The purpose of this study is to examine two educational materials from different decades, to see if they have a conscious gender and equality perspective, and to see if they have followed the development society made regarding gender and equality. Even the Curricula have a part in my study as I will relate them to the educational materials. Equality as a concept means briefly that women and men should have the same conditions, and gender depicts our notions of femininity and masculinity.I have chosen to do textual analyses, focusing on multimodal discourse because I analyze both text and image. I also use both quantitative and qualitative methods.My questions are: In which way do the Curricula and the educational materials express equality?; In which way do the Curricula and the educational materials express gender?; Do the educational materials express the fundamental values written about equality and gender in the Curricula? And, if this is the case, does it mean that educational materials have followed the development of the Swedish society?The conclusion of this work is that equality and gender are presented as goals in both Curricula, but the new Curricula have developed that section more.

The purpose of this study is to examinehowdemocracy andstudent participation hasbeen developed inthethree Curricula for upper secondary school. To find this out, I have used the following questions:?Howare the conceptsof democracy and student participationformulated in the various Curricula Lgy70, Lpf94 and Gy11? ?What changes with regard to these formulations have been made between the Curricula Lgy70, Lpf94 and Gy11?The essay is written so that I have interpreted my empirical material to make a discourse analysis in which I analysethe three Curricula of upper secondaryschool with the intention to highlight how the ideal of student participation was supposed to look like. The source material that I use in the essay arethe three Curricula;Lgy70 , Lpf94 and Gy11 .Student participationhas had a major role in alltheCurricula,but ithas changed in how it was madeand how it would be implemented. Lgy70stresses thatformal and collective participation is important, but there are indications of ashift to a more personal and informal participation forthe students.

A new curriculum, entailing news for teachers as well as students, was implemented in 2011. Among other things History has been given a more prominent position in that every student will now study the subject. Can this decision lead to history being used more in the future?The aim of this thesis is to study the new curriculum, Gy11, as well the Lpf94 and Lgy70, based on Klas-Göran Karlsson´s typology where the use of history is divided into seven different categories. I will analyze the Curricula, looking at what different uses of history that can be discerned as well as what changes have been made over time.

A new curriculum, entailing news for teachers as well as students, was implemented in 2011. Among other things History has been given a more prominent position in that every student will now study the subject. Can this decision lead to history being used more in the future?The aim of this thesis is to study the new curriculum, Gy11, as well the Lpf94 and Lgy70, based on Klas-Göran Karlsson´s typology where the use of history is divided into seven different categories. I will analyze the Curricula, looking at what different uses of history that can be discerned as well as what changes have been made over time.

The aim of this essay is to analyze how students are constituted as subjects in local Curricula. The theoretical perspective is grounded in Michel Foucault?s notion of governmentality and power/knowledge and his critique of a sovereign subject. From this theoretical perspective I use Foucault?s concept of formation of objects and Ernesto Laclau and Chantal Mouffe?s idea of subject positioning as tools for a discourse analysis.

This essay will investigate how the History subject has changed and developped in Sweden. For those who study the way subjects and the school itself change over time it becomes quite clear that they have gone through an enormous change. However this essay will focus on how the History subject, and mainly the teaching of the Antique, in particular, has changed. In order to find out how it has changed several things will be taken into account. First of all there will be interviews and conversaisions with several teacher and try to find out how it has changed, according to their experiences and belives.

This study is a comparative study of the occurrence and function of information literacy in the Curricula of the Swedish and Bavarian Gymnasium and investigates the occurrence of the term ?information literacy? and shows through what other linguistic means the notion of information literacy is expressed in the Curricula. The study also wishes to analyze how the notion of information literacy manifests itself in the different school systems. Relevant textual passages of both Curricula are compared to each other through the theoretic lens of Bruce?s phenomenographic model of information literacy.

This is an interview- and literature study that discusses teaching about the Second World War and the Holocaust, while working with the basic values in grade 7-9.The purpose with this examination is to see how teachers of history in grade 7-9 choose to teach about the Second World War and the Holocaust, how they work to integrate the basic values in their education and whether the teachers? education can be sustained by the Swedish school Curricula.In this study I?ve been doing qualitative interviews with five teachers of history in grade 7-9 from different schools. I have also perused the Swedish school Curricula and read some literature and studies about different ways of dealing with the subject: the Holocaust.According to the central parts of the Swedish Curricula, LGR 2011, the fields about the Holocaust and the 20.century World Wars are to be studied during grade 7-9. All my respondents in the study teach about this think that the most important thing with this complex time in history, is to give the students a deeper understanding for the time leading up to the beginning of the  Second World War in 1939, and why the Holocaust actually took place.Regarding the work with the basic values, all the five respondents agree on the fact that, this subject shall permeate the entire work at school, all the time, every day, but that it?s absolutely essential while studying the Holocaust.

This is an interview- and literature study that discusses teaching about the Second World War and the Holocaust, while working with the basic values in grade 7-9.The purpose with this examination is to see how teachers of history in grade 7-9 choose to teach about the Second World War and the Holocaust, how they work to integrate the basic values in their education and whether the teachers? education can be sustained by the Swedish school Curricula.In this study I?ve been doing qualitative interviews with five teachers of history in grade 7-9 from different schools. I have also perused the Swedish school Curricula and read some literature and studies about different ways of dealing with the subject: the Holocaust.According to the central parts of the Swedish Curricula, LGR 2011, the fields about the Holocaust and the 20.century World Wars are to be studied during grade 7-9. All my respondents in the study teach about this think that the most important thing with this complex time in history, is to give the students a deeper understanding for the time leading up to the beginning of the  Second World War in 1939, and why the Holocaust actually took place.Regarding the work with the basic values, all the five respondents agree on the fact that, this subject shall permeate the entire work at school, all the time, every day, but that it?s absolutely essential while studying the Holocaust.

AbstractAimThe aim is that by using the curriculumcodes, analyze and compare four curriculums in physical education. The study begins in the elementary school introduction in 1962, and then makes three more strikes in 1980, 1994 and 2011.The questions that are addressed in this paper are,Which expression of competence code can be found in the different Curricular?What are the expressions for performance code can be found in the different Curricula?Is there any change regarding which code teachers use when they assess the students?Method  As a basis, the four Curricula Lgr 62 Lgr 80, Lpo 94 and Lgr 11 in physical education are used. These four curriculums are studied and compared for similarities and changes in the assessment uses comparative content analysis. A number of publications in the curriculum codes are used in the analysis of the curriculum.

This is a qualitative textual analysis of curriculum for primary education in 1962, the curriculum for primary education in 1969, the curriculum for primary education in 1980, the curriculum for the compulsory school system in 1994 and the curriculum for primary school 2011th. Purpose of this thesis is to see how the government through the curriculum specifies directives for how teachers should be more or less authoritative. The boundaries of the essay are to only look at the claims against the teacher in elementary school. The questions are what is required of the teacher directly or indirectly from the curriculum 1962,1969,1980,1994 and 2011, focusing on the concept of authority and what change has taken place? To answer these questions, I have read the current Curricula and other research publications in the field.

The purpose of this thesis is to analyze the perception of Christianity in nine textbooks andidentify changes in-between them and over time. The content of the textbooks will also bediscussed in relation to the steering documents connected to each book.I have chosen to focus on three curriculums, Lgy 70, Lpf 94 and Gy 11. My researchquestions are: how Christianity is treated in textbooks in religious studies in relation to theperception of Jesus, God and man? What are the differences/similarities across time andlearning materials? In what way does the textbooks change with the syllabuses?Text consumption and discursive practices is analyzed with the help of a set of tools thatare based on the critical discourse analysis and Fairclough's three-dimensional model. Theimage of Jesus, if described by a textbook, is also analysed.Three textbooks were chosen from each Curricula.

The essay treats how a process of implementation was executed and the teachers? relation to two Curricula, Lpo94 and Lgr11, with two different grading systems, which have functioned as models for one and the same year. The purpose is to investigate the ways in which a change in Curricula and syllabus affects teachers in their teaching and assessment practice in the subject of Swedish at secondary school. The investigation had a phenomenological approach and was executed by means of in-depth interviews, questionnaires and one observation. The results are based on a methodological triangulation with qualitative and quantitative data where visible similarities and differences are brought out.

The purpose of this qualitative interview study was to examine which approach experienced pre-school teachers have on children that seek negative attention. The study contains five informants in a city in the middle of Sweden and they all have at least 10 years of experience after their diploma from a pre-school teachers? program. The questions I aimed to answer were the following: How did the pre-school teachers define the expression ?negative attention?? What approach did they have on children that seek negative attention? What effects do the childrens? seeking of negative attention generate on their self-esteem and sense of security? How possible do the pre-school teachers feel it is to achieve the goals of the pre-schools? Curricula that every child should get their needs respected and met, when they work with children that seek negative attention? The results showed that the teachers think of them as resources in the group and that they need to think of the environment around these children both at home and at the pre-school to better meet their needs.

The essay treats how a process of implementation was executed and the teachers? relation to two Curricula, Lpo94 and Lgr11, with two different grading systems, which have functioned as models for one and the same year. The purpose is to investigate the ways in which a change in Curricula and syllabus affects teachers in their teaching and assessment practice in the subject of Swedish at secondary school. The investigation had a phenomenological approach and was executed by means of in-depth interviews, questionnaires and one observation. The results are based on a methodological triangulation with qualitative and quantitative data where visible similarities and differences are brought out.