The purpose of this study is to examine how five social studies teachers in Stockholm County incorporate gender and equality into the core content of the social studies syllabus in year 4-6.  It will also address the didactic choices the teachers make to transform the curriculum content into practical education.

To investigate this purpose, three questions were formulated:

1. What do five social studies teachers consider essential for students to learn in order to address gender and equality in the social studies syllabus for years 4-6? 

2. How does the written content of the syllabus transform into practical education; what didactic choices do the teachers make?

3. According to the teachers, what part does gender and equality play in social studies education?

In order to examine these questions, two qualitative research methods, interviews and observations were used. The outcomes have been analysed using an analytical tool inspired by two previous tools used in earlier didactic research studies, which have been developed further and combined for the purpose of this study. The analytical tool allows skills to be categorised as either first order knowledge (knowledge based on facts on a specific subject); or second order knowledge (more general skills such as analysing skill, ability to see phenomena from different perspectives etc).

The conclusion of the study indicates that social studies teachers find it difficult to interpret the content of the syllabus to adequately address gender and equality, and that this content does not always have a clear part in social studies education.