedagogues, children, parents and school principal perspective, ie from different participant perspectives. Research on computer use in pre-school is marginal, so the ambition of this study is to some extent contribute to knowledge in this area. Ljung-Djärfs (2004) dissertation has been used as a source of inspiration as part of her performance has been the basis for our questions: What opinion do participants have about the computer as a pedagogical tool related to other activities? What opinion do participants have about the computer as a free choice in the pre-school activities? What opinion do the participants have about the computers’ relevance as an educational tool in the pre-school activities? The study has a qualitative approach in the form of a case study and was conducted at a pre-school in central Sweden with the help of interviews, surveys and observations. The results suggest three approaches to computer use as educational tools in pre-school - a complementary activity, a competing option, and a tool of learning. It appears that the computer is not considered high priority in the pre-school activities. Other activities, values and needs, such as language development and outdoor activities, are valued higher. One conclusion is that the views are characterized largely by a caring rationality. Finally it discusses the importance of a common view among the pedagogues in how the computer as an educational tool can be used in the pre-school activities.

Syftet med studien var att undersöka fyra förskolepedagogers dagliga möte med barnensvårdnadshavare samt studera kommunikationen i samband med dessa möten. Studien syfte bestod avtvå avgränsningar som undersökte vad i förskolans uppdrag som kommunicerades i det dagliga mötetmed barnets vårdnadshavare samt hur pedagoger inom förskolan uppfattade detta möte ur ettsamverkans- och delaktighetsperspektiv. Studien antog en hermeneutisk ansats vilket genomsyradesåväl studiens genomförande samt analysprocess. Studiens insamlingsmetoder bestod av observationersamt intervjuer. Resultatet visade att förskolans uppdrag ur ett omsorgsfokus får störst utrymme i dendagliga kommunikationen. Vidare framkom det att kommunikation utifrån ett lärandefokus kommer iskymundan. Det fanns även skillnader mellan förskollärares och barnskötares kommunikation avförskolans uppdrag, i och med att barnskötarna dominerade i kommunikation ur ett omsorgsfokussamtidigt som förskolläraren vid samtliga observationstillfällen synliggjorde förskolans uppdrag ur ettlärandefokus. Resultatet synliggör även hur den dagliga kommunikationen skapar förutsättningar förvårdnadshavares möjlighet till delaktighet och inflytande i förskolans verksamhet ur såväl ett omsorgs,fostrans- och lärandefokus. / <p>Betygsdatum 2018-01-05 i Ladok.</p>

The purpose of this study is to determine the role of the history subject in achieving the overall mission of the swedish upper secondary school. This line of inquiry required a mapping of the swedish upper secondary schools mission, followed by determining what goals and missions were expressed in the history subject itself. This was achieved by studying the curriculum of 2011, as well as the documents detailing the purpose and contents of the history subject, including commentary material for said subject. The study utilizes discourse analysis and four structuring themes, democratic-ideological education, democratic-political education, working life preperation and personal development, to study the missions expressed in the curriculum. The results show that while the portions of the curriculum that detail the overall missions and goals of the upper secondary school thoroughly represent all four themes, as well as three additional ones, environmental awareness, historical and geographical contextuality and identity and cultural education, the history subject only covers a total of five themes, excluding the working life preperation and environmental awareness themes. These findings show that while the history subject to a large extent is engaged and immersed in the overall goals of the upper secondary school, it does not carry with it all of them.

In this essay I explore complexity of democratic praxis in compulsory school and after school age-educare. I use reflective writing and set off from a personal story and dilemma with a purpose to gain greater understanding on:  - why I as a teacher seems exclude ore furthermore - perceived as racist -when I set out on praxis democracy and equality. I also aim for a greater understanding in how freedom and upbringing are to be connected in democratic praxis as it seems to be a paradox. The theorizing is based on Michel Foucault and postcolonial theory on power, freedom, racism, and subject positions.  The reflective writing combined with theorizing helps me to gain a greater understanding of the dilemma. I come to realize that I need to take personal responsibility on my actions and create ethical and moral principles against oppression. I also need to be responsive to make changes when needed. By being responsive I will be able to se my shortcomings and therefore make necessary changes when needed. By theorizing I realized that I had not completely knowledge about how to understand racism and therefore I made mistakes. / I denna essä använder jag mig av ett reflekterande skrivande och en tolkande hermeneutisk ansats för att försöka utveckla en förståelse av hur det kommer sig att jag i min praktik som fritidslärare utövar en exkluderande didaktik och ytterligare för att försöka förstå hur fostran och frihet kan tänkas höra samman. Jag utgår från ett dilemma som visar på komplexiteten i att fostra i demokratiska värderingar eftersom det kan upplevas som motsägelsefullt i att fostra i en värdering i relation till en annan. I dilemmat framkommer även att min praktik upplevs som rasistisk trots att jag har intentioner om att förmedla en etik i linje med demokratiska värderingar och allas lika värde.  Min undersökning tog avstamp i ett socialkonstruktivistiskt perspektiv via Foucault och postkolonial diskurs om makt, subjekts positionering och rasism. Detta eftersom jag tänkte mig att fostran kan ses som en subjektiv praktik som syftar till att forma eleverna efter önskade värderingar och för att få syn på hur det kommer sig att jag upplevs som rasist Genom den skrivande reflektionen fick jag syn på och utvecklade min förståelse i relation till dilemmat. Där den ”nya förståelsen ” visade på att jag måste ta ett personligt ansvar och vara lyhörd men också att jag hade en dålig förförståelse kring hur rasism manifesteras. Det jag kom fram till var att jag behöver ta ett personligt ansvar för att formulera en etik och moral som motverkar förtryck och jag behöver vara lyhörd för att få hjälp med att se mina egna tillkortakommanden. Genom att vara lyhörd ges jag möjligheten att kunna korrigera min praktik så att den stämmer överens med min praktik.

This paper critically goes through the sources, the Swedish curricula in music published between 1962 and 2011.Through tools as discourse analysis and deconstruction it derives key expressions, checks for values and possible hierarchies between keywords relating to genre and other emphasized concepts related to the music curricula. The study pays special attention to the position of musical craft and esthetical values in the various documents. A starting point for problematization is Jacques Derrida's expression "monolingualism" where the owner, recipient and purpose of the narrative are made visible. The theoretical perspective consists of political ideology as the origin of the curricula within the education system. The analysis is based on theory and method from Michel Foucault, Jacques Derrida, Giovanna Borradori and Zygmunt Bauman. Theory and method are used in the search and evaluation of wordings that reveal impact from political ambitions in the Swedish music curricula. A comparative analysis of the result concludes the study and withdraws conclusions and suggestions for future studies.