The aim of this essay is to study to what extent and in what way teaching about human rights in upper secondary school is linked to the school's democratic education mission, how the relevant governing documents are implemented based on social studies teachers' different interpretations and how these phenomena can be understood from the teacher's role as a street-level bureaucrat.The methodological framework of this essay is based on qualitative, semi structured interviews with four social studies teachers in upper secondary school. The results have subsequently been analyzed through Michael Lipsky’s theory of street-level bureaucracy as well as Evert Vedung’s and Lennart Lundquist’s theory of implementation issues. Based on the results of the study, it can be concluded that the democratic education mission and human rights education in schools depend heavily onteachers' individual interpretations of the curriculum as street-level bureaucrats. These interpretations lead to diverse teaching practices and outcomes which has a significant impact on students' understanding of human rights and their development towards democratic citizens.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:lnu-129867 |
| Date | January 2024 |
| Creators | Plikas, Nicholas |
| Publisher | Linnéuniversitetet, Institutionen för statsvetenskap (ST) |
| 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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