This thesis explores three main questions: (1) How is diversity and equity in education in Manitoban schools addressed and does this include mixed-raced students?, (2) What are mixed-race students’ experiences with and perceptions of ethnocultural equity in the Manitoban secondary school system and how do these experiences impact their personal and collective identities in the following areas: Social (relationships with peers and family members), Political (notions of Canadian identity and citizenship), Identity (sense of cultural and racial identity and social positioning), Cultural (influences of related cultural groups and communities), and Pedagogical (instructional materials, relationships with teachers and staff, teaching practices and pedagogies, school policies and initiatives) and (3) What can educators and teacher-educators learn from this research that could be used toward a more informed and successful practice? Conclusions are that more work needs to be done to develop a provincial antiracism and ethnocultural policy document for development and implementation that will help establish a system of accountability and consistency, assist our leaders in understanding the complexities of mixedness, establish relationships with different relevant community groups and families, critically examine the curricula for bias, investigate student placement, provide opportunities for counselling staff, explore how to prepare staff to deal with racial and ethnocultural harassment, and consider the representation of mixedness in the staff population. / February 2017

Rituals in the school environment, specifically in small schools with composite classes, are the subject of the diploma thesis. The theoretical part describes the environment of the small schools with composite classes in the Czech Republic and the specifics of teaching work in them. They are also discussed the rituals in general terms and the relationship to the hidden curriculum in this part. Specific rituals in contemporary small schools are described in following sections. The research part is conceived as a qualitative analysis of structured interviews with teachers and directors of small schools. The diploma thesis ends with a synthesis of empirical and theoretical part and with interpretation the results. The overlap of topics related to the problem that is mentioned in the conclusion.

The aim of this study is to examine, with a gender theoretical and conversational analytical framework, how teachers in Swedish for immigrants (SFI) distribute positive and negative assessments towards men and women in the classroom and what causes them. The purpose is further to examine how the assessments construct and actualize gender patterns in the education.   The thesis is divided into two major issues: How are positive and negative assessments ​​distributed between men and women in a class at Swedish for immigrants (SFI) and what causes these? How can the assessments ​​be related to constructing and actualizing gender? In order to achieve the research questions, four teachers have been observed in three different classrooms.   The result shows how assessments ​​in classrooms are caused by fostering the students into a gender-normative behavior and also into a desirable classroom behavior. Furthermore, the assessments ​​are caused by evaluating students work efforts in school work. The result also show how women are given more positive assessments ​​and men more negative, even though there are no major differences between how assessments are distributed between male and female students. In total, women are given more assessments than men in the classroom. With the hidden curriculum as an analytic tool, the results show how hidden teaching agendas and the teachers’ assessments to foster the students into these exists within an educational context for adult students. The study has also made visible how gender is both actualized and constructed in the assessments ​​the teachers express in conversation with the students.

Education on behalf of social trust constitutes a central theme in all societies. Different forms of cheating and fraud have a negative impact on the bonds of social trust. The purpose of the thesis is to increase understanding of the scope for learning about the individual-society relationship as it finds expression in pedagogical practices involving norms relating to cheating. The established norms concerning school cheating are identified in group-based discussions involving Upper Secondary students and teachers. Students ascribe each other roles on the basis of the perceived capacity to produce school results and thereby also to justify the need for school cheating. In the norm negotiations a significant tolerance is shown towards cheating which is adjudged to be necessary, provided that a hierarchic, fair distribution of grades can be retained. The teachers perceive expectations of acting for goal fulfilment, in the form of good student grades, as based on economic arguments. Good student grades imply satisfied customers in a market exposed to competition and a strong market value for the individual school. From a critical viewpoint these norms are related to the contemporary, dominant neo-liberal principles of commercialisation and individualisation in social organisation. The school actors perceive, in accordance with stratified norm theory, the norms from economic systems of conduct as more strongly conditioning on conduct than those norms from political-administrative or socio-cultural conduct systems. The teachers are aware of expectations, in hidden concert and consent with other school stakeholders, to offer social approval for student cheating and sympathetic marking concerning the lowest grade for passing i.e. violation of rules, where this is necessary to meet the economic as well as political-administrative objectives that have been established. To be part of pedagogic practices involving school cheating implies learning to uncouple rules and practice, law and morality. Such a double agenda is incompatible with norms and ideals in official curricula as well as being destructive of the bonds of social trust; it thereby functions as a hidden curriculum.

This study has developed a tool for explaining why employees fail to speak up with regard to work related criticism; there is a hidden policy of silence that teaches employees to remain silent. This hidden policy is here designated as the "Curriculum Silentium" and is described in detail on the basis of empirical and theoretical data. After identifying a gap between the intentionally and experienced policy for employees freedom of speech in organizations I suggest that there are on-going unofficial, partially hidden learning processes in the organizations. The overall research question is; How does the Curriculum Silentium; the hidden policy of silence among employees, look like?  I make an analytic construction of the hidden policy as if it were planned policy, using the didactic categories applicable to organizations. These didactic categories are: goals, content, teaching strategies and the motivation of employees. The empirical data was collected in three different organizations: an elementary school, a home for the elderly and a factory in the process industry, using qualitative methods such as interviews and observation. The theoretical foundation of the study is taken from existing theory within the field of work life research and educational science. The study is not a comparative study of the three organizations, but does involve a comparison of whether and how the Curriculum Silentium is expressed in three such different organizations. The challenge of examining hidden relationships in organizations was met through the development of guidelines for an analytical approach called a critical didactic relations analysis. The study concludes that a hidden policy of silence resembling that presented here exists in organizations where employees fail to voice working life related criticism.

Sedan attacken på USA 11 september 2001 har åtskilliga rapporter skrivits om Talibanernaför att skapa underlag för styrkorna som bekämpar dem. Syftet med uppsatsen är att försökaåskådliggöra en struktur på styret av talibanernas organisation 2009 och förklara varför dehade denna struktur på styret med utgångspunkt i den religiösa utbildningen. Och i och meddetta bidra till forskningsläget om talibanerna. Frågeställningen som besvaras i uppsatsen är:Vilken struktur hade styret av talibanernas organisation 2009 och varför hade styret dennastruktur? Denna frågeställning löses ut av följande 2 frågor: Fråga 1 - Kan strukturen påstyret av talibanernas organisation 2009 beskrivas med hjälp av en strukturellorganisationsteori? Fråga 2 - Kan den religiösa utbildningen vara en förklaring till dennastruktur på styret?Med hjälp av en strukturell teori om organisationers form och två sociologiska teorier sombehandlar varför människor och grupper handlar som de gör utifrån deras bakgrund ska jagförsöka uppfylla uppsatsens syfte och beskriva hur strukturen på styret av talibanernasorganisation såg ut 2009 och förklara varför den såg ut så.Uppsatsen använder en kvalitativ metod där divisionaliserad organisation, habitus och dendolda läroplanen används som teorier. I den första analysen som svarar på den första frågangörs en fallstudie på ett dokument som beskriver regler och förhållningssätt för talibanernaunder Mullah Omar med hjälp av divisionaliserad organisation. Därefter för att svara påuppsatsens andra fråga analyseras talibanernas habitus utifrån den religiösa utbildningen föratt sedan analyseras med hjälp av Pierre Bourdieus habitusteori och Donald Broadys dendolda läroplanen.Resultatet av analyserna visar att strukturen på styret av talibanernas organisation 2009 tillstor del kan beskrivas med teorin om divisionaliserad organisation och att habitusteorin medstöd av den dolda läroplanen kan ge en förklaring till varför deras styre hade denna struktur2009 utifrån de enskilda individernas religiösa utbildning i södra Afghanistan och Pakistan. / Since the attack on The United States of America September 11 2001 numerous reports hasbeen written about the Taleban to provide information to the forces fighting them. Thepurpose of my thesis is to try to illustrate a structure on the rule of the Taliban organisation2009 and explain why they had this structure on their rule based on religious education. Andby this contribute to the current research about the Taliban. To fulfil this purpose I willanswers the following question in the thesis: What structure did the Taliban have on the ruleof their organisation in 2009 and why did the rule have this structure? This main questionwill be answered through two sub questions: Question 1 – Can the structure of the rule of theTaliban organisation 2009 be described by using a structural theory about organisations?Question 2 – Can the religious education be an explanation to this structure of their rule?With the help of one structural theory about organisations and two sociological theory’sthat concerns why people and groups act the way they do based of their background I will tryto fulfil the purpose of the thesis and describe the structure of the rule of the Talibanorganisation 2009 and explain why the rule had this structure.The thesis uses a qualitative method and divisionaliserad organisation, habitus and thehidden curriculum as theories. In the first analyse that answers to the first question I make acase study on a document that describes rules and regulations for the Taliban’s under MullahOmar using Henry Mintzbergs theory of divisionaliserad organisation. Thereafter to answerthe second question I first analyse the Taliban habitus based on their religious education.Then I continue the analysis using Pierre Bourdieus theory of habitus and Donald Broadysthe hidden curriculum.The result of the two analyses shows that the structure of the rule of the Talibanorganisation 2009 can be described fairly well using the theory of divisionaliseradorganisation. It also shows that the theory of habitus with the support of the hiddencurriculum can give an explanation to why their rule had this structure 2009 based on theindividual’s religious education in southern Afghanistan and Pakistan.

"Education For All" is the goal which the Ministry of Education and Human Resources, in Mauritius, wishes to attain, based on the recommendations of UNESCO. Mauritius urges for quality education, that is, a world-class education in which each Mauritian child should be given the opportunity to reach high educational success. Education must be the privilege of all and not the sole right of a few elites. This study analyses, from an educator‘s point of view, the extent to which Mauritius is proficient in reaching quality education at secondary level. It is mainly based on hypothesis-testing. The research process also includes a case study of the Zone 2, for which a selfadministered questionnaire was distributed to a sample of 90 educators. The study reveals that Mauritius is heading towards a quantified education rather than a quality education. Mass education can be seen as a better rhetoric for its current educational plan. / Sociology / M.A. (Sociology)

Denna uppsats tar avstamp i en gestaltning där samlingen samt övergångssituationer ter sig som problematiska. En lärare i förskoleklass vill fostra barnen och gör det utan att kanske se till barnets bästa. I gestaltningen sker det först att barnen behöver bryta upp sin lek för att sedan gå in till en samling som inte är didaktiskt genomtänkt. Sedan kommer övergångssituationer som överlappar varandra och dessa ger upphov till konflikter då de är stressande för både barnen och pedagoger eftersom de måste vänta, vänta fastän de är färdiga att gå. Syftet med uppsatsen är att diskutera vilken fostrande och didaktisk funktion samlingar och olika övergångssituationer fyller i fritidshemmet. Jag lyfter även in barnperspektivet som ett perspektiv. Uppsatsen tar upp normer och dolda läroplanen som påverkar vår undervisning. Uppsatsen är skriven i formen av en vetenskaplig essä där min reflektion ger mig möjlighet att belysa och fördjupa mina frågeställningar samt söka svar på dessa kopplat till litteratur inom pedagogiken. Slutsatsen av denna uppsats är att vi inom fritidshemmet ofta styrs av gamla mönster genom de normer som vi upprätthåller i verksamheten. Det visar sig att fostran är en större del av fritidshemmet än tidigare trott. / This study takes off in a dilemma where the circle time as well as transitional situations appear to be problematic. A teacher in preschool class wants to educate the children and might not always be mindful of what is best for them. In this scenario, the children need to break up their play and then go to a circle time that is not didactically through. Then there are transition situations that overlap, and these give rise to conflicts as they are stressful for both the children and the educators as they must wait, and wait until they are ready to go. The purpose of the study is to discuss what fostering and didactic function circle time and different transition situations fulfil in the after-school activity. I also look at it from a child perspective. The discussion sets out norms and hidden curriculum that affect our teaching. Essay as a method means to reflect on a dilemma where my reflection gives me the opportunity to clarify and deepen my questions and seek answers to these in connection with literature in teaching. The conclusion of this study is that we in the after-school activity are often governed by old patterns by the standards we maintain in the activity. It turns out that fostering is a larger part of the after-school activity than previously thought.

The diploma thesis (D)evaluation at School deals with the phenomenon of evaluation in the school environment in a broader sense. It focuses in particular on the psychosocial context of evaluation processes. It is a qualitative study focusing on diffrent forms of assessment by teaching staff and their influence on the behaviour of pupils. The study is based on data collected at several school institutions and is mainly based on hundreds of hours of observation and dozens of interviews. Most of the evaluation methods described in the thesis are part of the so- called hidden curriculum of the school and are often not reflected by the teaching staff. These are in particular different types of assessments from position of power, which can negatively affect the class climate and also have a potentially destructive effect on the development of pupils' personality. The thesis is devoted, of course, to more appropriate, respectful methods of evaluation. But it also points to the fact that even such assessments are no guarantee that pupils' behaviour will be disciplined and cooperative. The thesis discusses various modes of pupil responses to power and respectful evaluations by teaching staff, depending on the type of tune-up class as a social group. The main aim of the thesis is to highlight the gap between theory...

The diploma thesis deals with the influence of art education on the development of key competences within the curriculum for the elementary school. The thesis explores the potential of this discipline and the possibility to apply it to the development and strengthening of cognitive functions, self-confidence, social and communication skills in children in the elderly school age. The first theoretical part focuses on the concept of art education and its present currents in relation to both the changing educational content and some of the problems encountered in common school practice. Particular attention is paid to the animo-centric approach to which the author reports, and at the same time he feels the need to define the boundary between developing competencies and solving specific problems of individual pupils or classroom dynamics, between artefiletics and activities that approach their approach to artetherapy. The second part elaborates the findings of in-depth interviews with experts in pedagogy and psychology that describe the experience with artefiletics, artetherapy and pedagogical work in school and their potential to develop key competencies. The aim of the thesis is to investigate and describe the tools of art education in the development of key competences and its ability to prevent and possibly...