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"Fakta om förintelsen är en sak, men skönlitteraturen ger en helt annan förståelse…": En studie av hur värdegrundsarbete relaterat till rasism och främlingsfientlighet implementeras i svenskundervisningen – ur fyra gymnasielärares perspektiv
Karlstad University, Faculty of Arts and Social Sciences (starting 2013).
2015 (Swedish)Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesisAlternative title
”Facts about the holocaust is one thing, but fictional literature provides a whole different understanding…” : A study of how work with fundamental values, related to xenophobia and racism, is implemented in Swedish Language Arts – from four High School teachers' perspective (English)
Abstract [sv]

Detta examensarbete är skrivet med syftet att få inblick i hur svenskläraren implementerar värdegrundsarbete relaterat till främlingsfientlighet och rasism i svenskämnet, genom skönlitteratur, andra texter eller media. Ett delsyfte är att undersöka huruvida läraren tillämpar någon av de teoretiska utgångspunkterna kritisk teori eller critical literacy vid litteraturläsning eller studier av andra texter eller medier (Tyson 2003 och Janks 2013).Studien genomförs genom semistrukturerade intervjuer av fyra svensklärare verksamma vid en medelstor gymnasieskola i en mindre stad i Mellansverige.Resultatet visar bland annat att lärarna har belyst värdegrundsfrågor i direkt relation till främlingsfientlighet och rasism, genom skönlitteratur, film, aktuell nyhetsmedia samt diskussion, i varierande utsträckning: två lärare har inbegripit en större volym skönlitteratur och texter kopplat till värdegrundsfrågorna i svenskundervisningen än de andra.De kritiska teorierna har tillämpats av svensklärarna i undervisningen, men inte i någon större omfattning.

Abstract [en]

This thesis is written with the purpose to investigate and gain an insight into how teachers of Swedish Language Arts implement work with fundamental values related to xenophobia and racism, through fiction or other texts or media in Swedish high school education. One secondary aim is to investigate whether the teacher makes use of the theoretical approaches critical theory or critical literacy in reading fiction or studies of other texts or media (Tyson 2003 and Janks 2013).The study was conducted through semi-structured interviews of four High School teachers of Swedish Language Arts working at a medium-sized high school in a small town in central Sweden.The study shows that teachers have highlighted the value issues directly related to xenophobia and racism, through literature, films, current news media and discussion in varying degrees: two teachers have included a greater volume of literature and texts linked to values issues in education than others. The critical theories have been applied by the teachers in their teaching, but not to any great extent.

Place, publisher, year, edition, pages
2015. , 47 p.
Keyword [en]
School, high school, teacher, student, xenophobia, racism, verbal abuse, GY 11, syllabus for Swedish Language Arts, the Education Act, values, pedagogy, fiction, literary discussions
Keyword [sv]
Skola, lärare, elev, främlingsfientlighet, rasism, kränkning, Skolverket, GY 11, kursplan i svenska, Skollagen, värdegrund, pedagogik, skönlitteratur, boksamtal
National Category
Humanities
Identifiers
URN: urn:nbn:se:kau:diva-36490OAI: oai:DiVA.org:kau-36490DiVA: diva2:822973
Subject / course
Swedish
Educational program
Secondary Education Programme: Upper-Secondary School: English (300 ECTS credits)
Supervisors
Examiners
Available from: 2015-06-22 Created: 2015-06-17 Last updated: 2015-06-22Bibliographically approved

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