Syftet med vår essä är att undersöka situationen för fritidshemslärare med utländsk bakgrund inom svensk skola. Vi har fokuserat på situationer då elevers ifrågasättande av att de avviker från normen på grund av att deras hudfärg. Vi har skrivit berättelser som bygger på våra egna erfarenheter ifrån vårt arbetsliv som vi ser som dilemman. Fyra frågeställningar har vi kunnat forma utifrån våra dilemman. För att kunna förstå våra dilemman och besvara våra frågeställningar har vi använt teorier som handlar om dialogiska samtal och erfarenheter, interkulturellt ledarskap, normer, maktperspektiv, svenska styrdokument för skolan och yrkesetik. Vår slutsats är bland annat att genom dialog om våra personliga erfarenheter kan man förstå sig själv och andra bättre. I vår essä framgår det också hur viktiga styrdokumenten är som stöd för fritidshemslärare i sina ageranden som påverkar elevernas sociala utveckling. / The purpose with our essay is to research the situation of leisure-time teachers within the Swedish school that has foreign background, specifically the situation when pupils question them of being different from the norm through the color of their skin. We have written stories that we have based on our own experiences from our professional lives and that we view as dilemmas. We have been able to form four questions from our dilemmas. For us to be able to understand our dilemmas and to answer our questions we have used theories that are about dialogue, experience, intercultural leadership, norm and authority perspective, Swedish regulation documents for school and work-ethics. Our conclusion, amongst other things, is that through dialogue about our personal experiences one can understand oneself and others better. In our essay, it also shows the importance of the regulation documents as support to the leisure-time teachers in their actions that influence pupils`, social developement.

More and more people are using the internet to access various societal functions. In recent years, municipalities and private enterprises have increasingly begun to explore and develop internet-based services to support public health in general and to disseminate health information in particular. This compilation thesis consists of four articles that explore and provide different perspectives on the design and implementation of new online youth counselling services for public organisations and social services, working with counselling and health information for young people. Ethnographic methods, and materials from two empirical settings, have been used to investigate how aspects of design and participation can serve to empower both potential young users and counsellors as stakeholders in the design projects. An important secondary focus is how mechanisms of empowerment play out in the design of online counselling services targeting young people. The notion of empowerment is addressed in terms of empowerment through design, focusing on normative expectations regarding young people as users of online youth counselling, as well as how to work with norms and norm-critical perspectives in the design and development of user interfaces. Another aspect of empowerment concerns participation, here seeking an increased understanding of the processes, practices and shifting roles involved in engaging professionals and young users as participants in a design project. In order to address these interrelated areas of inquiry, an eclectic theoretical and methodological approach has been used to study design in practice. An ethnomethodological approach unpacks how the participants relate to and reflect upon the design projects under study, highlighting aspects of empowerment and user agency. In addition, a sociocultural perspective on communities of practice and participation is used to increase the understanding of what it means to be a participant in participatory design projects. The findings show how embedded social norms and values have implications for users’ identities as presented in the digital design of online youth counselling services. The findings also reveal ways in which user empowerment is facilitated but also restricted by the design of youth counselling e-services, including not only the designed multimodal features of such services, but also the norms that guide usage. The studies also address the outcomes of technological change and the implementation of sociotechnical systems and services for the professionals involved in design projects. Here the studies provide knowledge about the forms of practical reasoning the counsellors engage in when anticipating work-related issues associated with the new technology and how they might deal with potential challenges. Finally, the findings show how participation in a design project may enable the development of new forms of communities of practice in which the participants and their roles and participation status change as the organisation changes.

I min uppsats fördjupar jag mig i arbetet kring de som i allmänna ord benämns för blyga barn. Vad innebär det egentligen att vara blyg, är det ett personlighetsdrag som är svårt att ändra på, eller ett tillstånd som behöver bearbetas för att nå utveckling? Eller kan det rentav vara något som är ärftligt och därmed inte påverkbart? Vad innebär blyghet i förskolan för barnet och pedagogen och hur kan pedagoger lyfta de barn som inte syns eller hörs. Är det överhuvudtaget något att oroa sig över och isåfall vad kan man göra för att stötta de blyga barnen i deras fortsatta utveckling. Genom att använda mig av sociokulturella och normkritiska perspektiv försöker jag tolka hur dessa två aspekter påverkar synen på blyghet. I denna uppsats utgår jag från mina egna erfarenheter för att i efterhand reflektera över hur min egen syn, förskolans och samhällets syn påverkar oss i det dagliga bemötandet. / In my essay I try to get a better understanding of those who in general words are called shy children. What does it really mean to be shy, is it a personality trait that is difficult to change, or is it a condition that needs to be processed to further development? Or could it perhaps be something that is hereditary and thus impossible to affect? What exactly does shyness mean in the preschool for the child and the teacher, and how can the teachers try to reach children who are not usually seen or heard. Is it at all something to worry about, and if so, what can you do to support them in their continued development. Through the use of different perspectives such as the socio-cultural and norm-critical, I try to see how various aspects influence the view on shyness. In this essay, I use my own knowledge and previous experiences in order to reflect on how my own, the preschool and society's view affects us in the daily approach.

The aim of this paper is to examine how teachers experience their possibilities to develop democratic teaching in high school and how they reflect upon their position of power within the teaching situation. Four professional high school teachers have been interviewed for the study. The theoretical perspective of the study is an intersectional view on power and a view on democratic teaching which is partly built on the high school curriculum, but mainly defined by deliberative conversations, anti-oppressive education and norm-critical education. The result of the study is focused on three themes, which were shown in the analysis of the interviews. These themes are: choices of teaching content,  authority of the teacher and democratic teaching. The conclusion of the study is that there is no fixed manual or one single method, for democratic teaching. However, if possibilites are created through educational politics, teacher tranining, existing norms at the school, and individual teachers ability to reflect upon their own position of power, democratic and anti-oppressive education is possible.

This study aims to analyse how sex and sexuality are presented in the Buddhism and Hinduism chapters of religious studies textbooks for upper secondary school. The chosen textbooks are all linked to the new curriculum Lgr 11 which was implemented in the Swedish school system in the spring of 2012. The textbooks were analysed by using two methods; content analysis and discourse analysis. Content analysis was used to examine with which frequency sexes and sexualities appear in the textbooks, while discourse analysis was used to find what discourses surround the two concepts. The discourse analysis used two theories in order to contextualize the several discourses about sex and sexuality. The two theories were social dominance theory and norm critical theory.   The study shows that men are more frequently mentioned in the textbooks than women, with two exceptions. In the chapter describing Buddhism in one of the textbooks, women are more frequently portrayed in pictures. Women are also more frequently mentioned in the chapter describing Hinduism in another textbook.   In the chapters about Buddhism, men are often described as leaders and are mentioned in connection to education. When women are mentioned, it is often in the role of nuns, who are always described as subordinate to monks. In the chapters about Hinduism, men are often mentioned in connection to education, and are often described as in power and as practitioners of the religion. Women are described as dependent on men and are mentioned in connection to marriage and their husbands. Sexuality is a subject which only one textbook brings up. It defines homosexuality as unacceptable in the Hindu society, but does however point out that it is not illegal. Other than that, the textbooks display a lack of interest in discussing sexualities in patriarchal religions in which heterosexuality is considered a norm. Every example and description the textbooks give about religious life and the different stages humans go through are based on a heteronormativity. The authors always base their examples on heterosexual relationships and heterosexual people. The findings of this study are troubling, particularly as the Nation Agency for Education (Skolverket) has stated that the Swedish upper secondary school must study religion from different perspectives, for example sex and sexuality.

This study investigates whether teachers working with children ages 6 – 9 are including an LGBTQ perspective in their teaching methods. The purpose is to critically examine sexuality and gender as part of the teaching methods in Swedish schools; whether teachers are working with LGBTQ questions in their classes, and if so, how. The following research questions are answered:  Are the teachers incorporating an LGBTQ perspective in their classes, and if so, in what sense? Are LGBTQ questions relevant and of interest in the education? Do teachers feel like they have gained the right tools in their pedagogical education and/or in their workplace to work with LGBTQ questions in their class room? And if so, in what way?  The method used is qualitative research in the form of interviews and observations. The conclusions reached are that in theory most teachers agree that an LGBTQ perspective is of importance in the classes; however in practice it is not that easy. Most teachers agree that is it difficult to incorporate this perspective. All teachers stress that their pedagogical education lacked in providing an LGBTQ perspective, but a couple teachers point out that they have received it from their workplace instead.

The purpose of the study is to investigate preschool teachers’ knowledge and experiences of physical activity in the preschool indoor environment. To clarify this, we ask the following questions: What view of the concept of physical activity do preschool teachers has? What perceptions are made visible when preschool teachers interpret the objective in the curriculum? What didactic opportunities do preschool teachers see to carry out physical activity in the indoor environment? What norm-critical perspectives are visible in the preschool teachers’ answers? In our study we have chosen to use phenomenography as our theoretical method. We want to see if there are patterns in the preschool teachers’ answers, if they have similar experiences or knowledge, or they differ. Our study is therefore based on a qualitative research effort with both interviews and observations as a collection method. Our collected material has then been analyzed using our theoretical method and previous research to visualize the preschool teacher’s conceptions of the world around them. Our study´s main theme is therefore based on a scientific, didactic and cultural perspective. Our study shows that the knowledge and the definition of physical activity vary between preschool teachers which further affect how it is implemented. Children thus have different access to physical activity depending on which preschool they go in and what knowledge preschool teachers have. Preschool teachers varying interpretations of the objective in the curriculum have been shown to contribute to the design of the didactic learning environment. Missing knowledge probably leads to the objectives of the curriculum being interpreted on the basis of individual perceptions. Preschool teachers’ knowledge to physical activity and their norms and values will contribute to the emotional culture of which children become a part of. Therefore, norm-critical perspectives, intercultural leadership and child view have been relevant to our study. Our results have shown that norms on health and body ideals form preschool teachers' childcare and physical activity views. Preschool teachers show that despite obstacles, they focus on possibilities instead of limitations.

The curriculum for upper secondary school clearly states that every school is obliged to ensure that teaching centres on and implements democratic values in order to prevent discrimination (Skolverket, 2013). How to do this however, is up to the local school to decide. Norm-critical pedagogy shows that in order to inculcate democratic values in education, the individual teacher must design the teaching material so that it focuses on such values (Bromseth & Darj, 2010). The purpose of this study, and the aim of this essay, is to investigate how democratic values can be implemented in classroom practice using Shakespeare’s The Tempest, A Midsummer Night’s Dream and The Taming of The Shrew. English classes in the courses English 5 and English 6 were asked to read extracts from each of the plays, and then evaluate the play of choice in terms of the socio-political reality of the late Renaissance portrayed in the extracts, through the prism of today’s democratic values. The pupils were assisted in the task by having close-reading questions to answer, and later a smaller written assessment in form of a blog-entry, in order to help develop their thinking. The results of the study show that the pupils were perfectly able to evaluate and discuss values and practices such as equality, racism or sexism based on their reading. From a normpedagogical approach to teaching, it therefore seem that Shakespeare’s The Tempest, A Midsummer Night’s Dream and The Taming of The Shrew can be utilised as teaching material in order to help foster the development of democratic values, and discussions around the same, into the classroom.

The curriculum for upper secondary school clearly states that every school is obliged to ensure that teaching centres on and implements democratic values in order to prevent discrimination (Skolverket, 2013). How to do this however, is up to the local school to decide. Norm-critical pedagogy shows that in order to inculcate democratic values in education, the individual teacher must design the teaching material so that it focuses on such values (Bromseth & Darj, 2010). The purpose of this study, and the aim of this essay, is to investigate how democratic values can be implemented in classroom practice using Shakespeare’s The Tempest, A Midsummer Night’s Dream and The Taming of The Shrew. English classes in the courses English 5 and English 6 were asked to read extracts from each of the plays, and then evaluate the play of choice in terms of the socio-political reality of the late Renaissance portrayed in the extracts, through the prism of today’s democratic values. The pupils were assisted in the task by having close-reading questions to answer, and later a smaller written assessment in form of a blog-entry, in order to help develop their thinking. The results of the study show that the pupils were perfectly able to evaluate and discuss values and practices such as equality, racism or sexism based on their reading. From a norm-pedagogical approach to teaching, it therefore seem that Shakespeare’s The Tempest, A Midsummer Night’s Dream and The Taming of The Shrew can be utilised as teaching material in order to help foster the development of democratic values, and discussions around the same, into the classroom.

Denna rapport redogör för det examensarbete som genomförts på uppdrag av designbyrån Spektra Design. Arbetet gick ut på att skapa en hemsida till den latinamerikanska filmfestivalen Panoramica, som anordnas för första gången i Stockholm i september 2015. Jag har skapat designen till hemsidan samt utvecklat sidan från grunden i Wordpress. Panoramica har en vision om att bilda ett underlag för ett distributions- och marknadsföringsnätverk som sprider latinamerikansk film i Sverige. De vill att festivalen ska bli ett ansikte utåt för latinamerikansk film i Sverige och arbetar för att ”stimulera utbyte och dialog mellan olika etniska grupper i Sverige genom att uppdatera utbudet av berättelser från Latinamerika.” En stor del av en webbsida är dess design. Designen bidrar till det övergripande intrycket av hemsidan, men också om den uppfattas som lättförståelig eller komplicerad. Denna uppsats undersöker hur man kan tillämpa normkritisk teori i en praktisk designprocess. Jag har även undersökt principer kring användarvänlighet och Användarupplevelse. Resultatet av arbetet är en färdig hemsida där fokus ligger på festivalens fokus: film. Det är enkelt att läsa om varje film, se trailers och skapa sitt eget program. Färgerna och typografin är kraftig och karaktäristisk och tillåts ta plats, i ett försök att bryta mot den västerländska minimalistiska formgivningstrenden och lyfta det latinamerikanska. Under arbetet har jag kommit fram till att det inte är ett måste att bryta normer eller konventioner för hur en sida bör se ut. Det viktiga är att ha med sig frågor om vem som får synas, vad som är normen i ett sammanhang och vem designen är till för. Det är viktiga frågor att ha med sig i en designprocess även om de är svårbesvarade. / This report describes the work commissioned by design bureau Spektra Design. The task was to create a website for the Latin American Film Festival Panoramica, organized for the first time in Stockholm in September 2015. I have created the design for the website and developed the site from scratch in Wordpress. Panoramica has a vision to form a basis for a distribution and marketing network spreading Latin American film in Sweden. They want the festival to become a public face for Latin American film in Sweden and works to "promote exchanges and dialogue between different ethnic groups in Sweden by updating the range of stories from Latin America." A large portion of the website is its design. The design contributes to the overall impression of the site, but also if it is perceived as easy to understand or complicated. This paper examines how one can apply critical theory in a practical design process. The outcome of the work is a complete website where the focus is on film. It's easy to read about each movie, watch trailers, and create your own program. The colors and the typography is strong and distinctive and is allowed to take place, in an effort to break the Western minimalist design trend and highlight the Latin American aspects of the design. During the work I have come to the conclusion that breaking norms or conventions of how a web page should look like is not necessarily a must. The key is to keep asking yourself: Who is represented, who is the norm and who is the design for? These are important issues to bring into a design process even if they are difficult to answer.