The purpose of this study is to describe the three most significant pedagogical ideas and their impact on the national Curriculum from the concept of communication. As the school is a social learning community this study looks at some teachers? perceptions and experiences of teaching with a communicative approach, and the obstacles they claim to meet. The educationist Kieran Egan argue that these three pedagogical ideas are incompatible and that a Curriculum that compromises them is doomed to fail. He mean that a new coherent view on education is required and should be based on students? understandings.

Although textbooks are scientifically proven that they are important and central to the school Curriculum one should think critically about the content in textbooks - is it really compatible with the Curriculum of following the textbook tradition? As a teacher there are different ways to reflect on which textbook to choose. It is important to compare several textbooks with each other and be aware that a textbook should follow the Curriculum. A teacher examines many sections/topics in the textbooks, but in this paper only one section will be reviewed among four different textbooks. The section to be compared, in the paper, is the interwar period.

The aim of this essay is, firstly, to ? through a text analysis ? compare the Curriculum of Waldorf education in Sweden (in the essay referred to as ?WL?) to the Swedish national Curriculum ?Lpo 94?, to uncover possible differences and similarities between these documents, and, secondly, to present the roots and educational philosophies that these two curricula, respectively, are based upon. The purpose hereby is to be able to trace, describe and explain the differences between the pedagogical practices of Waldorf education and that of conventional Swedish schools.In the essay, a historical investigation of the main traditions of ideas behind the Swedish national Curriculum is briefly carried out, where I swiftly present the educational philosophies of John Dewey (1859-1952) and Lev S. Vygotsky (1896-1934). Next, an investigation of the worldview and philosophy of Rudolf Steiner (1861-1925) is effectuated, where I attempt to bring to light Steiner?s anthroposophical and holistic worldview ? a worldview that throughout the 20th century has developed into an international and wide-ranging anthroposophical movement ? as well as his concepts of knowledge, science and educational philosophy.

Daily citizens are informed by the media about the environment and the climate changes. The schools purpose is to educate students according to events that are of current interest and take place in present time. According to Swedish Curriculum, Lpf94, all Swedish education should include and discuss the problems surrounding durable development. The purpose of the study is to se how the textbooks in History, Social studies and Geography and their contents meet the demands of the Curriculum. The study shows that only the textbooks in geography meets the demands that the Curriculums have on durable development.

I have studied the Curriculum for the compulsory Swedish school, from the Curriculum from year 1962 when the Swedish grundskolan became a reality, to the Curriculum from year 1994, the one in practice today. My primary interest has been what the Curriculum says about bringing up the Swedish youth. My theory has been the British analyst Norman Fairclough?s Critical Language Studies. His thoughts about actual discourse, type of discourse and order of discourse has led me through out this essay.

This work is an attempt to study how the ambivalent demands of normativity in the Swedish Curriculum is implemented in schoolbooks used for education in the course Samhällskunskap A. For this purpose, different normative theories are applied in conjunction with a qualitative text analysis method comprising the sections which describe the European Union in three different schoolbooks. The results indicate that not one of the selected books uphold all of the demands of normativitity as described by the Swedish Curriculum..

My interest in the problem I have chosen has grown from my practise as a music teacher in Swedish compulsory schools. It springs from my own reflection, that the content pupils meet during music lessons in year 4-6 of compulsory school, seems to vary. My ontological and epistemological standpoints belong to a life-world-phenomenological way of thinkink. This kind of thinking implies that human beings are indissolubly connected to the world, which means that the only way to access the world is trough human beings lived experience. The aim of this study is to describe and analyse how music teachers, who work in years 4-6 of compulsory school, talk about the subject music and its content in relation to the new Curriculum, Lgr11.

Democracy has been a part of the Swedish society for a long period of time and it is also a part of the Swedish elementary school Curriculum, in which you can find a number of statements that expresses that the Swedish elementary school should socialize the children into becoming role model citizens. This also conjures with the available research that describes schools in general as socializing. This led me to a question that hasn?t been answered: How much of the Curriculums reasons for socialization the pupils are based on democratic values and how much of it can be dated back to events prior to the Curriculum?The methodological approach is an analysis of ideologies as described by Sven-Eric Liedman and Ingemar Nilsson in Ideologi och ideologianalys. The text is focusing on the fact that a text has two layers; one is the manifest which is roughly the same as explicit or present in the text.

Democracy is a term that has been researched, and still is researched, a lot. In my education to become a teacher it has been the subject that interests me the most and I would like to be able to contribute to this research. The starting point of this essay is that in my experience there is a difference in how the national Curriculum describes democracy and how the students I have met describes it. Therefore I wanted to investigate whether this also applies to a wider context than the students that I meet in my everyday life. The purpose of this essay is; to examine whether students in the ninth grade has the same view on democracy as the national means of control. The result I have attained through my work is that they somewhat share the same vision.

Syftet med uppsatsen är att undersöka om det sydafrikanska skolväsendet bygger på teorierom det individuella lärandet. Undersökningen genomförs med tre metoder, en textanalys avläroplanen, intervjuer av lärare i Sydafrika och observationer av undervisning i ensydafrikansk skola. Resultatet är att det finns vissa spår av individuellt lärande i läroplanen,hos lärarnas svar och i viss undervisning. I diskussionen kommer jag fram till att även om detfinns frön av individuellt lärande i den sydafrikanska skolan så är det inte tillräckligt för attsäga att hela det sydafrikanska skolväsendet bygger på tankar om det individuella lärandet.Nyckelord: Individuellt lärande, Lärstilar, Revised National Curriculum StatementGrades R-9, Sydafrika..

The aim of my thesis is to unveil orientalistic powerstructures in the new national Curriculum for religious studies in Swedish upper secondary schools. Western imperialism and modernistic ideals has formed the Swedish perception of what constitutes as Swedish, this perception also influences the Swedish religious understanding. This understanding is imbedded in the national Curriculum for religious studies which enables a western hegemony to prevail..

The purpose of this investigation is to examine the extent to which Swedish compulsory school tends to rely upon, and to further reinforce, ideologies that from a theoretical platform of deep ecology can be identified as ?ecologically unsustainable conceptions of reality?. Mainly, this will purport to an examination of the (explicit as well as implicit) prevalence of anthropocenthrism, individualism, ethnocenthrism and rationalism in a) the Swedish National Curriculum; and in b) biology text books. Methodologically, the study makes use of Fairclough´s approach to, and method for, critical discourse analysis (CDA). The main results are that the National Curriculum indeed expresses a high level of individualism, as well as (although to a lesser extent) traces of rationalism and ethnocenthrism.

AbstractThe debate on grammar has been on the agenda for thousands of years. Several different arguments and theories have been used in order to explain the importance of grammar in school. Some newer arguments have been added, while others have stayed, either in their original version, or in a modernised one.This essay aims to clarify the role grammar play in school. In order to do that we have looked into its history, the Curriculum, modern research and interviews made with active teachers.The results of the literary studies, the studies of the Curriculum and the field studies show that the very presence of grammar in school is disputed. The Curriculum of today speaks of an orientation in language, with grammar as a part of it, based on the students? own language.

Daily citizens are informed by the media about the environment and the climate changes. The schools purpose is to educate students according to events that are of current interest and take place in present time. According to Swedish Curriculum, Lpf94, all Swedish education should include and discuss the problems surrounding durable development. The purpose of the study is to se how the textbooks in History, Social studies and Geography and their contents meet the demands of the Curriculum. The study shows that only the textbooks in geography meets the demands that the Curriculums have on durable development.

This essay discusses the problem of literary history in the Swedish school system. The aim of the essay is to discuss whether the textbook, Den Levande litteraturen, in literary history for Swedish high school students measures up to the demands of the Curriculum in terms of obtaining knowledge about international literature and the historical and cultural framework that surrounds it. The essay establishes a theoretical framework that is used to distinguish the discourse that permeates the textbook and how it affects the means of sustaining the Curriculum and the problems it may create.The textbook is broken down chronologically and analyzed showing quotes that points towards national and orientalistic discourses which in turn are discussed put in relation to the Curriculum and the effects that these discourses might have on education in Swedish and literary history.This is in turn problematized with the current theories regarding comparative literary history..