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  • 201.
    Barashi, Susan
    et al.
    Södertörn University, Teacher Education.
    Kroik, Patricia
    Södertörn University, Teacher Education.
    Den som ger sig in i leken får leken tåla!: En studie om barns maktlekar2015Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Our essay is about children's exercise of power, oppression or domination in games or when playing on school grounds with one and other. We thought it would be interesting to look into how children in preschool and up to the fifth grade use power acts respective power plays in leisure-time. During four days we visited two different after-school center and carried out observations of children during the school day and later inside the recreation centers during leisure activities. In order to analyze our empirical material in relation to power, we have used Magnus Hörnqvist (2012) interpretation of Michel Foucault's theory of power - Another Foucault. We have also used Åsa Bartholdsson (2008) thesis about The regular exercise of power regime – about normality and power in school. The result is that from what we could tell from the children's interaction with each other is that self-relational activities is the exercise of power which leads to recreate standards organized around influence. Which is a power that is both of means of control and of resistance that is particularly useful for understanding children's participation. It constructs the individuals’ strengths where the differences is converted to privileges and positions in a hierarchical order in the schoolyard.

  • 202.
    Barbus, Anna
    Södertörn University, Teacher Education.
    Allas lika rätt att gå i skolan: En essä om inkluderingsprocesser i praktiken2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of my scientific essay is to examine how children with special needs should be included in school and after school center and which preconditions i have as a pedagogue to work with this. During my writing process, I have made my own thoughts and experiences visible by reflecting on them, and put them against other educationalists’ thoughts, discussed with other students and looked back through my own work experiences.

    The problem of inclusion is too common in our school and it has been interesting to work with what the literature has to say about the subject, and what experiences colleagues and co-students have had. Through the writing process I have examined the notion of inclusion, especially inclusion concerning children with special needs. The pupils behavioral problems affects classmates and me as a pedagogue at the after school center.

    In my work role in school and at the after school center i face inclusion processes with children with special needs, where my strategies do not work and where my reception does not have any effect. In the inclusionwork at a school, many different knowledge, properties and prerequisites are required in order for the educationalists to make the day bearable for the pupils, which the management has to give them.

    My conclclusion is that there is not one way to interact with people, the interaction needs to be formed individually. Every now and then I meet pupils where the way throught the school systems is not straight forward. To assist every pupil the teamwork among pedagogues key to reach the goal.

  • 203.
    Barck, Marie
    et al.
    Södertörn University College, School of Communication, Technology and Design.
    Ålund, Karin
    Södertörn University College, School of Communication, Technology and Design.
    Medieteknik och Högskolemässighet: En undersökning av högskolemässigheten inom ämnet medieteknik på Södertörns högskola2002Independent thesis Basic level (degree of Bachelor)Student thesis
    Abstract [en]

    The purpose of this essay has been to investigate what the characteristics are for the subject Mediatecnique (medieteknik) that is held by Södertörns högskola, by using the term högskolemässighet1. The purpose is also to work out a number of criterias, that will make it possible to analyse högskolemässigheten within the subject. Our questions has been: Is Mediatecnique högskolemässig according to our criterias? and How can högskolemässigheten be increased? We carried out this investigation by working out a number of criterias for högskolemässighet. These criterias are based on a report published by The National Agency for Higher Education; “Ribban på rätt nivå – sju inlägg om högskolemässighet” , an essay written by Ingrid Widäng; ”’Högskolemässighet’ Karakteristika för utbildning och undervisning vid högskola och universitet – ur ett lärarperspektiv” and The National Agency for Higher Educations qualityaspects. What seems to be the four top characteristics are the degree of researchconnection, the degree of scientific approach, the students opportunities to develop a critical thinking and their ability to measure their knowledge towards others. Our criterias are: Research connection, Theory and Practice, Selfstudy and Critical thinking, Infrastructure, Internationalization, and Evaluations. By studying documents such as schedules, bibliography and curriculum and by asking questions by e-mail to the person responsible for Mediatecnique we have been investigating how högskolemässigheten is expressed within these categories. Högskolemässigheten varies within and between these categories. The researchconnection is low. If you would judge Mediatecnique only by this criteria it would not live up to the demand on högskolemässighet. But if you consider all criterias you can say that Mediatecnique is högskolemässig. Our conclusion is that the ones responsible for the subject should strengthen högskolemässigheten by increasing the researchconnection and give more room to discussions between teachers and students.

  • 204.
    Barda, Stéphane
    Södertörn University College, Lärarutbildningen.
    Går det att förebygga mobbning?2010Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    These days, schools are obliged by the law to prepare an annual plan for the prevention of bullying and degrading treatment. The purpose of my work is to investigate the 2 schools efforts to prevent bullying and abuse and how they live up to legal standards. But I have also examined how students in school are experiencing anti-bullying work in their school. I have also examined how much funding schools put on to prevent bullying I school. In this study, I have done interviews with school principals and students to have a clear picture about the school’s anti-bullying work. The materials I have used to create this work consist of the taped interviews and analysis of the schools’ treatment plans. My approaches in this work are both qualitative and comparative. The theoretical points are mainly three types of programs (Olweus, Friends and Pikas- common concern method). In addition, I have used the social constructionist theories (eg Vygoskij) and a perspective that is called "active teaching". Both schools will be mentioned as school A and B in the exam. I have been using the material of particular authorities as National Agency for Education, School Inspectorate and Crime Prevention Council. The sources are both credible and updated.

  • 205.
    Barkhem, Josefin
    Södertörn University, Teacher Education.
    Vilka länder får synas i engelskböckerna?: En undersökning hur engelskspråkiga länder framställs i läroböcker för årskurs tre2018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study investigates whether students of year three get the chance to learn about cultures in places and contexts where English is used, through textbooks. The focus is whether the diversity of the English speaking cultures is shown or if a western centered image dominates. Postcolonial theory is the base of the investigation. As an analysis method, content analysis has mostly been used but also critical discourse analysis. The results show that Great Britain is the country that is most frequently represented in all books, but also that in general few cultures are brought up or explained. The purpose of this study is to investigate how English speaking parts of the world and contexts are represented in English books for year three.

  • 206.
    Barkåker, Cicci
    Södertörn University, Teacher Education.
    Sommarhögskolans verksamhet: Ur ett learning-by-doing och elevperspektiv2015Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This paper is written to take a close look at teaching methods used at the Summer Academy (SHS), which is held at Södertörns Högskola in Stockholm. SHS is a subdivision of the institution of teaching education, which annually, during summertime, offers an eight-day program for pupils between 13-15 years of age, from different schools located in socio-economically disadvantaged suburbs of Stockholm. The intention of SHS is to give the participating pupils an insight into higher education, especially that of university. The purpose of the activities, such as field trips, guided tours and corporate visits, is to make pupils aware of their own responsibility for their educational situation through different methods of knowledge transfer, to diversify the means of the education, and to bring awareness to the array of possibilities which they have access to within the Swedish system of tertiary education.

    The study is based on six deep-interviews, three with pupils and three with student mentors. Together with 131 surveys from the course given during the summer of 2014, and theories of John Dewey on “Learning-by-doing”, the results show that pupils participation in SHS give them a better understanding for, and knowledge about their own educational responsibility.

    Another question this paper seeks to address is how significantly the SHS program is changing the pupil’s experience of education in general and their view upon higher education specifically. Throughout this process, the aim is that the pupils will have gained a deeper understanding for the differences in educational form, the pupils own responsibility for shaping their future and how they themselves can take charge of their educational choices. After having participated in the SHS program, the pupils have made mature and insightful choices for their future education, where an academic choice is closer to hand than prior to the program.

  • 207.
    Barkåker, Cicci
    et al.
    Södertörn University, School of Culture and Education, Teacher Education.
    Butzias Issa, Georgia
    Södertörn University, School of Culture and Education, Teacher Education.
    Algebra i skolan: En studie om elevers algebraiska kunskaper inom området ekvationer i årskurs 92014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Algebra in school, - a study on students` algebraic knowledge of the field equations in ninth grade.International (TIMSS) and national mathematics studies detects that Swedish pupils math skills is deteriorating in comparison to other countries. Therefore has the subject of mathematics become one of the school subjects which are becoming increasingly in focus. The government has made a big effort, Matematiklyftet, in mathematics in primary education, 650 million has been invested and the Agency has been tasked to train all current mathematics teachers through peer collegial learning. This effort is the most pervasive in modern times in Sweden.The aim of this study is that we as prospective mathematics teachers want to find our approach to surveys results. By using the Governments’ diagnoses, Diamant, student group interviews, teacher interviews and theories in mathematics education, we want to make students' algebraic knowledge of the field equations visible. This to understand how their knowledge in practice relate to international and national studies.

  • 208.
    Barsom, Gabriella
    Södertörn University College, Lärarutbildningen.
    En studie om assyriska/syrianska ungdomars språkbruk och språkidentiteter2006Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
  • 209.
    Bartfai, Sara
    Södertörn University, Teacher Education.
    Algoritmen som kulturellt redskap: Fyra elevers förståelse av additionsalgoritmen2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this investigation has been to examine four students, in a second grade class in Stockholm, understanding of the addition algorithm. A small field study has been carried out including both interviews and classroom studies.

    Vygotsky’s socio-cultural theory and more specifically the concepts of mediation and cultural tools have been applied. Vygotsky asserts that our contact with the world is mediated by cultural tools. The addition algorithm is in this thesis seen as a cultural tool that the students are to appropriate.

    The results show a variation of the student’s understanding of the addition algorithm. Most importantly it shows that it is possible for students to “say more than they know” with the use of the algorithm. It is difficult to see how much a student really understand of a mathematical concept and easier to see if they do not understand it or are using it in an inappropriate way. Therefore it is necessary for teachers to form a dialogue with the students and ask them why they do as they do while using different mathematical concepts, such as addition algorithms, to acquire a perception of their mathematical understanding.

  • 210.
    Bartfai, Sara
    et al.
    Södertörn University, Teacher Education.
    Lööw, Torulf
    Södertörn University, Teacher Education.
    Att förstå vad man läser2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of the present study is to describe and analyze what modes of discourse for reading comprehension were prominent among six teachers in two different schools in Stockholm, Sweden. Based on a teacher perspective on how to describe, teach and assess reading comprehension, the investigation concentrated on teacher discourses and their alignment with influential theories of reading. The study was based on transcriptions of six tape-recorded teacher interviews and classroom observations. The method for analyzing the material was a discourse analysis based on Rosalind Ivanic’s (2004) six writing discourses that were adapted to the context of reading comprehension. The results show that teachers in both schools tended to utilise several modes of discourse at the same time. There was overall a significant difference between the discourse styles that were used when the teachers were defining the purpose of reading comprehension and the styles used when the teachers were assessing reading comprehension. The teachers mainly used a creativity discourse and a social-practice discourse when explaining the purpose of reading comprehension. In describing assessment of reading comprehension however a skills discourse was more prominent among the teachers. Hence a discrepancy could be seen between how the teachers view the purpose of reading comprehension and how they assess it.

  • 211.
    Bartonek, Anders
    et al.
    Södertörn University, School of Culture and Communication, Philosophy.
    Cederberg, Carl
    Södertörn University, School of Culture and Communication, Philosophy.
    Pedagogik som sokratisk kvalitetssäkring2010In: Tradition och praxis i högre utbildning: tolv ämnesdidaktiska studier / [ed] Anders Burman, Ana Graviz, Johan Rönnby, Huddinge: Södertörns högskola , 2010, p. 99-113Chapter in book (Other academic)
  • 212.
    Bartos, Eva
    Södertörn University College, Lärarutbildningen.
    Språkinlärning-medvetenhet och reflektion.: En komparativ textanalys av fyra lärarhandledningar i spanska för grundskolan.2006Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [en]

    This study is about language learning and language development. The purpose of the survey is to investigate how current learning theory and language research reflect on teaching instructions for the teaching material in spanish, with focus on the student´s awareness and reflection.

    The survey is based on a comparative textanalysis of four teaching instructions for the seventh year in the nineyear compulsory school.

    The result show great variations between the teaching instructions, regarding execercises as well as instructions. A theoretical approach and an explicit connection to research is something that is constantly missing in the instructions to the teachers.

  • 213.
    Basa, Maral
    et al.
    Södertörn University, Teacher Education.
    Kerstof, Emilie
    Södertörn University, Teacher Education.
    "Trygghet är att vara säker och inte känna sig rädd": En hermeneutisk studie om trygghet i förskolan ur barns perspektiv2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of the study is to reach an understanding of some children´s experience of safety in preschool and important factors for their experience of safety. Our study is a qualitative study with a hermeneutic approach. We chose to perform semi-structured group- and couple interviews with children in order to hear their thoughts about safety as well as their experiences of it. In the analysis of our material, we have used the hermeneutical circel and the RUS-model. We have done so in order to interpret the children´s experiences and thoughts about safety in preschool within certain limited areas. The results show us that good peer relations and meaningful activities had significant roles for the children´s experience of security. Indirect factors that we interpreted were important for the children´s experiences of security were the educators, the physical environment and functioning routines. 

  • 214.
    Basinska, Anna Maria
    Södertörn University, School of Culture and Education.
    Anmälningspliktens skuggsida: en essä om att hantera orosanmälningar på förskolan i praktiken2013Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    My essay starts by describing a case of a "declaration of concern" regarding a child that I experienced in my work at a preschool. The duty to make a notification was based on the child's story and led to a meeting at a crisis center. The meeting involved the presence of police, psychologists and prosecutors, without parental knowledge. I chose the essay form for this subject because this writing form offers a reflective approach which is suitable for such a sensitive topic. By describing the negative aspects associated with this duty of notification I want to try to bring some understanding of the very emotional issues associated with a notification. I will highlight what the notification requirement is about and examine what - my obligations are as a teacher in making a declaration of concern leading to a notification to the relevant local authorities and government agencies. I will reflect on the child's vulnerable position as well as the difficult position of parents and notifying teachers.

    The pervading idea in the essay is that the obligation to report your concern may seem like a hard law but a law that has to be followed without reservation. The teacher´s own opinion or judgment is irrelevant in a declaration of concern and subsequent notification. Registration of the concern is done for the child's sake and not the sake of the family.

  • 215.
    Bauer, Liselott
    Södertörn University, Lärarutbildningen.
    En empirisk studie: Om att arbeta med skriftspråket utomhus på I Ur och Skurförskolor2011Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    I Ur och Skur preschools base their teaching on outdoor activities and all educators are called leaders, disregarding their educational background.

    The purpose of this study is to find out how the leaders of six I Ur och Skur preschools are working, specifically with the written language, in the outdoors environment. The study discusses the concept of literacy, methods leaders use and the advantages and disadvantages they experience with outdoors education and the thoughts they have about outdoor activities. The basis for this study is the objective pursued in the curriculum: "preschools should strive to ensure that children develop an interest in written language and an understanding of symbols and their communicative functions". Respondents have also been asked what outdoors education means to them on a personal level.

    To achieve my research results five qualitative interviews, with room for follow-up questions, were conducted. One of the respondents felt that she lacked time but still wanted to participate and doing so by answering questions by email. A total of six interviews were conducted, transcribed and analyzed. All respondents in this study are active leaders in I Ur och Skur preschools in a major city in Sweden.

    The results of the six interviews from the leaders show how they work with written language activities for children outdoors. The methods used seem quite similar between the various preschools. The leaders exploit the opportunities that are given, e.g. they write in the snow with watercolors or draw in the sand with sticks. They also read books outdoors for the children. The advantage, according to respondents, is that the material never ends, it is possible to write with almost anything. Possible disadvantages are bad weather conditions or too much background noise that may distract the children at times when they need to concentrate.

  • 216.
    Baum, Linn
    Södertörn University, Teacher Education.
    Min pappa är en ängel: På vilket sätt kan förskolan hantera barn och vårdnadshavare i kris?2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    With the starting point in a self percieved dilemma I reflect on how I acted in a crisis situation and if I could have acted in a different way. I ask questions about how preschool educators can handle children and guardians in crisis and the importance of the pedagogues education and experience in dealing with crisis. I have chosen to focus on a socio-cultural perspective, existentialism and tacit knowledge. The methods of the study have been to write a scientific essay and to use qualitative interviews with four educators. I reflect on theories and concepts and discuss how they can be applied in practice.

  • 217.
    Bawil, Parzin
    et al.
    Södertörn University, School of Culture and Education, Teacher Education.
    Spångberg, Emily
    Södertörn University, School of Culture and Education, Teacher Education.
    Friskolor med muslimsk profil: En studie om fyra rektorers tankar kring arbetet på en friskola med muslimsk profil2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Independent schools are a central issue in the school world, the perception of independent schools varies and many people express opinions about them in the media. An independent school is according to the National Agency a school that has a different principal than the county or municipality. Independent schools may not charge fees but their revenue comes from municipal grants from municipalities (Berglund 2007, p. 10). An independent school can be driven by an association, foundation or company and to run an independent school requires a permit from the Education Department.

    The purpose of this paper is to see how four principals at independent schools with a Muslim profile are working to strengthen their students’ Muslim identity in relation to the society they live in and how schools work with value issues. We also had the intention of studying the schools environment. To help us, we used the following questions: How does the school principal integrate different value issues? What are the principals’ thoughts on their schools work with their students before meeting with the community? What are the principals thoughts on the schools work to enhance their students’ Muslim identity? What is the purpose of the school profile? What is the environment like in and around the school? We have used interviews and observations as a method to find out how principals producing work at an independent school with a Muslim profile, and how they work with students’ identity formation. In this qualitative study, we have interviews with two principals and two assistant principals and observations from three of the schools. Based on our research, we have concluded that there is little to distinguish an independent school with a Muslim profile from a public school. Both are part of the Swedish school system, so they must follow the national curriculum, the time plan, and the Education Act.

    According to the principals that we interviewed, what distinguishes an independent school with a Muslim profile from a public school is that they serve halal food, girls and boys have separate PE lessons, they have one lesson a week for the school's profile subject (Islam or Arabic), schools have a prayer room that students can access throughout the school day and the school is closed during the Muslim feasts.

    According to the principals that we interviewed, the main reason for choosing an independent school with a Muslim profile should be because of the work in the schools that is based on building up students’ Muslim identity. They do this for the students meeting with the society they live in, if the schools have built up a solid cultural foundation of the students, the transition to the community much easier. In our social world is the view of knowledge, learning and parenting culture bound. Lahdenperä writes about "learning -through-culture" and with this she means that children learn through their own culture, that shapes them as individuals and through it they learn what is worth to know (Lahdenperä 2003). Our observations revealed various differences between the schools’; the most obvious difference was the religious texts and symbols that were on Sham School. Our observations also showed different connections between the schools’; one was that they were in abandoned buildings, mostly in industrial areas. Another clear connection between the schools was that all had prayer rooms and these floors were covered with a large red carpet. The prayer rooms looked exactly like they do in a mosque.

    The conclusion of our study is that despite the schools’ public profile, independent schools with Muslim profile, they educate their students in different ways and their priorities are also different. Thus, one can´t assume that all independent schools with Muslim profile works the same way. Just as in public schools, it is about what the staff at the schools believe that the schools purpose and also their efforts to achieve the schools different goals.

  • 218.
    Bazgyr, Zine
    Södertörn University, Teacher Education.
    Är förskolan för alla?: En studie om pedagogernas inställning gentemot barn med fuktionsnedsättning/barn i behov av särskilt stöd i förskolan2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Preschool is an organization that aims to include and adapt to every child's different needs, conditions and abilities. The political vision of a "preschool for all" means that the activities should be adapted to the needs of every child, but despite this, there are still “special solutions” in preschools. 

    This study aims to gain a broader understanding of pedagogue’s attitude towards children who are in need of special support or have a disability in preschool. Our survey is based on the pedagogue’s point of view, where we aim to find out how pedagogue’s view their proficiency and what opportunities there are to meet the children's different needs. Furthermore, we will investigate how pedagogues reason about their way of working when it comes to the inclusion of children in need of special support.

    Our study is mainly a qualitative method. We were interested in seeing how work, competence and reception could differ from a pre-primary preschool and a preschool that specialize in disability. With that reason in mind, six individual semi- structured interviews were conducted with six different people. Three of them were special needs teachers and worked at a specialized preschool with disabilities and three were pre-school teachers and worked at pre-primary preschools. 

    The study shows a difference in approach between these two preschools. Large children's groups and staff density, among other things, causes work to deteriorate with children who have a disability or are in need of special support. We have also come to the conclusion that “a preschool for all” is not about being physically involved, but is about meeting their needs and being included. Finally, we were able to determine with our study that there is competence for working with children who have a disability or are in need of special support but that there are insufficient resources to meet children's different needs.

  • 219.
    Beata, Kudela
    et al.
    Södertörn University, Teacher Education.
    Kourosh, Safinia
    Södertörn University, Teacher Education.
    Dilemman kring fritidslärarens uppdrag i skolan2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Our aim with this essay is to examine the challenges that recreation teachers faces at their workplaces. We especially focus which cause difficulties for the implementation of recreation teacher’s assignments. We hope to highlight the difficulties and factors which act as a barrier to recreation teachers. The questions that we are trying to answer are: what perceptions in their daily work recreation teachers shave of their mission? What challenges do recreation teachers experience in the implementation of their mission? What solutions and aids do recreation teachers use to meet these challenges?

    We will use a qualitative method in our essay. Data collection includes interviews with four recreation teachers in three different schools. The empirical material will be analyzed and interpreted from a socio- cultural perspective and by means of other research in this area. The result shows that recreation teachers are experiencing challenges but are trying to carry out their mission through a variety of methods in order to provide children with basic care.

  • 220.
    Becirovic, Amanda
    et al.
    Södertörn University, Teacher Education.
    Jegenstam Ott, Lina
    Södertörn University, Teacher Education.
    I toppen av hierarkin: En studie om hur pedagoger förhåller sig till genus på fritidshemmet2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to illustrate how educators relate to gender in after-school programs and how school culture affects educators and students. Our questions also deal with gender order in school and how cultural factors affect the gender perspective in after-school programs. As empirical basis for our study we did four qualitative interviews with educators at two multicultural schools in Stockholm and one Swedish school in a Spanish-speaking country. The results of the study show that the educators at the after-school programs relate different to the students in school from a gender perspective. We have seen examples of educators maintaining stereotyped gender definitions by talking about girls and boys as two different uniform groups. The results also show how educators can create possibilities for students to find different identities by not making any differences between the students based on gender. It has also emerged that there are different cultures at each school and common to all three schools in the survey is that the school culture affects how educators think about and work with gender. 

  • 221.
    Behram, Kelmendi
    Södertörn University, Teacher Education.
    Skönlitteratur som läromedel i svenska som andraspråksundervisning2016Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    For several years has the subject Swedish as a second language been an undergraduate subject in Swedish universities and colleges. The lessons in the Swedish primary schools in this particular subject is still handled by teachers who have no education in the subject. The purpose of this study has been to compare how three teachers with education in Swedish as a second language and three teachers who lack education in Swedish as a second language reasons about their use and choices of fiction. To answer this I prepared the following questions:

    • How do six teacher reason about the use of fiction in teaching? Is there any difference between teachers with or without Swedish as a second language education, in how they describe the use of fiction?
    • What are the opportunities and obstacles they consider there is with the use of fiction? Is there any difference in their reasoning based on their education?
    • How do they reason about their choices of fiction? Is there any difference in the reasoning between the teachers with or without Swedish as a second language education?

    The study is based on a qualitative method with six interviews. The theoretical basis this study is based on is theories about the connection between the reader and the text, especially Louise M Rosenblatts transactional theory and Kathleen McCromicks repertoarers. Based on what research and theory suggests, the results show that, teachers with an Swedish as a second language education have a greater knowledge of how fiction should be used in teaching. It also shows that teachers with an education sees a little less obstacles on the use of fiction. They also have a greater understanding of how the choices of books should be made when it comes to using fiction with pupils with swedish as a second language.

  • 222.
    Behtoui, Alireza
    Södertörn University, School of Social Sciences, Sociology.
    Social capital and the educational expectations of young people2017In: European Educational Research Journal (online), ISSN 1474-9041, E-ISSN 1474-9041, Vol. 16, no 4, p. 487-503Article in journal (Refereed)
    Abstract [en]

    The aim of this study is to explore the determinants of the educational expectations of young people in disadvantaged urban areas in three large cities in Sweden. In addition to the conventional predictors such as parental resources (economic and cultural capital) and demographic characteristics (such as age, gender, immigration background), this study examines the impact of the different types of social capital (both within-family and extra-familial), on the educational ambitions of these young people. The results indicate that the class background of the respondents, together with the demographic characteristics of young people, are important predictors of their educational ambition. Different forms of social capital also explain a significant part of the variance in students? educational expectations.

  • 223.
    Behtoui, Alireza
    Södertörn University, School of Social Sciences, Sociology.
    Swedish young people’s after-school extra-curricular activities: attendance, opportunities and consequences2019In: British Journal of Sociology of Education, ISSN 0142-5692, E-ISSN 1465-3346, Vol. 40, no 3, p. 340-356Article in journal (Refereed)
    Abstract [en]

    Recent research demonstrates that, along with the family, the peer group and the school environment, extra-curricular activities are important contexts for young people’s educational and social development. This article is the result of a survey conducted with a sample of young people in their last year of compulsory school in Sweden and examines both who has access to the different types of extra-curricular activity and the consequences of their participation in the various programmes. As the results indicate, after controlling for respondents’ class and migrant background, their gender and their health, there are positive and significant associations between participation in certain types of activity (sporting, cultural and religious) on the one hand, and students’ school performance and educational expectations on the other. However, attendance at a less-organised activity (youth recreation centres or fritidsgård) shows a negative association with these outcomes. Furthermore, the results demonstrate that the gender, social class and migrant background of students affect their rate of participation in many of these activities.

  • 224.
    Bellos, Dina
    et al.
    Södertörn University, Teacher Education.
    Rebecchi, Angelica
    "Alla kan bara man vill!": En kvalitativ undersökning av barns erfarenheter och föreställningar om olika yrken ur ett genusperspektiv2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Abstract

    The aim of this essay is to examine if children’s, in this case girls and boys between four and six year old, experiences and perceptions of various occupations follow a gender stereotypical pattern that is distinguishable in the society and that is evidenced by a gender distributed list presented by the Central Bureau of Statistics (SCB 2016).

    These children’s experiences and perceptions are examined in relation to family and surroundings. The central question is how they describe occupations and occupational-related activities offered in a school and preschool environment from a gender perspective. These children’s experiences and perceptions are also examined in relation to how they describe their career-related aspirations.

    Our study is theoretically based upon two different alignments of the gender theory that describe the social construction of gender.

    The data collection is based on 7 group interviews with 31 children from one preschool class and two different preschools.

    The results of our study indicate that the children have occupational experience that they relate to family members and/or to their immediate surroundings. The majority of the children’s experiences show that chores are distributed equally within the family and are therefore described as genus neutral. However, the majority of the children's occupational experience is gender-influenced, thus following the gender segregated labor market outlined by Central Bureau of Statistics (2016) list. Their own occupational aspirations also show that they follow this gender stereotypical pattern. The study emphasizes that the children are active agents in their development of gender identity and that their gender identity appears more clearly in specific contexts. On the other hand, we see that girls are more eager to extend the limits of the female arena. Another important aspect that the study shows is that the occupational activities offered in the school and preschool activities have a positive impact on how children distinguish their own ability. This can increase their ability to feel that they can do it if they really want to!

  • 225.
    Bengtsson, Ema
    Södertörn University, Teacher Education.
    Misslyckandets styrka: En essä om att utvecklas genom misslyckande som fritidslärare.2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    My scientific essay is about how I as a recreational activities teacher deals with failure in my profession and how that approach affects the students. I takes its starting point in a self-perceived tale where I act as recess monitor. Suddenly I realize that a colleague and I are the only ones outside during recess with hundreds of students. The students will meet an educator who is unconcerned, stressed and irritable instead of the engaged recess monitor they are used to. I feel like a failure in my mission as a recess monitor and begins to question my professional identity. I try to find someone to blame but realize that the feeling of failure also depends on that I have a hard time accepting my own lack of skills. My questions at issue are, how can a recreational teacher relate to failure in the profession? And, how are the students affected by the pedagogue’s approach to failure?

    The method I have used is scientific essay form which has given me the opportunity to deepen my reflections connected to literature by philosophers and scientists within the educational area. I also use the governing documents which decides how I should exercise my profession. These are Curriculum for the compulsory school, preschool class and the recreation centre 2011, The General advice for the recreation center and The Education Act. I have based on the reflections investigated how I could have behaved different, how my behavior affected the students and how the recreational teacher is able to develop through failure. I have examined my question at issue in dialogue with theories and reached a conclusion how to work with failure can proceed from the maturity theory, symbolic interactionism, differentiation of self and deontological ethics.

  • 226.
    Bengtsson, Emelie
    et al.
    Södertörn University, Teacher Education.
    Ryttersson, Cornelia
    Södertörn University, Teacher Education.
    Tecken som alternativ och kompletterande stöd: En studie om hur förskollärare använder TAKK2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is to find out the view preschool teachers have on sign language asalternative and complementary communication (in swedish TAKK stands for tecken somalternativ och kompletterande kommunikation) and how they use it in preschool activities. Tofind this out, we have conducted an inquiry survey and interviewed seven preschool teachers.Based on the material we gathered we will present in four sub-headings that indicate not onlyhow preschool teachers use sign language as alternative and complementary communication in preschool activities but also their thoughts and experience of it. We have used the socio-cultural perspective and Vygotskij, Dewey and Piaget as our theoretical starting points.

    The results of the study show that sign language as alternative and complementarycommunication is a complement to the verbal language and that children learn in socialinteractions. Furthermore, it facilitates when there are more users and also that they remind each other.

  • 227.
    Bengtsson, Petter
    Södertörn University, Lärarutbildningen.
    Den entreprenöriella filosofin: Ideologi, kunskapssyn, betydelse och tendens i GY11 och filosofiämnets nya mål och kunskapskriterier2012Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Den Entreprenöriella Filosofin (The Entrepreneurial Philosophy) is a study of ideology, epistemology, meaning and tendency in the new knowledge criteria in upper secondary school subject philosophy in light of Gymnasieskola 2011 (GY11). The thesis begins with a brief presentation of the subject and then describes different linguistic and semantic interpretation models retrieved by philosophers such as Saussure, Russell and Wittgenstein, which will be used in the analysis of the knowledge criteria. In order to put the study in a historical context a presentation of the different epistemological beliefs and how the view of knowledge in the Swedish school system has shifted over the years is given. The subsequent comparative reading of the new knowledge-based criteria against the old criteria’s, with a range of newly introduced concepts such as entrepreneurship and entrepreneurial learning is also interpreted from its new context, shows that there has been a shift in the skills or knowledge that will now be assessed in philosophy. Text analysis also shows that there has been a shift in terms of knowledge towards a more instrumental approach and that this is based on ideological tendency rather than scientific beliefs.

  • 228.
    Benouaden, Hanane
    et al.
    Södertörn University, Teacher Education.
    Bildik, Zeynep
    Södertörn University, Teacher Education.
    Lekbaserat lärande i förskolan: En kvalitativ studie om lek som pedagogiskt verktyg för att främja lärande2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 229.
    Benson Marin, Johanna
    et al.
    Södertörn University, School of Culture and Education, Teacher Education.
    Danielsson Jonsson, Petronella
    Södertörn University, School of Culture and Education, Teacher Education.
    "Det är roligt!": En studie om hur pedagoger använder estetiska lärprocesser i arbetet med naturvetenskap i förskolan2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this thesis is to investigate how teachers perceive that they work with science in preschool through aesthetic learning processes as tools both in the indoor and outdoor environment and make visible what the educators' underlying beliefs are that affect how they perceive aesthetic learning processes as tools used to deepen children's understanding of different scientific phenomena.

    This is an interview study using the phenomenographic approach as a means and method to make visible and report on teachers' views on how aesthetic learning processes can be used to extend preschool children's learning about science. The results are analyzed and discussed based on John Dewey's theoretical ideas about children's learning, aesthetics and science.

    The study clearly shows that teachers' views on aesthetic learning processes and how they can be used in the work whit science is very divided and in some cases unreflective. The most striking results are that teachers often are unaware that they make use of aesthetic learning processes because they have a more limited view of what it is than we have in the paper. All informants have science as a core subject. Their focus of the activity is located at the showing and visualizeing of scientific phenomena and some of them express that they submit the aesthetic learning processes to their colleagues or that they collaborate with someone who has training in some art form. During these collaborations the educators are responsible of their respective subjects, and rarely have deeper knowledge about the other topic.

  • 230.
    Bentahar, Sofia
    et al.
    Södertörn University, Teacher Education.
    Paschalidou, Maria
    Södertörn University, Teacher Education.
    Flerspråkighet som norm: En studie om pedagogers synsätt på flerspråkighet i förskolan2016Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of our study is to examine preschool teachers' attitudes to multilingualism in preschool, especially in relation to the preschool's internal environment. Our study is based on the socio-cultural perspective and consists of six interviews with pedagogues and observations at two preschools in different parts of Stockholm. We are certain of that our study is important for pedagogues, since a high proportion of children in Swedish preschools are multilingual. A high level of awareness and recurrent work to promote children’s multilingualism has tremendous importance for children's language development.

    The result of our study demonstrates that multilingualism is the norm in the preschools. Based on the interviews, we have seen that pedagogues are aware of the fact that both the children's home language and the Swedish language are equally important for children's language development. For children to develop good language skills in the Swedish language, it is important that the mother language is promoted and is a point of departure in preschool activities.

    Pedagogues, who constantly communicate with children, contribute to children's language development. Children must be offered ample opportunity for language use and interaction in different contexts. The study demonstrates that pedagogues consciously work with multilingualism, aiming for creating a language stimulating internal environment that encourages kids to play, learn and develop their language skills. Similar to a majority of pedagogues, we are certain that play has an important role for children's language development; because play is something pleasurable that often comes naturally and it is very important for children.

  • 231.
    Benyamine, Isak
    et al.
    Stockholms universitet.
    Haglund, Liza
    Södertörn University, School of Culture and Education, Education.
    Estetiska erfarenheter och elevers sociala rätt: Den goda människan från Sezuan2017In: Estetiska uttryck och barns rättigheter i utbildning / [ed] Margareta Aspán, Jutta Balldin, Charlotte Engel & Anna Röing Hellberg, Malmö: Gleerups Utbildning AB, 2017, 1, p. 113-131Chapter in book (Other academic)
  • 232. Benyamine, Isak
    et al.
    Haglund, Liza
    Södertörn University, School of Culture and Education, Education.
    Persson, Anders, J
    Att slippa tänka själv: Filosofiska samtal som undersökande gemenskaper i skolan2014 (ed. 1)Book (Other academic)
  • 233.
    Bergdahl, Lovisa
    Södertörn University, School of Culture and Education, Education.
    Crisis or Struggle?: A Language of Natality as a Struggle for Education2017In: Studier i Pædagogisk Filosofi, ISSN 2244-9140, E-ISSN 2244-9140, Vol. 6, no 1, p. 25-38Article in journal (Refereed)
    Abstract [en]

    Taking its point of departure in the connotations to war and violence inherent in what is here called the ‘language of crisis’ (Jantzen), the purpose of this article is to explore what it might mean to reassess the language of educational change and policy reform in the imagery of natality and birth (Arendt). If the task in a ‘crisis’ is to fight against the crisis, effectively and forcefully, the argument of the paper is that the root metaphors of natality and birth puts into play an imagery that makes possible a relational language for educational change and reform. If the language we use has performative consequences, the question explored is what a ‘language of natality’ can make possible as a language of struggle for education.

  • 234.
    Bergdahl, Lovisa
    Södertörn University, School of Culture and Education, Education.
    Dags att lämna krisretoriken i skoldebatten2014In: Signum : katolsk orientering om kyrka, kultur, samhälle, ISSN 0347-0423, no 1, p. 26-31Article in journal (Other (popular science, discussion, etc.))
  • 235.
    Bergdahl, Lovisa
    Södertörn University, School of Culture and Communication, Education.
    Demokratins paradox och dialogens (svåra) möjligheter2011In: Religion & Livsfrågor, ISSN 0347-2159, no 1, p. 18-20Article in journal (Other (popular science, discussion, etc.))
  • 236.
    Bergdahl, Lovisa
    Södertörn University, School of Culture and Education, Education.
    Feminist och katolik: Anna Lenah Elgström i nytryck2014In: Signum : katolsk orientering om kyrka, kultur, samhälle, ISSN 0347-0423, no 6, p. 19-22Article in journal (Other (popular science, discussion, etc.))
  • 237.
    Bergdahl, Lovisa
    Södertörn University, School of Culture and Communication, Education.
    Hur mycket mångfald orkar vi bära?2012In: Signum : katolsk orientering om kyrka, kultur, samhälle, ISSN 0347-0423, no 8, p. 24-27Article in journal (Other (popular science, discussion, etc.))
  • 238.
    Bergdahl, Lovisa
    Södertörn University, School of Culture and Education, Education.
    Könsskillnadens religionskunskapsundervisning2018In: Interkulturell religionsdidaktik: utmaningar och möjligheter / [ed] Olof Franck & Peder Thalén, Lund: Studentlitteratur AB, 2018, 1, p. 253-274Chapter in book (Refereed)
  • 239.
    Bergdahl, Lovisa
    Södertörn University, School of Culture and Education, Education.
    Language matters: gendering Religious Education teaching2018In: British Journal of Religious Education, ISSN 0141-6200, E-ISSN 1740-7931, Vol. 40, no 3, p. 317-326Article in journal (Refereed)
    Abstract [en]

    Taking its point of departure in the idea that language is never neutral but always coded in the masculine or the feminine (Irigaray), the main purpose of the paper is to explore the gendered coding of Religious Education teaching and how this coding interplays in shaping relationships and knowledge in the classroom. As recent research shows, debates about religion are becoming increasingly aggressive in many Western democracies and Religious Education is not unaffected by this. Drawing on Luce Irigaray’s notion of sexual difference the paper argues that RE tends to have a masculine coding in its overemphasis on beliefs, creeds and concepts. This not only positions both girls and boys as feminine in relation to (masculine) religion, it also fails to offer the more nuanced understanding of religious life so well needed today. The paper is divided into three sections. The first outlines briefly, theoretically and methodologically, the larger study of which this paper is part. The second offers an exposition of Irigaray’s thinking on sexual difference, and the third relates her philosophy to three empirical examples. The paper ends with a summary of the main points of the argument and the implications of language matters for Religious Education teaching.

  • 240. Bergdahl, Lovisa
    Lost in Translation: On the Untranslatable and its Ethical Implications for Religious Pluralism2009In: Journal of Philosophy of Education, ISSN 0309-8249, E-ISSN 1467-9752, Vol. 43, no 1, p. 31-44Article in journal (Refereed)
    Abstract [en]

    In recent years, there have been reports about increased

    religious discrimination in schools. As a way of

    acknowledging the importance of religion and faith

    communities in the public sphere and to propose a solution to

    the exclusion of religious citizens, the political philosopher

    Ju¨rgen Habermas suggests an act of translation for which

    both secular and religious citizens are mutually responsible.

    What gets lost in Habermas’s translation, this paper argues, is

    the condition that makes translation both necessary and

    (im)possible. Drawing on Walter Benjamin’s notion of the

    mysterious untranslatable and the task of the translator, the

    paper approaches translation as an ethical process involving

    risk, asymmetry and uncertainty. Not knowing where this risk

    will lead, the paper takes the ethical ambivalence at play in

    Jacques Derrida’s notion of the untranslatable and explores

    this in relation to religious difference in education. It argues

    that the untranslatable needs to be acknowledged in terms of a

    respect for difference and a limit to narration, if students with

    religious convictions are not to be further violated in schools.

  • 241.
    Bergdahl, Lovisa
    Södertörn University, School of Culture and Communication, Education.
    När mänskligheten får ansikten2011In: Det goda lärandet: en antologi om liberal arts education / [ed] Anders Burman och Patrik Mehrens, Lund: Studentlitteratur AB, 2011, p. 63-80Chapter in book (Other academic)
  • 242.
    Bergdahl, Lovisa
    Lärarhögskolan i Stockholm.
    Om gemensamma värden i ett pluralistiskt samhälle: Lärarutbildarens syn på och arbete med gemensamma värden i den nya lärarutbildningen2006In: Tidskrift för lärarutbildning och forskning, ISSN 1404-7659, Vol. 13, no 1, p. 17-41Article in journal (Refereed)
  • 243. Bergdahl, Lovisa
    Public Education/Private Religion: Redefining Borders in Religious Education2009In: Your Heritage and Mine: Teaching in a Multi-Religious Classroom / [ed] Lena Roos & Jenny Berglund, Uppsala: [Religionshistoriska avdelningen, Uppsala universitet] , 2009, p. 60-67Chapter in book (Refereed)
  • 244.
    Bergdahl, Lovisa
    Södertörn University, School of Culture and Communication, Education.
    Religion och bildning: Emilia Fogelklou och bildningsbegreppets mystika förankring2012In: Svenska Bildningstraditioner / [ed] Anders Burman och Per Sundgren, Daidalos, 2012, p. 231-246Chapter in book (Other academic)
  • 245.
    Bergdahl, Lovisa
    Stockholms universitet.
    Seeing Otherwise: Renegotiating Religion and Democracy as Questions for Education2010Doctoral thesis, monograph (Other academic)
    Abstract [en]

    Rooted in philosophy of education, the overall purpose of this dissertation is to renegotiate the relationship between education, religion, and democracy by placing the religious subject at the centre of this renegotiation. While education is the main focus, the study draws its energy from the fact that tensions around religious beliefs and practices seem to touch upon the very heart of liberal democracy. The study reads the tensions religious pluralism seems to be causing in contemporary education through a post-structural approach to difference and subjectivity.

    The purpose is accomplished in three movements. The first aims to show why the renegotiation is needed by examining how the relationship between education, democracy, and religion is currently being addressed in cosmopolitan education and deliberative education. The second movement introduces a model of democracy, radical democracy, that sees the process of defining the subject as a political process. It is argued that this model offers possibilities for seeing religion and the religious subject as part of the struggle for democracy. The third movement aims to develop how the relationship between education, democracy, and religion might change if we bring them together in a conversation whose conditions are not ‘owned’ by any one of them.

    To create this conversation, Hannah Arendt, Jacques Derrida, Søren Kierkegaard, and Emmanuel Levinas are brought together around three themes – love, freedom, and dialogue – referred to as ‘windows.’ The windows offer three examples in which religious subjectivity is made manifest but they also create a shift in perspective that invites other ways of seeing the tensions between religion and democracy. The aim of the study is to discuss how education might change when religion and democracy become questions for it through the perspectives offered in the windows and what this implies for the particular religious subject.

  • 246.
    Bergdahl, Lovisa
    et al.
    Södertörn University, School of Culture and Education, Education.
    Langmann, Elisabet
    Södertörn University, School of Culture and Education, Education.
    Pedagogical postures: a feminist search for a geometry of the educational relation2018In: Ethics and Education, ISSN 1744-9642, E-ISSN 1744-9650, Vol. 13, no 3, p. 309-328Article in journal (Refereed)
    Abstract [en]

    Inspired by Adriana Cavarero’s recent work on maternal inclinations as a postural term, the overall purpose of this article is to seek out a geometry of the educational relation that is alien to the masculine myth of the ‘economic man’. Drawing on Jan Masschelein and Maarten Simons’s critique of the marketization of education, reading their giving ‘shape and form’ to the scholastic school through the geometry of Cavarero’s ‘maternal inclinations’, the article shows how images and metaphors associated with the posture of rectitude infuse the scholastic model of the school. At the same time, we argue, it testifies to a geometry of an inclined subject and, in doing so, it offers an opening for recovering the significance of the feminine and maternal to educational theory. Affirming this opening, the paper makes a shift of emphasis from scholastic techniques to educational postures.

  • 247.
    Bergdahl, Lovisa
    et al.
    Södertörn University, School of Culture and Education, Education.
    Langmann, Elisabet
    Södertörn University, School of Culture and Education, Education.
    Time for Values: Responding Educationally to the Call from the Past2018In: Studies in Philosophy and Education, ISSN 0039-3746, E-ISSN 1573-191X, Vol. 37, no 4, p. 367-382Article in journal (Refereed)
    Abstract [en]

    This paper rethinks the fostering task of the teacher in a time when it, paradoxically, has tended to become marginalized and privatized despite its public urgency. Following post-holocaust thinkers such as Hannah Arendt and Zygmunt Bauman, the position explored here is radical in the sense that it takes ‘the crisis of traditions’ and the erosion of a common moral ground or value basis seriously, and it is conservative in the sense that it insists on responding educationally to the call from the past by returning to (a) the moral character of our existence and (b) our own embeddedness in the incompleteness of living traditions. The argument is that there is a difference between educating for common values—which entails a belief in pre-existing commonalities—and making values common in and through education. The latter, we argue, entails an aspiration for continuously creating new commonalities and for cultivating the ability to act and judge as a thinking moral agent in specific, lived and worldly cases. In this sense, the fostering task of the teacher is to create commonality of what is not (yet) common, turning the liberal democratic values of the past into contested objects of study.

  • 248.
    Bergdahl, Lovisa
    et al.
    Södertörn University, School of Culture and Education, Education.
    Langmann, Elisabet
    Södertörn University, School of Culture and Education, Education.
    'Where are You?' Giving Voice to the Teacher by Reclaiming the Private/Public Distinction2017In: Journal of Philosophy of Education, ISSN 0309-8249, E-ISSN 1467-9752, Vol. 51, no 2, p. 461-475Article in journal (Refereed)
    Abstract [en]

    In a time of cultural pluralism and legitimation crisis (Habermas), there is an increasing uncertainty among teachers in Sweden about with what right they are fostering other people's children. What does it mean to teach 'common values' to the coming generation? How do teachers find legitimacy and authority for this endeavour, not as family members or as politicians, but as teachers? To respond to this uncertainty, the paper takes the public/private distinction as a starting-point for rethinking the place of the school. Drawing on the work of Hannah Arendt and of Jan Masschelein and Maarten Simons, it argues that the school is an in-between place-a place that transforms values into 'common goods' and turns fostering into a teaching matter. The overall purpose of the paper is to sketch out the consequences of this 'in-betweenness' for what it means to find one's voice as a teacher in fostering the coming generation.

  • 249.
    Bergengren, Caroline
    Södertörn University College, School of Gender, Culture and History.
    Kompetens och ansvar kring hbt och homofobi i skolan: Intervjustudie med lärare i årskurs 7-92008Independent thesis Basic level (professional degree), 10 points / 15 hpStudent thesis
    Abstract [en]

    Many reports infer that questions of HBT and homophobia are either poorly addressed or not addressed at all in schools today. This study is based on interviews with teachers of students aged 13 to 15. It is an inquiry to the teacher's thoughts about, knowledge of, and sense of responsibility to inform students of the subjects 'Queer', 'HBT', and 'Homophobia'. Who is responsible for educating the students regarding these subjects and what do teachers think about including these subjects in their curriculum? How do the teachers describe their knowledge of the subjects? Do they require further knowledge themselves in order to educate others in a proper way? The study is grounded in queer theories. This study shows that teachers do have some knowledge and are interested in teaching the subjects. Unfortunately the subject matter presently lacks support and status in schools and as a result is left behind.

  • 250.
    Bergfors, Mikael
    et al.
    Södertörn University, Teacher Education.
    Odell, Jon
    Södertörn University, Teacher Education.
    Problemlösningsmodell och matematiska uttrycksformer: En observation- och intervjustudie av elever i årskurs 62016Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
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