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Svensk- eller mångkultur?: En studie av hur lärare förhåller sig till läroplanens begrepp; kulturell mångfald, svensk kultur & gemensamt kulturarv
Karlstad University, Faculty of Arts and Social Sciences (starting 2013).
2013 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
Abstract [en]

This essay is a study of how teachers in social studies relate to three central curriculum concepts; cultural diversity, swedish culture and common cultural heritage.

Through unstructured interviews, I have taken part of two practicing school teachers interpretations and understandings of the concepts and their practical approach for teaching about identity. An area mentioned in the core content of the courses Social studies 1a1 and Social Studies 1b.

The conclusion of my study is that teachers interpret the key concepts in a transparent manner. It is believed that the main task is to problematize the concepts rather than define them. In contrast to this, the practical teaching is largely based on normative values. An open discussion and a normative practice can be said to balance right on the border between the schools values ​​and the demands of the curriculum on transposition of the current culture.

Place, publisher, year, edition, pages
2013. , 31 p.
Keyword [en]
culture, diversity, heritage, multiculturalism, curriculum
National Category
Pedagogical Work
Identifiers
URN: urn:nbn:se:kau:diva-28121Local ID: LPSH:2OAI: oai:DiVA.org:kau-28121DiVA: diva2:631268
Subject / course
Social and Political Studies
Educational program
Teacher education, 330 hp
Supervisors
Examiners
Available from: 2013-07-04 Created: 2013-06-20 Last updated: 2013-07-04Bibliographically approved

Open Access in DiVA