In 2011, the Swedish upper secondary school curriculum underwent a reform, which resulted in entrepreneurship being integrated into all subjects. However, entrepreneurship is not explicitly mentioned in the purpose or central contents of civics, raising questions about how it should be integrated within the subject. By mapping the existing research in the field, the objective of this study is to problematize and investigate opportunities and challenges regarding the implementation of entrepreneurship as part of the civics subject in Swedish upper secondary education.The research suggests that a type of learning called value-creating learning is beneficial for developing students' entrepreneurial skills and fits well with the dual purpose of civics education. In civics, one of the two main goals is to teach the fundamental scientific theories of the subject. Value-creating learning, which is practical and pragmatic in line with the theory of pragmatism, helps students connect these theories with real-life applications.From the perspective of the theory of situated learning, value-creating learning can offer a new social environment for students to cultivate entrepreneurial skills and adopt entrepreneurial norms through interactions beyond the classroom. Moreover, this approach fulfills the second goal of social studies, as it prepares students to become active and engaged citizens in a democratic society.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:umu-214314 |
| Date | January 2023 |
| Creators | Danielsson, Micaela |
| Publisher | Umeå universitet, Statsvetenskapliga institutionen |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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