This essay aims to ask and answer two questions: to which extent is South American colonialism represented in textbooks used in the current swedish curriculum, and furthermore can those textbooks enable intercultural teaching in swedish classrooms? To this end, the theory of intercultural teaching provided the framework and cultural discourse analysis was used as the tool by which the texts were analysed. The results showed that textbooks alone might not be enough to enable intercultural teaching, rather complimentary sources would be needed to buttress the teacher in their teaching. This opens up two main problems, the first being what resources does the teacher have available? By this I include time management and financial factors. Secondly, what level of interculturalism is considered correct and how many perspectives need to be taken into consideration? The answer to these two apparent problems has much relation to the amount of hours the teacher has to work with within the framework of a school year. The course History 1b, which has the broadestand most amount of classroom hours, has therefore been the subject of myexamination.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:umu-214389 |
| Date | January 2023 |
| Creators | Bonneau, Leonard |
| Publisher | Umeå universitet, Institutionen för idé- och samhällsstudier |
| 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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