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Demokratiska verktyg i gymnasieskolan: - Elevdemokrati ur ett elevperspektiv
Linnaeus University, Faculty of Social Sciences, Department of Education.
2014 (Swedish)Independent thesis Advanced level (degree of Master (One Year)), 20 credits / 30 HE creditsStudent thesisAlternative title
Democratic tools in high schools : A qualitative study about student participation and democratic skills from a student perspective (English)
Abstract [en]

The study aims to investigate student participation as a tool for democratic development in secondary school from a student perspective. Furthermore, students' perceptions of the school's work with student participation in formal and informal contexts are also investigated, with basis in the teaching structure. The results are based on interviews conducted with students who all attend the same class in their last year of high school. Subsequently, an analysis is made based mainly on three different theories: democracy, curricula and sociocultural theory. The result shows that students feel that they are able to practice student participation but the amount of influence they get differs between individuals depending on devotion and commitment. Moreover, the result indicates that there is a problem regarding both formal and informal influence where communication is poor, leading to conflict in class. The result also shows that the teacher as a professional actor is a key component in the development of students' democratic competence in terms of support and guidance in teaching.

Abstract [sv]

Studien syftar till att undersöka elevinflytande som ett verktyg för demokratisk utveckling i gymnasieskolan ur ett elevperspektiv. Vidare undersöks elevers uppfattningar kring skolans arbete med elevinflytande i formella och informella kontexter med grund i undervisningens struktur. Resultatet grundar sig på intervjuer genomförda med elever som samtliga går i samma klass och studerar i årskurs tre på gymnasiet. Detta med en efterföljande analys med grund i främst demokrati-, läroplans- och sociokulturell teori. Resultatet visar att eleverna upplever att de får vara med och påverka men inflytandet skiljer mellan individer beroende på delaktighet och engagemang. Vidare pekar resultatet på att det finns en problematik gällande både formellt och informellt inflytande där kommunikationen är bristande vilket leder till konflikt i klassen. Det framgår även i resultatet att läraren som professionell aktör är en viktig komponent i utvecklingen av elevers demokratiska kompetens vad gäller stöd och vägledning i undervisningen.

Place, publisher, year, edition, pages
2014.
Keyword [en]
Deliberation, Democracy, Democratic competence, Formal influence, Informal influence, Student participation.
Keyword [sv]
Deliberation, Demokrati, Demokratisk kompetens, Elevinflytande, Formellt inflytande, Informellt inflytande.
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:lnu:diva-32566OAI: oai:DiVA.org:lnu-32566DiVA: diva2:699885
Subject / course
Pedagogy
Educational program
Lärarprogrammet, inriktning mot verksamhet i grundskolans senare år och gymnasiet
Supervisors
Examiners
Available from: 2014-04-24 Created: 2014-03-02 Last updated: 2014-04-24Bibliographically approved

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CiteExportLink to record
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Citation style
  • apa
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