The aim of this study was to see how social studies teachers operationalize the broad subject regarding economic equality and inequality - in other words, how they perceive the field and how they implement aspects regarding the topic in their concrete teaching and assessment. As a guiding theory, Thomas Pikettys' many studies worked as a structural framework, which defined several central parts of historic and modern economic inequalities: such as colossal differences in financial ownership, income inequality, and neo-colonialism. Methodically, six interviews were conducted, and the results show an interesting variety of views. All the teachers said that the topic where an important - but not always unproblematic - part of their educational structure. They also agreed that the relevance of the subject shows in many ways, such as when they talk about income inequality and differences in wealth between nations. However, the teachers’ perception of the subject did, in several ways, differ from Pikettys’ definitions, such as the fact that few of the teachers talked about inequality in financial ownership. The teachers also implied that the Swedish school system itself could work as a way of promoting economic equality by bringing students with different socio-economic backgrounds together.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:lnu-121360 |
| Date | January 2023 |
| Creators | Johansson, David |
| 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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