Efter att ha gjort en genomgång av religioners representation i Lgr11 stod det klart att kristendomen fått ett betydligt större fokus än andra religioner och livsåskådningar. Genom att undersöka hur den skolpolitiska debatten såg ut vid införandet av nuvarande kursplan i religionskunskap (2010-2011) sökte jag svar på mina forskningsfrågor: Varför ser innehållet i kursplanerna för religion för grundskolan ut som det gör; Vilka aktörspositioner kan urskiljas; Hur har debatten om innehållet i kursplanen mellan de olika aktörspositionerna sett ut; Vilka argument yttras för- och emot att kristendomen ska ha en särställning i svensk religionskunskap samt Hur kan kursplanens utformning förstås utifrån ett social identitets-teoretiskt perspektiv? För att besvara forskningsfrågor utfördes en dokumentanalys av kursplanen i religionskunskap samt en argumentationsanalys av debatten kring kursplansrevideringen 2010. Studien har visat att kristendomen får ett avsevärt större utrymme i grundskolans läroplan från 2011 (Lgr11). I studiens resultat har den skolpolitiska debatten 2009-2011 rekonstruerats och olika politiska aktörers argument har presenterats. Utifrån ett social identitetsteoretiskt perspektiv kan kristendomens särställning i Lgr11 i allmänhet och i kursplanen för religionskunskap i synnerhet förstås som en identitetsmarkör. Majoritetsgruppen stärker sin självbild genom att förstärka det gemensamma och särskilja olikheter till andra grupper, utgrupper. Globaliseringen och mångfaldens utspridning kan ses som en motor till viljan till social identifikation och sociala jämförelser mellan olika grupper. Konsekvensen blir en kursplan som präglas av ingruppsfavoritism och nynationalistiska strömningar där den nationella identitet ställs som fokus och utgångspunkt. / <p>Godkänt datum 2020-06-09</p>

The purpose of this essay is to distinguish ideological starting points in the school debate and thereby deepen the knowledge of today's school policy. The starting point of the study is the parliamentary parties' political proposals about the school and their problem representation of the Swedish school. By understanding how the problem in the school is defined by politicians, we can understand the discussion about the school and why there is an agreement about the schoolcrisis but not the solutions. The material that the essay analyzes are two propositions with accompanying motions that were presented during the time period 2020-2023. The method to be used in the essay was developed by the Australian researcher Carol Bacchi and is called What'sthe Problem Represented to be? (2009). Based on Bacchi's WPR model, the parties' problem representations can be distinguished and analyzed. The method has a theoretical starting pointbased on social constructivism. The theoretical point for this essay is therefore a social constructivist understanding. The theoretical framework also consists of a representation of the ideologies of liberalism, socialism and conservatism. The ideological representation is used to identify the ideological starting points in the parties' problem representations. The previous research is presented as a historical overview of Swedish school policy. The previous research functions partly as a background and frame of reference for today's education policy, partly as a tool for analyzing the material. The WPR analysis resulted in the central problems according tothe politicians being represented by review and knowledge problems, segregation problems and freedom of choice problems. The examination and knowledge problem was mainly understood from a liberal perspective, the segregation problem from a socialist perspective and the freedom of choice problem based on liberalism. There were certain tendencies towards conservatism and nationalist conservatism in the suffrage problem. The results of the analysis showed anideological split between the parties. Based on the analysis, the ideological division can be said to influence the parties' problem description of the school. The parties' crisis rhetoric can be understood as a way for the parties to actualize their political proposals which are based on their ideological problem description.

<p>Since 1820 there has been a continuous discussion about the contents of history courses and the current debate considering this school subject is no exception; it is as vital as ever. Both in educational policy and public debate the role of history as a school subject has been brought up for discussion.</p><p>In this study the writer has chosen to study the politically independent interest organization HLF. The organization is a non profit association, which works for the consolidation of history in Swedish schools.The purpose of this study is to investigate how the organization HLF has received and met the ongoing debate on this issue. The writer has chosen to examine the strategies the organization has used in order to influence this school subject and if they have succeeded in doing this.</p><p>To carry out this study the writer has made use of HLF´s annuals as well as <em>Aktuellt om historia</em>, which is a publication that the organization issues three or four times a year. The conclusion of this study is that HLF has little influence when it comes to the formulation of the education of history. Despite assiduous work from the part of the organization its views were not met with sympathy by politicians </p><p><strong> </strong></p><p> </p><p> </p>

Since 1820 there has been a continuous discussion about the contents of history courses and the current debate considering this school subject is no exception; it is as vital as ever. Both in educational policy and public debate the role of history as a school subject has been brought up for discussion. In this study the writer has chosen to study the politically independent interest organization HLF. The organization is a non profit association, which works for the consolidation of history in Swedish schools.The purpose of this study is to investigate how the organization HLF has received and met the ongoing debate on this issue. The writer has chosen to examine the strategies the organization has used in order to influence this school subject and if they have succeeded in doing this. To carry out this study the writer has made use of HLF´s annuals as well as Aktuellt om historia, which is a publication that the organization issues three or four times a year. The conclusion of this study is that HLF has little influence when it comes to the formulation of the education of history. Despite assiduous work from the part of the organization its views were not met with sympathy by politicians