The purpose of this paper is to examine teachers' approach to popular culture in preschool. The questions we want answered are: What approach do educators have to popular culture in preschool and what underlies that approach? Is there a high - and low culture in preschool? If educators bring popular culture into the preschool, how then is it used? Do children?s culture influence everyday life in preschool? We have employed qualitative methods to seek answers to our questions. We conducted seven interviews with educators from four different preschools. The starting point for our study was the socio-cultural perspective because we examined people's cultures and how the meeting between them unfolds. We concluded that educators have a very ambivalent attitude towards popular culture in preschool.

AbstractThe aim of the research presented in this thesis is to study how interactional strategies are used by children and what these strategies mean or imply in the preschool cultural context. The theoretical point of departure in the study is the socio-cultural perspective (William Corsaro, Roger Säljö, Jim Wertsch). The study is a contribution to the field of research that focuses upon contextual issues and an overall way of seeing the child. This is in opposition to the strong traditional psychological perspective in the development of the child, where a focus upon the individual dominates in special education. This ethnographic study aims to answer the following research questions; What interactional strategies are co-constructed by the children in preschool play? How do the interactional strategies influence the creation of culture in preschool play? The children, 3-5 years olds, and their play situation were in focus.

The essay is about the concept of text in a wider perspective, what can be included in that, how it can be used and above all, why one might want to use it. The essay will also include what the term popular culture implies, and school?s attitude towards it, since some of the medias that are a part of the text in a wider perspective, many times fits the description ?popular culture?. Most of the earlier research show that the positive aspects of the use of text in a wider perspective as the same time as it attacks school because school is opposing the popular culture.       The essay consists of two parts and it begins with a theoretical part where I present existing research about the concept of text in a wider perspective and the research about popular culture.

The essay is about the concept of text in a wider perspective, what can be included in that, how it can be used and above all, why one might want to use it. The essay will also include what the term popular culture implies, and school?s attitude towards it, since some of the medias that are a part of the text in a wider perspective, many times fits the description ?popular culture?. Most of the earlier research show that the positive aspects of the use of text in a wider perspective as the same time as it attacks school because school is opposing the popular culture.       The essay consists of two parts and it begins with a theoretical part where I present existing research about the concept of text in a wider perspective and the research about popular culture.

Conclusions: A myriad of interpretations are possible when studying and discussing a particular organizational culture. As culture can not be removed from its context, we illuminate the effects that the internationalization process has with regards to unifying the organizational culture in our particular setting studied. Maintaining however, that a reflexive look at this culture shows no single interpretation as being sufficient, we try to expose its richness and ambiguities through a three perspective approach..

The main domain in which eating disorders are defined is medical, whereas socio-cultural perspectives are less common. Because social workers seeks to explain different problems taking societal factors into account, we asked ourselves if social workers have a way of understanding eating disorders, that is different from a medical point of view. Two focus group interviews were conducted; the one composed by social workers with experience of working with eating disorders, and the other by social workers without that experience, which enabled comparisons. The interviews were analyzed using socio-cultural and feminist perspectives. The result showed that the social workers use socio-cultural perspectives in explaining eating disorders.

Recent studies show that the knowledge in and understanding of science, technology andmathematics of Swedish junior high school and high school students is decreasing. As a resultof this the Swedish government has initialized several studies, research and reforms. One ofthe theories for teaching that today is seen as effective is the socio-cultural perspective and itsdescendants, including scientific inquiry. Using the pedagogy of the socio-cultural perspectivefour assignments regarding the human body was constructed for junior high school studentsattending summer research school in the summer of 2008, hosted by AstraZeneca. Theassignments follow a structure (goal of assignment, preparations, experiment and follow-up)inspired by the concept of NTA ? Naturvetenskap och Teknik för Alla (Science andTechnology for everyone).

This dissertation is about children in a district in Malmö, Sweden that is called Rosengård. This district is known for its high amount of immigrants and foreigners and all the children interviewed for the study are foreigners.We wanted to bring out their story, how they experience the cultures they are in touch with, the Swedish culture that they live in and their foreign culture that they experience at home with their parents. How do these children socialize into the Swedish culture while living in a district that is hardly exposed to it? We have been working from a different perspective, this due to the fact that we have both grown up in Rosengård and are still currently living here. Therefore our perspective is more from the inside, we can relate to the children?s stories and we can tell about it in a way that seems more natural.These children are not more different than other children, they have the same interests and hobbies as is considered to be ?fashionable? in youth culture today.

Abraham is the original patriarch. How does his leadership compare with a modern day popular culture patriarch with his roots in advertising, the shopkeeper Stig, star of the ICA advertising? The essay compares the leadership and masculinity of two male leaders from different backgrounds and settings, and discusses similiarities and differences.

The National Arts Council[1] has made an evaluation on obstacles and success factors for the interaction between culture and school. In the evaluation report they concluded that teachers and cultural workers have different views on culture and knowledge which creates confusion in their interaction. Thus I became interested to investigate teachers and cultural workers views on culture, aesthetics, and the knowledge that they think the students / children / young people should get from culture and aesthetics. This work is based on qualitative interviews with four teachers and four cultural workers. I compare their views with each other and link it to different research perspectives on culture and aesthetics in school to get an understanding of the similarities and differences in their approach, and what implications it can have in the school?s learning processes. In this work, from a didactic point of view, I found that when the teachers and cultural workers are talking about culture, the why-perspective differs.

The purpose of the study is to investigate educators? attitudes and didactic positions on popular culture as a form and a means of children?s learning in preschool. The questions posed in the study are:? How do the educators define popular culture, which examples of popular culture do the educators give?? How do the educators describe the spoken and unspoken rules and positions regarding popular culture in preschool practice?? What are the risks and benefits when including popular culture in preschool, according to the educators?In this qualitative study four educators from different preschools have been interviewed. The preschools take as a starting point different educational philosofies.

AbstractThe Swedish society has always been monolingual, but has for the past decades transformed into a multicultural and multilingual society. The aim of this study is to investigate if and in that case how preschool teachers work with language development in bilingual and multicultural preschools. The concept of linguistic and cultural diversity includes several different components, not least the social interactions that are of great importance to every individual's development, learning and participation in the world. By understanding the importance of language, language development and the role of mother tongue in second language acquisition, we look into various researches done concerning the effects of the preschool teachers? opinions, methods used to language developmental primarily for children who are multilingual and how the physical environment is shaped to promote language in multicultural and multilingual preschools.The method used in this study is semi-structured interviews with preschool teacher working in multicultural or bilingual preschool settings.

There are shortcomings when it comes to recent studies by a Roma perspective on Roma culture and traditions. The purpose of this paper is to understand how the Roma present themselves in eight articles with an emphasis on culture, language and identity. The questions are as follows:First, how the Roma articles manufactures the Roma culture and what do these articles say about culture, identity and language from a Roma perspective? Second, how can the Roma preserve and develop their culture and be a part of Swedish society in accordance with Articles?Some of the findings are that the Roma language, Roma clothing and Roma music is part of the Roma culture. Similarly, social codes and traditions such as International Roma Day, which is a Romani celebration.

The aim of this essay is to study how the Sami are presented in four textbooks about religion and history that are used in the schools of the majority culture of Sweden today and one book of ideas asto how a textbook could look like from a Sami's perspective. Its aim is not only to study how the Sami are presented but also to discuss how students who read these books could interpret what it means to be a Sami and what their culture is about. It is also meant to discuss how the Sami identitycould be formed. In order to be able to discuss this the essay uses three different kinds of theories about identity and culture. The analysis showed that there is little information about Sami culture, identity, religion and historypresented in the four textbooks used in schools of the majority culture and that these books seem to want students to think that the Sami are troublemakers but are and should be assimilated into the majority culture..

Today the right of the child to participate freely in cultural life and the arts is a goal on the political agenda. As a consequence, in 2011, twenty-six government agencies and institutions of culture were assigned to formulate strategies for activities for children and young people. These strategies are the empirical basis of this thesis. The aim of the study is to elaborate and problematize three issues concerning children?s culture from the viewpoint of a social constructionist understanding of childhood as constructed in various, often political, practices.