The aim of this study is to examine how counselors within youth and sexual health clinics in Stockholm experience conversations about sensitive issues through interpreters. The study is based on eight qualitative interviews, five with counselors and three with interpreters. The theoretical framework is based on selected concepts from the theory of symbolic interactionism which are the following: definition of the situation, social interaction, symbols, activity and the present. In addition to these concepts we have used to selected models from a communication theory: the barrier model and filter- and noise model. The results of the study show that counselors, in order to have conversations about sensitive issues, needs to be responsive, open. This is a balance between showing the youth that sensitive issues can be spoken of and respecting the youths’ limits. The results also show that the interaction between counselors and interpreters is complex, due to many factors and that most of the counselors experience it as a troublesome but necessary part of their work. The study also reveals a problematic situation caused by lack of knowledge about interpreters’ education, division of responsibilities and the lack of interpreters’, especially with the right education for this context.

This study aims to obtain a deeper understanding of upper secondary teachers’ didactical choiceswhen teaching about controversial or sensitive topics; and what the challenges and possibilities arewithin a subject. Controversial and sensitive topics are a part of our everyday life. This study wantstherefore to contribute to the understanding of what can be regarded as controversial or sensitive intoday’s classrooms. To do this we carried out qualitative interviews with semi-structured questionswhich allowed openness in possible follow-up questions. Five civics teachers were interviewed, theirviews recorded, and transcribed. An inductive approach was initially taken when analysing thetranscripts. The three didactical questions what, why, and how, were used as a guide when coding thetranscription. In addition, the data was conceptualised, and themes were identified. These themeswere then used as markers for the result and discussion. The teachers' statements aligned with whatprevious research told us. All teachers interviewed identified at least one controversy, and stated theyfelt positively about their use in schools to aid students in learning. These included recently emergingtopics such as the conflict between Israel and Palestine, national party politics, LGBTQI+, andvictimology. The topics could be used as a tool to give perspective to the information flow in societyand social media surrounding the students. Discussions were also deemed as important whenhandling matters that could cause the class distress. The teachers often used their own or others’ pastexperiences with a subject when handling a topic, often with the students' possible connection andbackground in mind. Even though they found the student’s relation to the subject to be the toughestchallenge and not the topic itself. The teachers' beliefs were that nuancing the subject and discussionsabout controversial and sensitive topics are vital in civic education. / <p>Godkänd 2024-01-19</p>

Cette recherche étudie la possibilité pour les enseignants d’arts plastiques au secondaire de permettre à leurs élèves de créer des oeuvres à partir de questions plus sensibles, comme le feraient de véritables artistes. Elle part de l’hypothèse que certains enseignants hésitent à approuver les intentions sensibles soumises spontanément par leurs élèves, allant même jusqu’à les interdire, ne sachant pas comment y répondre de façon satisfaisante. Elle souligne le fait que ce type de questions peut favoriser la création d’oeuvres pertinentes, authentiques et signifiantes, mais que cela exige des pratiques de régulation capables d ’amener les élèves à créer dans un contexte scolaire où le regard du public compte. Elle mise ainsi sur la possibilité de découvrir, de comprendre et de décrire le phénomène de la pratique de régulation des enseignants face aux questions sensibles soumises par leurs élèves afin de cibler les gestes susceptibles d’amener les élèves à développer une posture similaire à celle d’artistes professionnels. Elle s’appuie sur six composantes inhérentes à ce type de régulation : les questions sensibles, l ’enseignant, l’adolescent, la création, le contexte et le public. Il s’agit d ’une recherche descriptive, qui emprunte des éléments à la recherche phénoménologique et qui adopte un parcours en partie heuristique. Elle fait état de l’expérience de régulation des questions sensibles de la chercheure et de celle de cinq autres enseignants participants oeuvrant auprès d’élèves du secondaire dans un établissement scolaire du Québec. Les résultats de la recherche mettent en relief la nature et les finalités des gestes de régulation recensés par les participants et ils démontrent l ’importance de certains de ces gestes, dont ceux favorisant l’action conjointe ainsi que ceux servant à identifier les conditions favorables au travail des questions sensibles. La recherche prouve l’importance de la réflexion en continu dans le processus de régulation de ce type de questions, processus soutenu à la fois par les élèves et l ’enseignant qui travaillent de concert afin de faire progresser les intentions sensibles initiales qui s’actualisent et se précisent au fur et à mesure que progresse le travail de création. Elle montre également l ’importance de mettre en place une régulation qui tienne compte du public, de la diffusion des oeuvres sensibles faites en classe ainsi que des visées d ’exposition. / This research questions the possibility for secondary school visual arts teachers to allow their students to create artworks dealing with sensitive issues, the way real artists would. It is based on the hypothesis that some teachers are reluctant to accept sensitive intentions that are spontaneously submitted to them by their students, even going so far as to forbid them, because they do not know how to address these issues properly. The research emphasizes that exploring these issues can promote the creation of relevant, authentic and meaningful artworks, however, this requires regulatory measures capable of engaging students creating in a school context where public perception matters. The research is committed to the possibility of discovering, understanding and describing teachers’ regulatory measures when dealing with sensitive issues proposed by their students. It aims to identify actions that may help them develop a personal point of view, similar to those of professional artists. The study is based on six components that are inherent to these types of regulations: sensitive issues, teachers, teenagers, creation, context and audience. This research is descriptive, drawing from elements of phenomenological studies and adopting a partly heuristic approach. It reports on the researcher’s own experience addressing sensitive issues with these regulatory measures, as well as the experiences of five other participating teachers working with students in a secondary school in Quebec. The results of this research highlight the nature and purposes of the regulatory measures identified by the participants and reveal the significance of some of these measures, including those that promote joint action and those that help identify the most conducive conditions for working with sensitive issues. It proves that continuous reflection is essential during the process of regulating these types of questions. This process is carried out by both students and teachers, working together to develop the initial sensitive intentions that are actualized and clarified as the creative work progresses. The study also illustrates the importance of implementing regulations that consider the audience, the display of sensitive work in class and the objectives of the exhibit.

This paper examines the ethical aspects of teaching geography in high school. Attention is focused on valuation, which is an integral part of both teaching geography and ethics. The thesis explains the concepts of character and conscience and presents the theory of moral development of pupils according to Lawrence Kohlberg and developmental psychology. It also provides amethodology for dealing with values in geography teaching according to Lambert and Balderstone. It is divided into five main access routes. First, values inculcation, secondly, values analysis, third, moral reasoning, fourth, values clarification, and fifth, action learning. In the third chapter this thesis presents an analysis of the values contained in the School Act, the White Book, and above all in the RVP G, which is the values that are binding for secondary school education. In the chapter four, a questionnaire examines geographic topics that teachers consider ethically sensitive. The highest ethical sensitivity was found in the racial issue, migration, religion, the political order in the world, and the cutting down of tropical rainforests. Differences in the assessment of ethical sensitivity between men and women, and between teachers and students have been identified. The fifth chapter designs four geography lessons. Their...