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Sverigedemokraterna i riksdagen: Vilka konsekvenser får det för undervisningen?
Karlstad University, Faculty of Social and Life Sciences.
2012 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
Sweden Democrats in parliament : Which are the consequenses för teaching? (English)
Abstract [en]

The purpose of this study is to survey how the Sweden Democrats’ success in the latest election to the Swedish parliament has changed teaching in social science. The main question is: in what way has the success of the Sweden Democrats influenced social science teaching? This leads to following sub-questions: 1) how do the social science teachers define the Sweden Democrats, 2) how do teachers relate to the Sweden Democrats in the classroom, 3) has there been a change in students’ political opinions and 4) were there any discussions or proposals from the school administration which followed the parliamentary election of 2010? To answer these questions, interviews were made with four teachers. The main conclusion of this study is that the Sweden Democrats’ success led to a simplification of teaching because phenomena and opinions that were previously taboo nowadays are normalized and thus have its place in the classroom. This means that you can review and challenge the issues that were previously not discussed. Furthermore, teachers are allowed to define the Sweden Democrats, describe how they should relate to the party in their teaching and discuss the possible changes in students’ political views, all this in relation to the parliamentary election in 2010.


Keywords: Sweden Democrats, didactic consequences, change, democracy, attitudes, social studies, students' political views.

Place, publisher, year, edition, pages
2012. , 41 p.
National Category
URN: urn:nbn:se:kau:diva-9275Local ID: LP-161OAI: diva2:482170
Subject / course
Teacher Education - Mathematics
Humanities, Theology
Available from: 2012-01-31 Created: 2012-01-23 Last updated: 2012-01-31Bibliographically approved

Open Access in DiVA