I min uppsats undersöker jag hur svensklärare på gymnasiet menar att de arbetar med jämställdhet och förebyggande arbete mot mäns våld mot kvinnor i praktiken. Jag har utfört kvalitativa intervjuer. Med hjälp av begrepp gällande skolans dubbla uppdrag, flerstämmighet och ämneskonceptioner har jag analyserat mitt material. Min undersökning visar att elever främst möterfrågor som rör normer kring kön och mäns våld mot kvinnor via olika texttyper, så som skönlitteratur och film i svenskämnet. Jag undersöker hur lärarnas undervisningspraktik står i relation till vilken ämnessyn de har på svenskämnet och vilka kunskaper de anser sig ha om jämställdhet och mäns våld mot kvinnor. Jag konstaterar att samtliga lärare enbart har införskaffat sig kunskaper om mäns våld mot kvinnor av eget intresse på sin fritid, vilket kan göra att undervisningen blir godtycklig och baserad på fördomar.

The aim of this study is to investigate the Swedish curriculum’s and high school teacher’s views on educating democratic citizens. More than any other country Swedish schools puts value in students’ rights to influence their own education and everyday life in school, an aim portrayed in the curriculum and a heavy amount of research on the subject. The question imposed will be analyzed through three central themes surrounding the school as a democratic institution – the school’s two-sided mission as suppliers of knowledge and educating democratic citizens, the possibility of students to exert influence, and class councils as an arena for deliberative democracy. These three themes will further be analyzed through a theoretical framework consisting of Robert A Dahl’s criteria for a democratic process, customized for an educational environment with the help of earlier research, including the writings of educational philosopher John Dewey.   The result of the study is that although these three themes show great potential in shaping students into democratic citizens, in theory, the participating teachers speak of a difficulty in transforming these goals in their everyday work following a number of obstructions. A few examples of such is time pressure, focus on grades and lack of knowledge as well as lack of interest in participating among students.