The sami word Sápmi is a concept that seems to have become further used within texts written in Swedish, and this study aims to distinguish if it has become more common to use, when the concept of Sápmi generally began to be used within texts written in Swedish and how the word has been used. This study is further in-depth than previous studies. The source material consists of texts written in Swedish concerning the sami, their life conditions and land linked to the sami. The source material that has been used has been published between 1600 – 2020. There is interest in what meaning the concept has within these texts, and to distinguishing if there over time has been a change to the concepts usage and what meaning the concept holds. The chosen method is conceptual historical analysis. This study relies on Doreens Massey’s theory of place, and Penrose’s theory of territoriality. The first theory emphasizes that places are asserted identities and can be important to many people, on a global scale; however, they are constantly in a process of change. The second theory, describes the usage of territoriality, which derives from the need of turning a place into a ‘homeland’ and creating boarders between ‘we’ and ‘them’ in order to gain or regain control. During the period of investigation Sápmi is initially used scarcely and if it is used it is mentioned and translated to the sami people, or being sami. The analysis of the texts shows that isn’t until the 20th century that Sápmi becomes further used within texts written in swedish. And it isn’t until the beginning of the 21st century that Sápmi begins being used regularly by authors and scholars. The usage of Sápmi increases during the 1980s in Swedish written texts when the sami ethnopolitical movement moved into a more active phase, spurring the need of using a sami word, moreover greatly connected to the sami land and people. During the 20th century, Sápmi, along with being further used, also seems to shift from being used mainly when referring to the sami people, to being used mainly to refer to the sami ancestral lands, in texts written in Swedish.

Denna studie ämnar undersöka hur Arbetets museum är som arbetsplats och plats. För att nå studiens syfte besvaras först frågan vad en arbetsplats är innan den specifika platsen, Arbetets museum diskuteras och sätts in i en bredare platskontext. Slutsatsen av denna undersökning är att en arbetsplats är relativ svår att förklara men att den fysiska platsen betonas och även rörelsen till och från arbetet. Den teknologiska utvecklingen har lett till mer platslösa och mindre tidsbundna arbetsplatser men att den fysiska platsen och rummet fortfarande är att föredra. Arbetets museum som arbetsplats är enbart positiv men det är lätt att hamna i en bubbla och reproducera normer och beteenden. Slutligen har den omkringliggande platsen stor betydelse då platser ändras i samband med samhällsförändringar vilket påverkar Arbetets museum som plats och arbetsplats. / This study aims to research how the Museum of work is as a place of work and place. To reach the studie's purpose the question of what a place of work is will be answered before the specific place, the Museum of work is discussed and put in a broader place context. The conclusion of this study is that a working place is relatively hard to explain but the physical place is emphasized and also the movement to and from work. The technological development has led to a more placeless and less time bound place of work but the physical place and the room are still prefered. The Museum of Work as a place of work is only positive but its easy to end up in a bubble and reproduce norms and behaviors. Finally he surrounding envoronment has a big impact on The Museum of Work as place and place of work since it changes alongside the society.

This thesis aims to explore teachers’ and students’ experience and perception of outdoor teaching and learning. Further, it aims to explore influences of outdoor teaching on academic performance in biology and mathematics. The contexts for the thesis are a Swedish high school and Australian environmental education centres. The empirical material comprises student and teacher interviews, and questionnaires and tests answered by students. Theoretical frames of reference are theory of place and three dimensions of learning: content, social and emotional dimensions of learning. The results reveal that the extended physical space had the potential to improve social relations and increase participation, collaboration and on-task communication. However, teachers witnessed a period of up to three months before the students adjusted to outdoor teaching. During that time disciplinary issues were a concern. Teaches’ perceptions were that experience of specific places such as local natural environment was fundamental to forming a sense of belonging and environmental concern. However, teachers described children and students as unfamiliar with local natural environments. Teacher’s perceptions were that media provides knowledge about nature rather than direct experience and children and students were often uncomfortable or afraid in nature. Mathematics followed by language education were the subjects most regularly taught outdoors. Two studies compared classroom education with partly outdoor education in biology and mathematics. Results reveal that students’ performance was equally good, or more developed as a consequence of outdoor teaching. An overarching conclusion is that the possibility to appeal to cognitive, social and emotional dimensions of learning all at the same time has the potential to concretize and broaden the often theoretical approach of high school education, and to contribute to long term episodic memories and a desire to learn. / Denna avhandling syftar till att utforska lärares och elevers erfarenheter av, och uppfattningar om undervisning och lärande utomhus. Vidare syftar den till att undersöka vilken inverkan undervisning utomhus har på elevers resultat i biologi och matematik. Studierna är utförda i en svensk högstadieskola samt vid australiska miljöutbildningscentra. Det empiriska materialet består av elev- och lärarintervjuer samt enkäter och tester besvarade av elever. Det teoretiska ramverket utgår från platsteori samt ett lärandeperspektiv inkluderande tre dimensioner: innehållsliga, sociala och emotionella dimensioner av lärande. Resultaten visar att utemiljöns utvidgade fysiska rum har potential att förändra sociala relationer positivt och leda till ökat deltagande, samarbete, och kommunikation i ämnet  Lärares erfarenhet var dock att det tog upp till tre månader innan eleverna var helt införstådda med utomhusundervisningens innebörd. Under den tiden var oordning i klassen ett hinder. Erfarenhet av specifika platser såsom lokal natur sågs av lärarna som väsentligt för elevernas platstillhörighet och miljöengagemang. Lärare vittnade dock om många elevers främlingskap inför lokala naturmiljöer. Kunskaper om naturen härstammade snarare från media än från egna erfarenheter och eleverna var ofta obekväma eller rädda i naturen. Matematik följt av språk var de ämnen som med störst regelbundenhet undervisades utomhus. I två delstudier jämfördes klassrumsundervisning med undervisning delvis utomhus i biologi och matematik. Resultaten visar på likvärdiga, eller mer utvecklade kunskaper som en följd av utomhusundervisning. En övergripande slutsats är att utomhusundervisningens möjligheter att samtidigt appellera till kognitiva, sociala och emotionella dimensioner av lärande kan konkretisera och vidga högstadieundervisningens teoretiskt inriktade innehåll samt bidra till långlivade episodiska minnen och en lust till lärande.