We argue that intrinsic values have been overshadowed by neoliberal measurable values in Swedish schools. Based on previous research, intrinsic values seem to evolve within pupils in nature. The purpose of this study is to explore social interactions between pupils and teachers in nature and hence explore if pupils tend to practice any intrinsic values important to the social studies subject in upper secondary school. We argue that social studies is about “building society” together and that pupils’ ability to maintain a community, be solidaric and inherently take responsibility are important in this process. Hence, through non-participatory observations, we observe what happens with social interactions among upper secondary pupils and teachers in a national park. A thematic analysis of the empirical data resulted in three themes: responsibility, community, and power. The themes were analyzed through a sociological perspective using concepts such as mechanical and organic solidarity, Gemeinschaft and Gesellschaft, as well as a relational power perspective. We conclude that the common goals formed in nature strengthen community and responsibility while power becomes more symmetrical. Finally, we discuss the professional relevance of the study by suggesting how social studies teachers can take their classroom outside to promote pupils’ inherent willingness to take responsibility and be solidaric.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:mau-68380 |
| Date | January 2024 |
| Creators | Ljungström Jotoft, Klara, Manjgafic, Amina |
| Publisher | Malmö universitet, Institutionen för samhälle, kultur och identitet (SKI) |
| 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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