This critical participatory ethnographic study examines the negotiation of civic identity by urban Indigenous students in public high school social studies classes, a Native youth council, and the civic environment of a school in Washington State, where the Since Time Immemorial curriculum is mandated in social studies classes. Using Safety Zone and Tribal Critical Race theories to understand the experiences of students, stories from observations, participant interviews, and focus groups are employed as data. This study found that connections between students’ land/s and Nation/s, participation in service and activism with other Nation/s, a caring teacher, family civic connections, curricula that centers American Indian history and current events, and school were vital to these negotiations. These spaces were zones of sovereignty (Lomawaima & McCarty, 2014) forwarding survivance and self-determination for students. Student understanding of the Indigenous civic constructs of sovereignty, self-determination, dual citizenship and an understanding of federal Indian policy are explored as sites where they created and sustained their own civic identities inside and outside of school.

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This degree project purpose was through a text analyze to see what democracy views the senior year students in a Swedish high school showed in an essay assignment in social studies. The theoretical starting point was Agneta Bronäs (2000) democratic modells: democracy as a decision method, liberty democracy and collective democracy. Throughout these modells the result was analyzed and categorized after the students democracy views. The questions that the studie emanated from was : Which democracy view is prominent in the students essays? Does the students democracy views correspond with the result in previous research of  textbooks and teaching? What can social issues in social studies tell us about their democracy views? The result showed that most of the students, contrarily the previous research, had either a liberty democratic- or a collective democratic view. This result could be explained seeing the Swedish school seems to be giving the students an education because the Swedish society is a solid phenomenon. I relied on a collective participants throughout my elections and a solidarity when it comes to resource allocation. The result that was unexpected was the high number of students that showed a liberty democracy value in their essays, in these essays the liberty democracy was mostly shown through their view on individualism towards the society. The result could be used to evaluate the social studies curriculum - and in this degree project it is shown that the senior students in Swedish high school have obtained a critical and individual view on democracy and society.

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Det finns få studier som har undersökt gymnasielevers muntliga deltagande i ämnet samhällskunskap. Den här uppsatsens syfte är således att undersöka gymnasieelevers upplevelse av att svara på samhällskunskapslärares frågor. I tidigare forskning har främst observationer och elevintervjuer använts som metod för att undersöka gymnasielevers muntliga deltagande. Den här undersökningen kommer istället att genomföras med hjälp av enkäter med både flervalsfrågor och fritextfrågor. De 80 deltagande eleverna fick svara på totalt sju frågor om deras muntliga deltagande i ämnet samhällskunskap. Resultatet visade tydliga skillnader mellan könen, generellt anser sig pojkar vara mer muntligt aktiva i jämförelse med hur flickorna upplever sitt muntliga deltagande. Det finns också skillnader mellan könen när det gäller bakomliggande faktorer till varför man inte svarar på lärarens frågor. Flickornas vanligaste anledning till att de inte svarar på lärarens frågor är obehaget kring att prata inför grupp. Pojkarna uppger att ork och motivation är den vanligaste anledningen till uteblivna svar. Resultaten visar också att fler faktorer än kön spelar roll, såsom betyg och trygghet i gruppen. Slutsatsen är därför att kön och dess könsmönster är en avgörande faktor till elevers muntliga deltagande, men det finns fler orsaker till att elever väljer att vara tysta på samhällslektionerna. / There are few studies exploring high school students’ oral participation in the classroom. This essay aims to cover these gaps by exploring why high school students do not answer their teacher’s questions in class. In previous studies, observations and student interviews have mainly been used as method to explore high school students’ oral participation in the classroom. Thus, this essay will instead be based on surveys including both multiple choice questions and free text questions. The 80 students who participated in the survey were asked to answer seven questions in total regarding their oral participation during lectures of society knowledge. The result showed significant differences between the sexes, in general do boys perceive themselves as more orally active in the classroom compared to how girls perceive themselves. Further, there are differences between the sex regarding the reasons to why the students are not answering the teacher’s questions. The most common reason for why girls do not answer the teacher’s questions is a perceived discomfort when talking in front of a group. The most common reason why boys are not answering the teacher’s questions is due to lack of commitment and motivation. The result also shows more factors than just the sex affects the oral participation, for example the grades and the perceived level of trust within the group. Finally, the conclusion is made that sex and gender stereotypes is a crucial factor to the quantity of students’ oral participation in classroom, however there are more reasons as well to why students stay silent.

The purpose of this study is to reach a deeper understanding of what constitutes the critical approach, this by exploring the variations of teachers’ perceptions of the critical approach, specifically teachers of Social Studies at Swedish Upper Secondary School. The critical approach is expressed in Curriculum for the Upper Secondary School (2011) under the section Aim of the subject for Social Studies. The importance of a critical approach is seen in the light of the development of digitalization and the extent of the flow of information. Teachers have a vital role in how the curriculum is interpreted; interpretations which in turn are significant for how it is put into practice in their teaching. Accordingly, I argue that this requires surveys were teachers’ perceptions of the curriculum are distinguished. The research questions in this study are: I) how do teachers in Social Studies at Swedish Upper Secondary School perceive the critical approach? II) What didactic methods are used in teaching to develop students’ critical approach? This study applies a phenomenographic method and theory, which is based on examining different perceptions of phenomena, in this case the critical approach. To distinguish the different perceptions of the phenomena in question, four teachers in Social Studies have been interviewed. The aim of a phenomenographic study is to establish description categories that capture the inherent core of different perceptions of phenomena and the variations between them. The study results in three description categories: I) a critical approach as a result of scientific assessment and credibility examination, II) a critical approach as a recurring process of reflection regarding individual and context and III) a critical approach as expressed through active participation and meaningful social life. The result reveals that there are different ways of perceiving a critical approach in Social Studies at Swedish Upper Secondary Schools, which affects how it is taught in the classroom.

Syftet med studien är att undersöka hur identitet framträder i läroböcker i samhällskunskap för gymnasieskolan. För att svara på syftet har följande frågeställningar besvarats: (1) Vilka aspekter av identitet framträder i läroböckerna? (2) Vilka likheter och skillnader framträder i läroböckernas sätt att presentera identitet? Studien har en normkritisk utgångspunkt och använder en metodkombination av kvalitativ och kvantitativ innehållsanalys. Resultatet visar att det inte råder en enighet om vilka kategoriseringar av identitet som ska behandlas. Däremot behandlas inte funktionsförmåga i någon av läroböckerna. Kategoriseringarna behandlas var och en för sig utan ett genomgående intersektionellt perspektiv. Det finns skillnader i hur läroböckerna definierar normer. Resultatet visar även att läroböckerna har en tendens av att presentera identitetsaspekter i form av dikotomier. / The aim of the study is to examine how identity is presented in social studies’ textbooks for upper secondary school. To reach the aim of the study the following questions have been answered (1) What aspects of identity are presented in the textbooks? (2) What similarities and differences appear in the textbooks’ approach of presenting identity? The theoretical framework of this study is norm criticism, and the method is a combination of qualitative and quantitative content analysis. The result shows that there is no unanimity on which categories of identity that should be addressed. However, neither of the textbooks address functional abilities. The categories are addressed detachedly without a consistent intersectional perspective. There are differences in how the textbooks define norms. The result also indicates that there is a tendency among the textbooks to present aspects of identity as dichotomies.

This study highlights the structures and networks thatexist among financial analysts on the Swedish financial market. The study isbased on nine semi-structured interviews with buy- and sell-side analysts, anindependent analyst and an Investor Relations Manager. The theoretical framework of the study is based on acombination of the research fields Behavioral Finance and Social Studies ofFinance. These two research fields have proven to be a good basis for thequalitative approach used in the analysis. The study is divided into four thematic areas: Fundamentals / Psychology, Independence and consensus, Ranking and Social network. The results show that there are a large number offactors, structures and interpersonal relationships that affect how analystsmake their decisions and conduct their analysis. Among other things, theinterdependence between analysts and their counterparts prohibits the movetowards a more clear system for compensation. These structures can also have animpact on analysts' rationality from an individual perspective and a network perspective. Furthermore, we have found that technological developments willpose major challenges for the sell side's ability to generate revenues in the future. / Denna studie belyser de strukturer och nätverk som förekommer bland aktieanalytiker på den svenska finansmarknaden. Studien baseras på nio semi-strukturerade intervjuer av aktieanalytiker på köp- och säljsidan, en fristående analytiker samt en IR-ansvarig. Den teoretiska referensramen som studien baserar sig på är en kombination av forskningsfälten Behavioral Finance och Social Studies of Finance. Dessa två forskningsfält har visat sig utgöra en bra grund för den kvalitativa ansats som använts i analysen. Studien är uppdelad i fyra tematiska områden: Fundamenta/Psykologi, Självständighet under konsensus, Ranking och Nätverk. Resultaten visar att det finns ett stort antal faktorer, strukturer och interpersonella relationer som påverkar hur analytiker fattar sina beslut och genomför sina analyser. Bland annat innebär de ömsesidiga beroendena mellan analytikerna och deras motparter att en utveckling mot ett mer tydligt ersättningssystem förhindras. Dessa strukturer kan även ha en påverkan på analytikernas rationalitet ur ett individ- och nätverksperspektiv. Vidare har vi funnit att den tekniska utvecklingen kommer innebära stora utmaningar för säljsidans förmåga att generera intäkter i framtiden.