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  • 901. von Wright, Moira
    Where am I when I am at ease: relocating the notion of activity in education2007In: Nordisk Pedagogik, ISSN 0901-8050, E-ISSN 1504-2995, Vol. 27, no 3, p. 222-235Article in journal (Refereed)
  • 902.
    Vukovic, Vildana
    Södertörn University College, Lärarutbildningen.
    Den osynliggjorda kvinnan: En analys av läromedel i religionskunskap för gymnasiet2010Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This thesis has the purpose that through a text analysis examine how four schoolbooks for high school treats the religions Judaism and Hinduism. The schoolbooks are from the years 2000, 2001, 2003 and 2009. The perspectives are from a religious viewing point, that means that the women are religious, Jewish feminists and Hindu feminists. The theories used are written by these women and are academic litterature.  The questions are how are women represented in the schoolbooks, is the feminist critique present or are the two religions represented and described in an invariable way, and is the description of Judaism and Hinduism consistent with the curriculum?

    The text analysis used in this examination means that reality is organized through and by the language used by the actors in that reality. This language builds up structures of power which have the role to uphold the structure of power. The researcher’s role is to highlight the stories that are produced in the text, and to show the alternatives that in this case questions the power.

    The many feminist perspectives used in this thesis say that the stories of the religions are stories written by men and for men, they are patriarchal. They have up risen from the male authority and are used to suppress women in different ways. The Hindu feminists mean that it is not just the Hindu man, but it’s the white man, the colonizer that suppresses the lower caste man and women.

    The study confirms in most parts the feminist’s theories, by showing that there are most writings of men. Jewish orthodox man and Hindu middleclass man. The schoolbook from 2009 is more multilateral and shows both women and men, but still in many ways the descriptions of the two genders is based on the relation and descriptions of the genders as men describe it. 

     

     

  • 903.
    Wahedi, Madina
    Södertörn University College, Lärarutbildningen.
    Interkulturell pedagogik och nyanlända elevers erfarenheter och förkunskaper2011Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this paper is to find out pedagogues approach to intercultural education through IVIK, goals and guidelines, the school for newly arrived students and how student experience and knowledge are utilized. In my study, I used a qualitative research method. I have interviewed four teachers and four students and a school administrator at IVIK. Results of the study show that most teachers have a good understanding of interculturalism, but that doesn’t mean that teachers make of this relationship means in their teachings. Lack of knowledge about students' cultural background means that teachers can´t integrate it into their teaching. Another result is that the school has no clear goals, students are not faced with high expectations and the school will not be on the student's own experiences. Pupils' prior knowledge is mapped and not the pupil's needs are met. The key aspects that emerge are that teachers should have knowledge of their students' cultural backgrounds in other words, become inter-culturally competent, the school must have clear goals and guidelines and will offer training that is tailored based on student needs and abilities, and student prior knowledge must be identified on the student school language. For individual support and education to plan and to primarily utilize the student's skills and strengths and not focus on the student's potential lack of ability.

  • 904.
    Ward, Josephine
    et al.
    Södertörn University, Teacher Education.
    Jawhar, Sandi
    Södertörn University, Teacher Education.
    Specialpedagogik i förskolan: Barn i behov av särskilt stöd: En jämförelse mellan två olika förskolor utifrån pedagogernas resonemang om barn i behov av särskilt stöd2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of our study is to examine how pedagogues deal with inclusion and exclusion in the preschools and how they work with special education to include children in need of special support. We will do this by conducting interviews with seven different pedagogues at different preschools in Stockholm city which we will compare to each other. Our study is a qualitative research and with our data collection, we have chosen to focus on data in the shape of interviews and interpretive analysis to gain a deeper understanding and knowledge about our chosen topic.

    We have used these following questions as the starting point of our research:1. How can pedagogues approach when working with special education in children’s groups?2. What kind of view do pedagogues have with children who are in need of special support and how can it be understood from a relational perspective?3. In what way do pedagogues deal with inclusion and exclusion in the preschool?4. Are there any differences or similarities between these preschools? And what can this be due to?

    We have also chosen the relational perspective as our starting point in our study. In our research this means that children can be understood in relation to the environment and to the current context. It involves an understanding of the surroundings, the environment and the context affecting the individual. This means that we should understand human actions in communications and interactions with others. The conclusion of our study shows a larger perspective with both similarities and differences in how pedagogues work with special education, their views on children in need of special support and how they deal with inclusion and exclusion inthe preschools.

  • 905.
    Watandost, Regina
    Södertörn University, Teacher Education.
    Dagstidningsartiklar som läromedel: En studie om potentiella svårigheter som mellanstadieelever kan möta när två olika dagstidningsartiklar väljs som läromedel för kemiundervisningen2016Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
  • 906.
    Watandost, Regina
    Södertörn University, Teacher Education.
    Hur kommunicerar uppgifter och vilken interaktiv potential har de?: En studie om uppgifter i ämnet biologi i två kartläggningar för formativ bedömning och dess interaktiva potential2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 907.
    Wedin, Anna
    Södertörn University College, Lärarutbildningen.
    En undersökning av hur några elever och deras lärare uppfattar förhållandet mellan kunskap och bedömning2007Independent thesis Basic level (professional degree), 10 points / 15 hpStudent thesis
    Abstract [sv]

    Det här är en jämförande studie av två skolsystem, International Baccalaurate (IB) och den svenska gymnasieskolan. Studien fokuserar på bedömningen av elevers kunskaper i historia. Uppsatsen undersöker hur elever och lärare uppfattar förhållandet mellan kunskap och bedömning. IB har en mer absolut kunskapssyn där det går att göra bedömningar utifrån strikta och konkreta betygskriterier medan det svenska betygssystemet har mer öppna kursplaner och betygskriterier som kräver tolkningar. Elevers och lärares syn på kunskap är lika inom de båda systemen. Däremot finns det skillnader i hur ämnet historia uppfattas. IB-eleverna betonar vikten av källkritik medan eleverna i det svenska systemet lägger större vikt vid värderingar av historiska händelser. IB-eleverna upplever att deras betygssystem är rättvist men är oroliga för att inte all deras kunskap finns med i bedömningen. Eleverna i det svenska systemet ser betygskriterierna som otydliga och anser därför att bedömningen inte blir rättvis. Lärarna i de båda systemen stödjer elvernas synpunkter.

  • 908.
    Weiner, Anna
    et al.
    Södertörn University College, Lärarutbildningen.
    Hiort af Ornäs, Joakim
    Södertörn University College, Lärarutbildningen.
    Tema: integration: aktionsforskning på Blackebergs gymnasium2005Independent thesis Basic level (degree of Bachelor)Student thesis
    Abstract [sv]

    På inbjudan av Blackebergs gymnasium har vi medverkat som deltagande lärare och forskare under ett projekt för integration. Detta projekt utgörs av mötet mellan en klass med elever av invandrarbakgrund och en klass med elever av företrädesvis svensk bakgrund. Rent praktiskt innebär detta att eleverna under en veckas tid har varit frikopplade från ordinarie schemabunden undervisning och istället deltagit i en serie evenemang med tema integration. Under denna vecka har vi handlett elever och efter bästa förmåga dokumenterat projektet.

    Vår metod har varit aktionforskning. Detta innebär att vi mer eller mindre förutsättningslöst har gett oss in i projektet som deltagare då aktionsforskningen kräver två delar – aktion och forskning. Detta innebär att forskaren även måste vara praktiker. När vi anländer första dagen till Blackebergs gymnasium har vi i stort sett ingen specifik kunskap om vad integrationsveckan rent praktiskt ska komma att innebära. I samtal med lärare och elever har sedan bilden klarnat.

    Till det material vi under veckan samlat in ställer vi frågor rörande begreppet integration, hur har detta applicerats under veckan? Hur har lärarlaget sett på integration i teorin och i praktiken? Vilka förutsättningar måste eller bör uppfyllas för att ett kvalitativt möte mellan dessa grupper ska bli av? En tredje fråga som vi ställer oss rör eleverna, hur har de sett på veckan? Tycker de att veckan har varit till för svenskfödda elever i samma mån som för elever med utländsk bakgrund? Samma fråga mer öppet formulerad; kan ojämlika förutsättningar ge ett bra möte?

    Utifrån dessa forskarfrågor gör vi vissa upptäckter som vi analyserar och reflekterar kring. Den slutsats vi drar blir att integration inte kan vara ett mål man antingen uppnår eller inte uppnår. Integration är en process. Vidare står det klart för oss att begreppet integration i hög grad även innefattar begreppen ömsesidighet och jämlikhet. Vi är övertygade om att integration inte får vara en enkelriktad åtgärd utan att det istället bör ses som en reflexiv process. För att praktiskt genomlysa och förmedla detta är ett projekt som integrationsveckan på Blackebergs gymnasium av mycket stort värde.

  • 909.
    Wellsmo, Annika
    Södertörn University, Teacher Education.
    Det är barn överallt, precis överallt!: En essä om frånvarande pedagoger och kunskapens betydelse i förskolan2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    My scientific essay takes its starting point in two self-perceived tales taken directly from my professional career in preschool. The dilemma is about absent teachers and their inability to handle large groups of children in demanding situations. I experience that the children are being affected negatively due to the actions of the educators, and my feelings of being unable to meet the children´s needs, torments me. I find that individual interpretations of the preschool's governing documents and the educator´s lack of knowledge, makes the children suffer, and educators are easily being perceived as absent. The purpose of my essay is to investigate the relevance of knowledge in dealing professionally with demanding situations within the preschool. I question the importance of knowledge in dealing with a big group of children in difficult circumstances, and how does the ethical approach of educators affect their action. Furthermore, I question whether it is possible for the preschool teacher to use her leadership skills to prevent conflict in the  working environment when some educators are being unable to deliver.

    I have adopted the method of essay writing in my research. This has given me the opportunity to reflect on my practical experience as well as the possibility to interpret the problem from other’s perspective. With the help of theories relating to practical knowledge, power, leadership, and ethics, I have viewed my dilemma from different angles in order to bring new perspectives on the problem. By engaging in discussions with the literature it has been revealed that difficulties may arise between preschool teachers and general educators due to differences in education, skills and the overall assignment. By reflecting over my dilemma, I also come to the conclusion that the working team needs competent teachers with practical experience. I also conclude that there should be at least one educated preschool teacher in order to meet the needs of the children in the department, based on the instructions from the management and the school.

  • 910.
    Westerblom, Angelika
    Södertörn University, Teacher Education.
    The idyllic grey chair: an essay about adapting my professional practise into the Swedish preschool environment2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The environment in the preschool I work in is lacking equipment, but something more is effecting me in my professional practises. By writing, I come to realize that it is my own child perspective that affects me. Setting up the environment, I am using my teaching experiences from England and trying to adapt my professional practise to the preschool in Sweden and the Swedish curriculum. With new found knowledge from teacher training in Sweden, I use the idyllic notion of a perfect environment I have to reassess my teaching practices. I have used an earlier study on Swedish and English preschool environments and I have discussed the influence that the Reggio Emilia approach has had at my place of work in Sweden.

  • 911.
    Wiberg, Annike
    Södertörn University, School of Culture and Education.
    Jag vill! Jag törs! Jag kan!: En essä om pedagogers bemötande och gränssättning i förskolan2013Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    My essay is an attempt to describe how complicated it can be to follow the rules and maintain boundaries without obstructing the children in their creative development. The aim is to highlight my approach and emphasize the importance of growing up in a kindergarten with standards and values which may not always coincide with their own opinion.

    I begin my essay with two stories about Emil five years, defying the rule of not climb up the climbing frame roof and Emma for three years, who are keen to spin on the swing, but followour rule and refrain. I wonder what it is that drives some kids to go against the rules and stretch the limits while others do not have any problem doing that we decided? I also tell about the time I as a newly-qualified nanny was rebuked by a colleague when I acted "recklessly". I would handle the situation differently today? In the last story, I praise a child for being "mischievous", which makes me proud. Can a "mischievous" child also experienced positive? Another issue that is relevant to my dilemma is if we educators must always be consistent or is it arbitrary to make exceptions?

    To understand my dilemma, I have used a phenomenological method, which means that I, along with the preschool curriculum, relevant literature and personal experience can understand my thoughts and actions from multiple perspectives. That way, I have gained a greater understanding of how crucial preschool standards and my response is for the children's development and self-reliance. Both in terms of rules and boundaries. Being a responsive educator with the ability to take the children's perspective makes it easier to convey a message without violating someone's privacy.

  • 912.
    Widing, Henrik
    et al.
    Södertörn University College, Lärarutbildningen.
    Manzo, Claudio
    Södertörn University College, Lärarutbildningen.
    Hur elever med ickesvensk etnisk bakgrund tolkar två lektioner i skolan: samt ett uttryck av maktförhållande mellan lärare och elever2008Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [en]

    This paper examines how pupils with a non-Swedish background, in a secondary school in Stockholm’s suburban, Sweden, interpret and absorb the contents of school-room classes. It also examines whether the interpretations are influenced by a power-relation between teacher and pupils. The pupil’s interpretations, including their values and perceptions as regards to the content, are central to our study.

    Firstly, classes on world conflicts and corporal punishment for children were observed and these observations were the foundation to this study. Secondly, pupils with various ethnic backgrounds were interviewed regarding their experiences of the classes.

    The analysis indicates the presence of a power-relation between teacher and pupils in class caused by the teacher showing no consideration to the pupils’ various backgrounds when selecting the contents of the presentation, resulting in a conscious or unconscious exclusion of the pupils’ backgrounds. The interviews indicate that the teacher’s cultural capital was in a superior position to the pupils’ cultural capital. This may lead to a sense of exclusion.

    The pupils’ interpretation stem from both their own experience in a multi-cultural school and from their parents’ backgrounds. They are thus expressions of trans-cultural “new ethnicities” rather than one specific ethnicity.

  • 913.
    Wiker, Charlotte
    Södertörn University College, Lärarutbildningen.
    Tvåspråkig matematikundervisning: En kvantitativ och kvalitativ studie om matematikkunskaper2009Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Students with foreign background do not reach the goals of mathematics education in the Swedish school to the same extent as students with a Swedish background, this is shown in a number of Swedish and international reports. Both Swedish and international research show that it takes many more years to learn a language so well that the student is capable of learning new school-related knowledge in this new language than just using the language for everyday speech. Students with foreign background are in danger of falling far behind their peers in school in for example mathematics where they language-wise are not able to acquire knowledge. One method for helping students with another native language than Swedish is to provide mathematics education in two languages, Swedish and the student's native language. In media a number of politicians have expressed negative and positive arguments about this method, the opponents have argued that the students' Swedish skills would be suffering. I have chosen to compare a school applying bilingual mathematics education and one which instead is working with a so-called study workshop (studieverkstad). This study focuses on grades in mathematics from grade 9 and results from the national tests in mathematics in grade 9, and two interviews with teachers, one teacher of mathematics and one mother-tounge language teacher. I have chosen to study grade and test statistics from these two schools during several years to see what effect is acquired by each method of working. The main finding of this study is that bilingual mathematics teaching tends to keep students' grades at a constant level while students' grades decrease when using the study workshop method.

  • 914.
    Wilandh, Jenny
    Södertörn University College, Lärarutbildningen.
    "Du ska se oss på idrotten": En studie i hur flickor och pojkar tar plats i idrotts- och svenskundervisning2009Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In this paper an upper level compulsory school is examined from a gender perspective. The purpose of the paper is to analyse how girls and boys acquire space in the classroom (during a Swedish lesson) and in the sports hall (during a lesson in physical education). To fullfil the purpose of this paper a seventh grade class was observed during a lesson in Swedish as well as in sports. In addition to this on pupil was interviewed. 

    In this paper the results are compared to and measured against results from earlier research in the field. Used as a theoretical basis are Simone de Beauvoir’s theories on gender.

    The results attained indicate that girls and boys claims space in different ways during time in the classroom as well as in the sports hall. Boys are the ones acquiring the largest space. They talk out loud more often and they have more possession of the ball during ball games. Furthermore the girls ask for the word less often than the boys.

     

  • 915.
    Wilkens, Johanna
    Södertörn University College, School of Discourse Studies.
    Gymnasieskola i förändring: ett artikelserie om gymnasiepolitik2007Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [sv]

    Gymnasieskolan är precis som sina elever i ständig förändring. Snart får vi en ny skola indelad i tre delar och utan obligatorisk högskolebehörighet. Vad tycker elever och lärare själva om de beslut som fattas om deras framtid och hur påverkas de? Här möter du de politiker som fattar besluten, och de elever och lärare som berörs direkt av dem.

  • 916.
    Winblad, Louise
    Södertörn University College, Lärarutbildningen.
    Undervisning i media: med fokus på elever med läs- och skrivsvårigheter2007Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [en]

    This paper is based on observations made in the classroom, interviews and studies of

    literature.

    The observations that I made during my practical training period made me believethat pupils with writing and reading problems succeeded more often with the methodsof teaching used in media education than with more traditional teaching methods.

    Through this study I hope to specify and define the factors that were the reasons for this. In doing so I wanted to show that you could adapt the teaching methods to reach more pupils with different kinds of learning styles.

    I have come to the conclusion that the following factors made the pupils with writing and reading problems succeed more often in subjects related to media education:

    Variety, time spent, the pupils’ interests and the equipment used.

  • 917.
    Witt-Brattström, Ebba
    et al.
    Södertörn University, Avdelning 1, Comparative literature.
    Lennerhed, LenaSödertörn University, Avdelning 3, History of ideas.
    Kvinnorna skall göra det!: Den kvinnliga medborgarskolan vid Fogelstad - som idé, text och historia2003Collection (editor) (Other academic)
  • 918.
    Witten, Albert
    Södertörn University, Teacher Education.
    Hörs de tysta barnen i förskolan?: En vetenskaplig essä om de blyga barnen i förskolan2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In my essay I try to get a better understanding of those who in general words are called shy children. What does it really mean to be shy, is it a personality trait that is difficult to change, or is it a condition that needs to be processed to further development? Or could it perhaps be something that is hereditary and thus impossible to affect? What exactly does shyness mean in the preschool for the child and the teacher, and how can the teachers try to reach children who are not usually seen or heard. Is it at all something to worry about, and if so, what can you do to support them in their continued development. Through the use of different perspectives such as the socio-cultural and norm-critical, I try to see how various aspects influence the view on shyness. In this essay, I use my own knowledge and previous experiences in order to reflect on how my own, the preschool and society's view affects us in the daily approach.  

  • 919.
    Wizelius, Akira
    Södertörn University College, Lärarutbildningen.
    Skoldemokrati: En kvalitativ intervjustudie som undersöker elevrådet och elevkåren som demokratiska forum för gymnasieelever i Stockholm.2009Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The main objective in this study is to examine the pupil’s possibility to affect the upper secondary schools in Stockholm, Sweden. I was once active in the pupil’s council and experienced some hardships, feeling a great dissatisfaction among teachers and principals against pupil’s suggestions and chances to affect their school environment. Thus I wanted to do a contemporary study of where schools in Stockholm stand today within this issue. This study is based on Robert A. Dahl’s theory about democracy, from which I have created my theoretical template, I interpreted Dahl’s theory and formed my own seven institutions from his original theory. With this construction I developed survey questions, which were designed to measure school democracy. I used a qualitative survey method, where I interviewed pupils who are active in the pupil’s council in five different schools today, one of the respondents is a civil servant for the Swedish pupils council centralorganization (Seco).

    Based on my interviews I have analyzed whether the contemporary upper secondary schools is or is not democratic. My conclusion, I see a wide variety of democratic institutions in Stockholm today, but when comparing the schools today with schools just six years ago, I can trace down huge differences. The pupil’s have learned to organize in a wider manner than six years ago, moreover the main problem doesn’t seem to be a lack of opportunities to influence the school today, the general attitude against the pupil’s council seem to have changed considerably amongst principals and teachers for the better. The main problem for the schools to actually be democratic in a wide manner seems to lie on the pupil’s, if pupil’s showed more interest the schools would be more democratic. Because schools today strive to be as democratic as possible and with organizations like Seco the pupil’s council will be democratic as well, the schools in the Swedish (Stockholm) contemporary society today is according to my study democratic.  

     

     

  • 920.
    Wold, Markus
    et al.
    Södertörn University College, Lärarutbildningen.
    Saliba, Atieh
    Södertörn University College, Lärarutbildningen.
    En studie av förebyggande arbete mot mobbning på två kommunala skolor i Sverige: Skillnader och likheter i modell och handling2007Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [en]

    This study deals with an important and challenging issue that each school is facing today, that is the prevention work of bullying. The purpose is to investigate how two elementary schools define bullying and how the work of prevention looks like today. The study highlights two models, Farsta and Friends, that many schools follows in their work and struggle against bullying. We conducted this study by looking at how bullying looks at two elementary schools. How these schools developed working method in order to secure a safe environment for all children in the school.

    The findings in this study highlighted the involvement of these two schools in the work of prevention against bullying, which methods they used and how these schools worked intensively with organisations such as Friends. As a conclusion we want to say that there is an excellent work that is going on in these schools but the struggle is not over.

  • 921.
    Wolmer, Thérèse
    et al.
    Södertörn University College, Lärarutbildningen.
    Kamel, Sara
    Södertörn University College, Lärarutbildningen.
    Man kan ju inte gå klädd hursomhelst: En studie om hur högstadietjejers identitet2008Independent thesis Basic level (degree of Bachelor), 15 points / 22,5 hpStudent thesis
    Abstract [en]

    To understand students, their world and what makes them act in a certain way or how they form groups in school is a very important part of a teachers work. You get a better understanding for the students behavior by having knowledge about how they look upon

    themselves and other students, to prevent prejudice and tendenses to bullying and beeing an “outsider”. Clothes and fashion are often a big part of the students identity buliding and how they look upon themselves and get looked at by others.

    We have chosed to exeminate this phenomenon among girls since they are often more exposed by the media for example and with unreasonable beautyideals and other external factors that many girls try to live up to in todays society.

    We have made a survey regarding the usage of clothes and fashion in the making of an identety with totally fiftyeight girls in the ninth grade on two different public schools in Haninge and Tyresö municipality.

  • 922.
    Wolrath Söderberg, Maria
    Södertörn University, School of Communication, Media and it, Rhetoric. Örebro universitet.
    Topos som meningsskapare: retorikens topiska perspektiv på tänkande och lärande geonom argumentation2012Doctoral thesis, monograph (Other academic)
    Abstract [en]

    Most theories of meaning making in Swedish higher education pedagogy today are based on a broadly perspective view of knowledge. But, in practical terms, how can academic teachers facilitate the inclusion of different perspectives that challenge one another in the classroom while avoiding anything-goes relativism? The present thesis seeks solutions to this problem in rhetorical theory and, more specifically, in the concept of topos. Topos theory was developed as a cognitive toolkit for thinking and reasoning about contingent and multifaceted matters. It proceeds from the assumption that issues can be fruitfully addressed through themes, arguments and reasoning methods previously shown to work for similar issues. The merits of the various topoi  could then be debated, thus allowing diverse perspectives to be tried out and scrutinised. I believe that topos theory may have much to contribute to pedagogy for higher education vis-à-vis problematic knowledge in a dynamic world. Such a theoretical enterprise, however, must be founded on a carefully developed theory of meaning making. The specific aim of the present thesis is to investigate the feasibility of such a theory. The main question is: How is meaning making to be understood from the viewpoint of topos theory? An overview of the emergence and historical context of the concept of topos, and a reconstruction of its underlying epistemology form the basis of a proposal for a novel/contemporary model. The proposed concept will be employed to advance a sociocultural and dialogic approach to meaning making, inspired by the work of Bachtin. Finally, these ideas will be used as vantage points for designing higher education seminars.

  • 923.
    Wästeby, Sara
    Södertörn University, School of Culture and Education, Education.
    Förskollärares reflektioner om arbetet för hållbar utveckling i förskolan: utifrån det miljömässiga, sociala och ekonomiska området2019Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of the study was to clarify and deepen knowledge about teaching for sustainable development in preschool. This was done by examining the working methods used and the factors that influence which of the three areas of sustainable development are highlighted in the teaching, and whether these sub-disciplines are given equal attention. The five respondents selected are all professional preschool teachers in private and municipal preschools without eco-certification. Data were collected using qualitative interviews wich were transcribed and analyzed according to thematic analysis. Furthermore, the results were analyzed and interpreted on the basis of sustainable development's three areas of economic, environmentally and socially sustainable development and also the respondents views on teaching for sustainable development. The results were also analyzed and interpreted using Davis’s (2010) view of children's agency for sustainable development. The result shows that the environmental area gets the most attention in the respondents' reflections in the study, closely followed by the social area. Furthermore, the results show that the methods used in the work for sustainable development in preschool are mainly to use digital aids and new technologies, role-plays, discussions, literature, recycling, source sorting, reuse and being in nature. The view of children's agency in the work for sustainable development varied between respondents and between different areas, but the children's interest was shown in the study to have a major impact on which area was highlighted. Other influencing factors were the influence of management as well as the educators own interest and knowledge.

  • 924.
    Yakob, Nancy
    Södertörn University College, Lärarutbildningen.
    Religionskunskapsundervisning ur elevperspektiv2009Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    I denna uppsats har jag valt att undersöka fem elevers syn/uppfattning av religionskunskapsundervisningen. Syftet med uppsatsen är att ta reda på dessa fem elevers syn/uppfattning av religionskunskapsämnet samt deras åsikter om de metoder (tillvägagångssätt) som deras lärare använder i undervisningen. Detta ligger i mitt intresse som blivande religionskunskapslärare. I undersökningen användes en kvalitativ forskningsmetod med djupintervjuer som grund. Resultatet av studien är att eleverna upplever religionskunskapsundervisningen som intressant, rolig samt lärorik. De har även förstått religionskunskapens relevans både för skolan men även för det övriga samhället. Vad gäller deras åsikter om de metoder som läraren använder menar de att de är nöjda med de men att de skulle uppskatta studiebesök samt föreläsningar med externa föreläsare.  

  • 925.
    Yakoob, Linda
    et al.
    Södertörn University College, Lärarutbildningen.
    Calancea, Diana
    Södertörn University College, Lärarutbildningen.
    IKT användning och digital kompetens: En studie om sju lärares IKT användning i historieundervisningen.2008Independent thesis Basic level (professional degree), 10 points / 15 hpStudent thesis
    Abstract [en]

    ICT and digital artifacts is an important resource in the society, especially in schools. That is why we have chosen to study if and how teachers uses ICT and other digital technology in their education in the history subject. We think that both subjects are important because history is a subject that has to do with the past, the present and the future.

    We made qualitative interviews with seven teachers from three different schools. We have analyzed if the teachers sees ICT as a burden or a resource in their education and also in which extend they have digital literacy. We have chosen to discuss different authors view on ICT in the education and digital literacy. We also examined the teaching plan Lpo94 to see what it says about media in the history subject.

    In our analysis we have worked with different perspectives on learning and knowledge. These perspectives are a socio cultural perspective, the cognitive view and the behavioristic view.

    The results indicate a connection between a socio cultural perspective and a cognitive view on learning and also in which extend ICT is used in the history education.

  • 926.
    Yarbakht, Mehrnush
    Södertörn University College, Lärarutbildningen.
    Några konflikter i mitt klassrum och hanteringen av dessa2007Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [en]

    The objective of this study was to describe and analyze some of the conflicts in the class room using solution strategies from a human needs perspective. This was done by a qualitative in-vestigation based on the observations of the participants.

    The query of how every day conflicts arise in the class room and their reasons.

    The result was analyzed using reference frame in human needs theory. The results showed that there were several reasons for a conflict and its solution. It was also shown that creating a nice atmosphere in the class room was a continuous effort and the strategies of the teachers in a conflict situation were different depending on the situation. Human needs theories assists us to analyze and handle conflicts in the class room.

  • 927.
    Yazidi Svedlund, Miriam
    Södertörn University, School of Culture and Education.
    Svenska för utanförskap?: En intervjustudie med åtta före detta SVA-elever om rollen "andraspråkselev" i behov av särskild undervisning2017Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In 1995, Swedish as a secondary language was formally established as an independent subject within the Swedish schooling system. The subject is meant to promote the progression of multilinguals within the Swedish language, but it is shown that there is some insecurity on how to organize and carry out the task. This insecurity is something that has caught my interest and sat the basis of this study. 

    I have through out this study used a qualitative approach combined with the use of a semistructured interview technique. These interviews were analysed using a theoretical framework including social constructivism, social categorization and ethnical identity.

    The purpose of this study is to examine how eight former student of Swedish as a secondary language, born or since early age brought up in Sweden, relates themselves to the role of a student of a secondary language in need of special education. The following questions where raised: How do the participants relates themselves to the role of a student of a secondary language in need of special education? How are the participants positioned, by themselves and others, found in their own narrative? How did the role of a student of a secondary language influence the participants motivation, accomplishments and self-perception through their schooling?

    The participant gave a consistent view that it was not their actual language skills, but rather the fact of being bilingual, that was the basis of them being picked to attend Swedish as a secondary language classes. There was also a wast dissatisfaction regarding the role, which affected their motivation, performance and self-perception through out schooling.

     

  • 928.
    Yesil, Rocivan
    et al.
    Södertörn University College, Lärarutbildningen.
    Ewers, Annika
    Södertörn University College, Lärarutbildningen.
    Nyanlända flykting- och invandrarbarns skolintroduktion: En jämförande studie om två skolors arbetssätt2007Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [en]

    The objective with this study is to investigate the school introduction of newly arrived students, by focusing on the latter years of high school, by comparing two schools method of working.

    This was done by a qualitative survey based on half structured interviews and existing school documentation.

    The questions of the study targeted the schools method of working, how well the education was adapted to the students and if it was appropriate to them. We also asked about the school resources to meet the need of the newly arrived students.

    Our theoretical assumptions were based on Haugs’ terms “including integration” and “excluding integration”, Lahdenperäs’ theory about intercultural education, Vygotskijs thoughts about adapted education and finally Blossings’ description of different cooperative cultures. Our results showed that school introduction for newly arrived students were formed from the schools’ view on learning development and adapted education. The schools knowledge about and approach to intercultural education, the competence and engagement of the leaders had all a great importance to how the school formed its education. The school with the most intercultural elements also had a more cooperative culture, efficient way of working and more resources to adapt the education to the students’ backgrounds, preconditions and needs.

  • 929.
    Youssef, Lena
    et al.
    Södertörn University College, Lärarutbildningen.
    Gabro, Faten
    Södertörn University College, Lärarutbildningen.
    ”Jag kan anpassa mig helt enkelt”: en studie om ungdomars egen bild av sin tvåspråkighet2007Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
  • 930.
    Yttergren, Marcus
    Södertörn University College, Lärarutbildningen.
    Lärarna på barrikaderna: En jämförande studie av den socialdemokratiska och borgerliga dagspressens syn på lärarstrejken 19892009Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    1989 there was a big strike among teachers in Sweden. The strike lasted for over five weeks and got a lot of space in the media. In this study the author has focused on the Swedish press opinion about the strike and the striking teachers. The study is comparative one between Non-socialists press and press connected to the Socialists. The author has used a form of qualitative text analysis to examine the data which consists of editorials from six different morning papers. The conclusion of the study is that the papers connected to the Socialists disagreed with the striking teachers and wanted the strike to have an quick ending. They also stood up behind the employer, in this case the Socialists government The non-Socialists papers on the other hand were much more positive to both the strike in general and the striking teachers. They also gave a lot of critic to the Socialists government and their way of running the Swedish school in general. The result is surprising because the Socialists in normal cases take the side of the employees and non-Socialists the employer's side.

  • 931.
    Zackariasson, Maria
    Södertörn University, School of Historical and Contemporary Studies, Ethnology.
    Caught between expectations: Swedish student teachers’ experiences of working with gender and sexuality issues2015In: Nordic Studies in Education, ISSN 1891-5914, E-ISSN 1891-5949, no 3-4, p. 217-232Article in journal (Refereed)
  • 932.
    Zaidi, Moni Farzana
    Södertörn University College, Lärarutbildningen.
    Att mötas i mitten.: En studie om romska föräldrars samarbete med sina barns skolor.2008Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [en]

    That parents should be a part in their children’s education is something that we educationalist wish for the future. Research show that if you have a good relation between parents and school, it can help a student's educational process. In this study I have concentrated on the Swedish minority group Roma. The study is qualitative and based on interviews with Roma. The goal of my study has been that with hermeneutics perspectives analyse some Romani parent’s experiences of their children schools. I have interviewed a mother who sent her children to a class who had only Romani students. I have also made a group interview with 15 students between 22-28 years of age, which have children in the ordinary Swedish schools. In my results I have come to the conclusion that the schools in general should get more education about the Romani culture and history so that mainstream students can understand the situation of the Romani minority in the society today. To spread knowledge of the Romani culture would be an important issue to get a revised picture about the Romani minority and to change the general view that people today still have about the Roma.

  • 933.
    Zamora Pettersson, Ingrid
    Södertörn University, Teacher Education.
    Att få äga sin egen samling på förskolan: en fråga om demokrati2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Min vetenskapliga essä handlar om samlingen på förskolan och hur vi pedagoger förhåller oss kring den. Jag utgår från två samlingssituationer som jag varit delaktig i. I båda situationerna har antingen jag eller min kollega handlat ur ett vuxenperspektiv där barnen inte har fått så mycket inflytande.

    I essän ifrågasätter jag samlingens vara på förskolan och ställer mig frågan om huruvida vi ens behöver ha med den som daglig rutin. För att svara på detta undersöker jag samlingen ur ett historiskt perspektiv där jag lyfter fram Fröbel och hans teorier men även hur samlingen har sett ut från 50-talet och fram till 80-talet. Vidare skriver jag om vikten av att ha reflektion i arbetsgruppen för att kunna lyfta fram frågor som rör det pedagogiska arbetssättet, i detta fall samlingen.

    Min essä grundar sig på utbildningsteoretiska perspektiv, pedagogisk forskning och förskolans styrdokument. Detta har bidragit till att jag har haft möjligheten att på ett öppet sätt kunnat ta ett steg tillbaka för att reflekteraoch ifrågasätta mitt eget agerande både som subjekt och objekt. Jag har kunnat förstå och värdera det som framkommit i min undersökning på ett djupare plan när jag sett samlingen ur olika perspektiv.

    Min undersökning visar att vi måste hitta en balans kring barns delaktighet och pedagogernas flexibilitet för samlingens innehålloch struktur. För att hitta balansen måste vi se barnen som kompetenta individer med egna erfarenheter.

  • 934.
    Zander, Caroline
    et al.
    Södertörn University, Teacher Education.
    Rajfelt, Wajna
    Södertörn University, Teacher Education.
    Pedagogens föhållningssätt till den goda måltiden: Två pedagogiska inriktningar med fokus på lärande ur ett sociokulturellt perspektiv2017Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Food, health and wellbeing are central concepts in our modern society. These three concepts should be as important to those who works in preschool, where the beginning of lifelong learning is founded.

    Therefore we have chosen to examine if the teachers approach to the mealtime in preschool have any impact on a food habit in 5-years-olds.

    We have studied two preschools with a different educational orientation, a Waldorf preschool and a traditional Swedish preschool influenced by Reggio Emilia.

    Data have been collected through various observations and through group interviews that creates a broad foundation of what we examine.

    The result indicates that there are differences in the educators approach to the good meal and a connection between the educators` personal perceptions and the educational orientation. The difference consists of the educators` values, the view of learning, the competent child and the children`s participation in the meal situation.

  • 935.
    Zendegani, Behzad
    Södertörn University College, Lärarutbildningen.
    Lärarens bedömning av elevers psykosociala skolsituation: Dolda funktionshinder/psykosociala problem2006Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [en]

    The comprehensive purpose with this paper is to have a look at teacher’s assessment and per-ception of pupils with special educational needs. And further illustrate which possibilities and restrictions they believe to have, to take children with special educational needs into consid-eration and get a view of school situations who children with hidden functional disability and with special educations needs are at the present.

    To get answer to my questions, six teachers inclusive a special teacher for pupils with im-paired disabilities have been interviewed and discussed the psychological and biological fac-tors around children’s development. The historical review gave us a perceptive on how defini-tion of “school for all” has been developed during the time and what is teacher’s opinion on children with special needs today. The central questions were concentrating on teachers un-derstanding of children with concentration difficulty and their opinion on diagnostic of chil-dren with problems. An “including integration” compared to segregating been discussed as well and finally discussed how teachers can help these children.

    Pupils in school are not comparable and these differences must meets carefully. To meet chil-dren’s requirements schools have need of personnel’s competence and proficiency. Schools required having functioning and satisfactory pupil welfare to achieve the aim. Lowering of school resources due to economical problems do that child with hidden functional disability fails more often in schools these days. These effects cause that children get a horrific self-confidence and worsen their problems. Generally, there are different factors behind the con-centrations difficulty. The biological and hereditary factors as well as home environment and their class society can points out in general. Lacking of time, economy and knowledge stops teachers to helping children in school.

  • 936.
    Zubovic, Sanja
    Södertörn University College, Lärarutbildningen.
    Eldens hemlighet: om att arbeta med skönlitteratur i andraspråksundervisning2006Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [en]

    The purpose of this essay is to investigate Swedish as a second language acquisition in a group of students with diverse culturul backgrounds. my intension is to find out if a dialogical posture in teaching with focus on the students earlier knowledge,experianses, thoughts and feelings, will contribute to a teaching enviroment where the students can express them selves and listen to each other. the teachers task is to help the students to explore their own thinking.

    According to the theoretical base of the essay, sucessfull second language asquisition occours in a meaningsfull context through dialogue and interaction between students and teacher as well as between student and student.

    I have used a qualitative method consisting in participating as a teacher in this group of second language learners during four lessons, observing, taking notes and writing diary. The teaching material used during the lessons was a book (fiction but based on a true story) and the dialogue in the group proceeded from the story we read together.

  • 937.
    Ågren, Mia
    et al.
    Södertörn University College, Lärarutbildningen.
    Sjödin, Erica
    Södertörn University College, Lärarutbildningen.
    Föräldrasamverkan i skolan: Några föräldrars och lärares syn på hur samverkan kan fungera på en skola2006Independent thesis Basic level (degree of Bachelor), 20 points / 30 hpStudent thesis
    Abstract [en]

    The purpose with this final paper was to examine how the collaboration between parents and teachers can manifest itself. With collaboration, we mean the dialogue that has to exist between parents and teachers in regards to e.g. how well informed the parents are about the regulated principles on which the education plan is built on, and in which way they can take part in and influence the system. This is to empathize on the fact that a good collaboration between parents and teachers help create a good foundation for the pupil’s ability to learn.

    The method that we have used are questionnaires given to parents and teachers along with studies of literature both as means of furthering our studies as well as a basis for the design of the questionnaires. The in depth study of the literature shows that the education plan (Lpo 94) empathizes on a good relationship between the home and the school environment, since it contributes to endow the pupils with the best conditions to succeed in school.

    Many of the parents seem to be very well informed about the set goals and they feel that they therefore do not need to take part in the work to achieve these goals. One interesting result of the research with our questionnaires and our in depth study is that there are some specific factors that either complicates or helps the collaboration between the school and the home, it’s just a matter of making it clear what these factors are.

    An important conclusion is that it takes an open dialogue for the collaboration to evolve. As a teacher there is therefore very important to concretize how one wants to collaborate with the parents since there presence is important for their child’s schooling. This important connection can develop through formal as well as informal meetings between teachers and parents.

  • 938.
    Åhlfeldt, Helena
    Södertörn University, Teacher Education.
    Att våga, vilja och kunna; mimesis och känslan av ett själv: en vetenskaplig essä om att stödja barns bildskapande utveckling i förskolan2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This essay is about how I can better understand children's sense of self and what role it plays in their development of image creation in preschool, based on two self-perceived stories from pre-school activities. Through the essay process, I get an idea of ​​what I experience as a dilemma in my two initial stories. It's about my understanding of the in preschool so often referred to concept of self-esteem, and how I, by reaching an increased understanding of children's sense of self, better can support the development of their image creation. The essay´s reflective part has two sections. First, I make a compressed historical backlog in the field of affect theory to seek an increased understanding of preschool's self-esteem concepts. By then leaving the concept of self-esteem and instead applying the concepts sense of self, self-evaluation and self-efficacy to my initial images from reality, my view changes on what children's sense of self in preschool activities can be. Even my understanding of how I as a teacher can support them in this sense for their image-creating development to be strengthened changes. In the second part of my reflections, I seek, by means of Aristotle's interpretation of the concept of mimesis, an in-depth understanding of children's image creation needs. I realize, contradictory to my initial bias, that copying and templates can be excellent tools in the development of children's image-making processes. In conclusion, I take up the children's culture and its incorporation into preschool activities as a further research area.

  • 939.
    Åhrling-Nykvist, Eva Marie
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Specialpedagogens förmåga att sätta tankar i rörelse - en outnyttjad resurs i det kollegiala lärandet2017Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    Abstract

    The ability of the Special Needs Teacher to put thoughts in motion –

    an unused resource in the collegiate learning

    The work takes the form of a scientific essay from a phenomenological hermeneutical perspective. Based on my research questions – “How do headmasters view the role of the Special Needs Teachers (SNT) in relation to Lead Teachers (LT) when it comes to school development and collegial learning?”, “What has shaped their views?” and “What are the consequences of this in regards to how the school handles students who do not achieve the goals?” – I have tried to create a trialogue between the empirical results of some qualitative research interviews with high school principals, texts I've read within this field as well as my own experiences and reflections. In my conclusion I note that although the headmasters seem to regard the competences of the SNT respective LT as complementary, it is difficult to see how cooperation between the two roles would actually manifest itself concretely in a school where the SNT´s tasks still tend to end up in individual remedial work. I speculate as to what may have formed the headmasters´ view and claim that the history of the SNT may be of significance. The fact that our profession is still referred to as SNT may further make it difficult to break the ingrained thought that some students need a special kind of education – ie. “Special Needs Education”. The fact that we have both the National Agency for Education and the Special Needs Education Authority certainly contributes to the view that SNTs should concern themselves with something different to the mainstream education.  The role of the Headmasters’ training must not be neglected as it seems to have a big focus on the jurisprudence, and the role of the SNTs is virtually invisible in the Education Act and other regulatory documents. The texts that I have read on the subject of the LT reform, collegial learning and school development in general give me the impression that the LTs and the SNTs do not exist in the same universe. When SNTs are considered key figures, the focus is to increase the accessibility and allow more students to get the help that they need, in their actual classroom and in such cases the LTs are not even mentioned. In texts on the subject of collegial learning, however, the role of the LTs is practically the only one focused on. If the practical knowledge of the SNTs – to make colleagues develop their own practical judgment without providing given solutions – does not receive a more prominent position, there is a risk that the collegial learning turns into nothing but collegial sharing, where the more expressive teachers get an arena for telling about their most successful projects. Another danger is for the categorical perspective to once again gain ground and for the democratically included thought of a school - for- all to be further and further away, which, in today´s society would be most unfortunate. The voice of the SNT needs to be heard in order to put thoughts in motion.       

    Key words: Special Needs Teacher, Lead Teacher, Headmaster´s educational leadership, collegial learning, practical knowledge, phronesis

  • 940.
    Åkesson, Lena
    Södertörn University College, Lärarutbildningen.
    Hem- och konsumentkunskap som stödämne2008Independent thesis Basic level (degree of Bachelor)Student thesis
    Abstract [en]

    Domestic science is an interdisciplinary subject. Furthermore domestic science is a combination of theory and practice. The basic competence, a recommendation from ‘The Swedish School Institution’ (Skolverket), is to enter the secondary school with minimum grade G, (godkänd) in the basic themes: Swedish, English and Mathematic. Today there are many pupils finishing their secondary school without grade in one or more basic themes; Swedish, English and Mathematic. The aim of this essay is to show if domestic science could be used as a complement to the basic themes which are suppose to help the pupils to get grades in the basic themes of Swedish, English and Mathematics. A question in the essay is; is it possible to combine theory and practice? The theoretical frame of this essay is constituted by the pedagogies of activities and work. The sources for research of this essay have been the course plan of ‘The Swedish School Institution’ (Skolverket). Comparisons have been made between the basic grades; domestic science and basic themes of Swedish, English and Mathematics. The results indicate that there is a possibility to build bridges between the basic themes and domestic science. Through the use of pedagogies of activities and work, letting the experience fortify knowledge and showing the connection between knowledge and action, will present new ways to inspire the curiosity and creativity of the pupils.

  • 941.
    Åsberg, Sofia
    Södertörn University, School of Culture and Education.
    Att bilda till frihet: En studie av folkbildningens ideologiska påverkan och utveckling 1990-20122012Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    During the last two decades, the elementary, - secondary-, and upper secondary schools of especially Europe and USA have gone through a change. From being formed in the post war time and, in Europe, very influenced by the ideas of social democracy, the school today has more and more come under the influences of neo liberalism, entrepreneurship and the political and economical situations during the late 1980´s.

    This undergraduate work brings up the changed discourses of education and knowledge in relation to the traditional free school system for adults in Sweden, the popular education, and especially in relation to folk high schools (folkhögskolor). By using, first and foremost, the idea of Norman Faircloughs critical discourse analysis (CDA) the rules and documents concerning the folk high schools are analyzed. The purpose of the paper is to identify and recognize the movement in the discourse to reach an understanding about the political situation for folk high schools in Sweden. In the end you can see that it is possible to define a similar development in discourse surrounding the popular education, as has been in the case with the elementary, - secondary-, and upper secondary schools.

  • 942.
    Östman, Lena
    Södertörn University College, Lärarutbildningen.
    Jämställdhet, jämlikhet, olikhet: kunskap om skolans jämställdhetsarbete2006Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [en]

    This essay is about gender equality in a Swedish upper secondary school. The aim is twofold: to obtain knowledge about feminism, gender equality, boys´ and girls´ situations in schools and gender equality work there; and to find out if government management documents for schools work effectively when it comes to promoting gender equality in schools. There are four research questions: How do teachers interpret what´s said in management documents for schools? What strategies do teachers use to promote gender equality? What opportunities and obstacles do teachers see for promoting gender equality at the specific school? And, finally, do the management documents for the school work effectively when it comes to promoting gender equality?

    The study has a socialist feminist perspective, which sees gender differences as a result of a mix of biological, historical and social factors. Important theoretical standpoints include gender socialization as an explanation for how girls and boys become women and men.

    The results of the study points out that teachers interpret management documents differently, and that they find the documents hard to understand. They use a few different strategies when it comes to promoting gender equality, although they do not sufficiently realize the importance of their own conceptions of girls and boys in reproducing existing gender patterns. One of the obstacles for promoting gender equality in the school, although not mentioned by the teachers, seems to be the school management, who seem to do nothing to promote gender equality and fail to set up goals for gender equality in local school management documents. The main obstacle, however, is found to be the surrounding society and it´s definition of women and men. The main opportunity in the school is found to be the teachers, given that they are provided with knowledge, support from management and more specific formulations in management documents on how to work practically with gender equality.

    Suggestions for future research include comparative studies, studies on teachers views on gender equality as a goal already reached in Sweden, and studies on how to use the concept of intersectionality in the aim of reaching a higher level of equality in schools.

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