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.

The discussion about high culture and Popular culture in our society has been going on for decades. In few places is it as loud as within culture journalism and the critics? society, where the question of what is good taste and what is dumb entertainment constantly gets brought to the surface. Film is a particularly vulnerable area, since it is such a universally appealing and rather young medium. In America and England several studies have been performed of the reviewing society and reveiwers? use of high and low art-discourse in their writing.

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.

This work is about Popular culture in leisure. Teachers at leisure, on the basis of Education's governing documents working with developing an activity for students when applying the students' own interests. Although these councils are posted, several teachers around the country rejects certain activities or products that the students want to do or play with during their free time at the leisure time. Therefore the purpose of this study is to try to understand what teachers in leisure attitude to Popular culture is and if they integrate the Popular culture in there activities. To understand this, a qualitative study of interviewed teachers in various leisure was used.

The discussion about high culture and Popular culture in our society has been going on for decades. In few places is it as loud as within culture journalism and the critics? society, where the question of what is good taste and what is dumb entertainment constantly gets brought to the surface. Film is a particularly vulnerable area, since it is such a universally appealing and rather young medium. In America and England several studies have been performed of the reviewing society and reveiwers? use of high and low art-discourse in their writing.

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.

Popular culture is a phenomenon of growing importance in the society today. Children and teenagers are increasingly using Popular culture in their everyday life to reflect and answer questions about their identities and the meaning of life. Swedish primary and upper secondary schools are expected to prepare their students for adulthood and to provide them with tools to explain understand and problematize contemporary society. From this perspective it is relevant to question whether the schools achieve this and whether the instruction given there represents the contemporary society. For the purpose of knowing more about how Popular culture is perceived and dealt with in the Swedish education system, this study examines how eight textbooks in Religious Education (RE) and the national curriculum for upper secondary school discuss and treat Popular culture.  The study focuses on when and in what ways the textbooks mention Popular culture and if the curriculum provides any supportive base for including Popular culture in religious education.

Popular culture is a phenomenon of growing importance in the society today. Children and teenagers are increasingly using Popular culture in their everyday life to reflect and answer questions about their identities and the meaning of life. Swedish primary and upper secondary schools are expected to prepare their students for adulthood and to provide them with tools to explain understand and problematize contemporary society. From this perspective it is relevant to question whether the schools achieve this and whether the instruction given there represents the contemporary society. For the purpose of knowing more about how Popular culture is perceived and dealt with in the Swedish education system, this study examines how eight textbooks in Religious Education (RE) and the national curriculum for upper secondary school discuss and treat Popular culture.  The study focuses on when and in what ways the textbooks mention Popular culture and if the curriculum provides any supportive base for including Popular culture in religious education.

The purpose of this paper is to examine how contemporary attitudes towards death andsexuality is made visible and connected in the vampire novels Interview with the Vampire andDead Until Dark. The aim is to investigate why the vampire novel has reached today?samount of popularity and if it can be explained by theories of death and sexuality in modernsociety and in Popular culture.The most important theories in this examination are Zygmunt Bauman?s theories aboutmodern society, Jean Baudrillard?s thoughts about death in the postmodernity and MichelFoucault?s studies regarding sexuality in the Western societies. The conclusion presented isthat sexuality and death are well connected in the examined novels and in Popular culture as awhole and death?s popularity in Popular culture could be a result of repressed emotionsregarding death and sorrow, which can be helped by us working on handle death more visiblyand with higher regard..

The purpose of this study is to use a qualitative method to investigate the Swedish curriculums of 1919, 1962 and 2011 in search of attitudes and different usages of the Popular culture of the time. To reach these conclusions Antonio Gramsci?s theories about cultural hegemony have been applied to prove how the superior classes, in this study these classes are represented by the Swedish school as an institution, use Popular culture to maintain sovereignty of the lower classes. Ergo the problem highlighted in this study is whether the cultural class society exists in a fixed state since the 1919?s with the school as the institution to implement the tradition of cultural hegemony.

It?s not for nothing the time we live in is often referred to as the age of information. Children and young adults who grow up I today?s society have greater access to facts and opinions than any earlier generations. This also applies to Popular culture that during the last couple of decades have taken new expressions that no one could have ever dreamed of and more time goes to the consumption of it via visits to the cinema, television and computers.

This paper aims to describe how religion teachers in Swedish schools teach concerning questions about life issues and Popular culture. To research the teachers' didactic approach to these issues, didactics has been defined with three educational questions: what, how and why. The essay focuses on teachers' effective implementation of teaching on life issues and Popular culture, which we used a theory of offering meaningfulness describing what subject matter that may be imparted to the students. An offer of meaningfulness can be pursued and can be made visible in the context of what and how performs the teaching and also in the context where the teacher planned the teaching elements. The method that the paper has used is the interviews of four different active religious educators in Stockholm and Uppsala area.

This is a case study of Carlstad Comic Con 2011 and 2012.The purpose is to study the event in relation to a project management and a local culture policy perspective. This in order to analyze the organization of a Popular culture event and see how such a local event may benefit Karlstad as a city. Besides studying the organization of Carlstad Comic Con and its outcomes I am sketching a short cultural history of Popular culture media and its context within recent year?s globalization.The study shows that the events have had a great beneficial impact on the local industry; lacking any negative sides, and have put Karlstad in an international context which goes directly in line with the standard guidelines for project management of region culture policy. Concerning how to organize the event the organizers have not followed a strict project structure.

Adapting the concept of the ?popular cultural memory? and its necessary ?context knowledge? established by Karin Kukkonen, this bachelor thesis seeks to examine how this memory is ?at work? and expresses itself in contemporary fiction, by doing an intertextual reading of the swedish author Amanda Svensson's debut Hey Dolly. Within the intertextual structures of Hey Dolly the reader encounters allusions and references that address almost everything from contemporary Popular culture to established authors in the swedish canon, mainly as means for the characters to help them express their emotions and thoughts, by ?choosing? from already available content of Popular culture to use and modify. The intertextuality alluding to the popular cultural memory does at the same time address the concept of the ideal reader throughout the novel.