Demokrati i Skolboken. : En läroboksanalys av samhällskunskapsböckers framställning av demokrati i högstadiet.
The following study has focused on textbooks for Swedish equivalent to middle school and high school called högstadiet, in order to put to light the text presentations of democracy in these textbooks published after the latest Swedish school reform called Lgr11. The material consisted solely of thes...
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Uppsala universitet, Statsvetenskapliga institutionen
2021
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ndltd-UPSALLA1-oai-DiVA.org-uu-4463712021-06-19T05:28:08ZDemokrati i Skolboken. : En läroboksanalys av samhällskunskapsböckers framställning av demokrati i högstadiet.sweHagström, MalteÖsterdahl, AndreasUppsala universitet, Statsvetenskapliga institutionenUppsala universitet, Statsvetenskapliga institutionen2021skolasvensk skolademokratiläromedelhögstadietextanalysOther Social Sciences not elsewhere specifiedÖvrig annan samhällsvetenskapThe following study has focused on textbooks for Swedish equivalent to middle school and high school called högstadiet, in order to put to light the text presentations of democracy in these textbooks published after the latest Swedish school reform called Lgr11. The material consisted solely of these textbooks specifically adapted for the subject of social studies. The purpose of the study has been to see in what manner democracy was presented via applying the theory by Niklas Ammert that concerns a kind of qualitative method to categorization of text. The interest of the subject derives partly from our teacher education and partly from the previous research conducted by Agneta Bronäs (2000) as well as the one conducted by Kurt Wicke (2019). The research of both of these studies by Bronäs as well as the one by Wicke showed clearly that democracy was presented in a normative manner in the textbooks for social studies in Swedish Upper Secondary School, and partly from that reason our interest arose concerning the presentation of democracy in Swedish compulsory school called högstadiet. Performing a systematic and meticulous text and idea analysis in Swedish on the material of five such school books using the theory by Ammert, we found that these textbooks used all of Ammert’s text presentation categories and that some of them were indeed normative. The categories presented by Ammert’s theory are called konstaterande framställning, förklarande framställning, reflekterande/analyserande framställning, and normativ framställning. Since the result of this study showed that all of these were present in our material, including the normative category, our results go along the grains of former research. But since this study is the first of its kind to perform this kind of method on textbooks for social studies for högstadiet, our research has contributed to modern political science. Student thesisinfo:eu-repo/semantics/bachelorThesistexthttp://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-446371application/pdfinfo:eu-repo/semantics/openAccess |
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skola svensk skola demokrati läromedel högstadie textanalys Other Social Sciences not elsewhere specified Övrig annan samhällsvetenskap |
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skola svensk skola demokrati läromedel högstadie textanalys Other Social Sciences not elsewhere specified Övrig annan samhällsvetenskap Hagström, Malte Österdahl, Andreas Demokrati i Skolboken. : En läroboksanalys av samhällskunskapsböckers framställning av demokrati i högstadiet. |
description |
The following study has focused on textbooks for Swedish equivalent to middle school and high school called högstadiet, in order to put to light the text presentations of democracy in these textbooks published after the latest Swedish school reform called Lgr11. The material consisted solely of these textbooks specifically adapted for the subject of social studies. The purpose of the study has been to see in what manner democracy was presented via applying the theory by Niklas Ammert that concerns a kind of qualitative method to categorization of text. The interest of the subject derives partly from our teacher education and partly from the previous research conducted by Agneta Bronäs (2000) as well as the one conducted by Kurt Wicke (2019). The research of both of these studies by Bronäs as well as the one by Wicke showed clearly that democracy was presented in a normative manner in the textbooks for social studies in Swedish Upper Secondary School, and partly from that reason our interest arose concerning the presentation of democracy in Swedish compulsory school called högstadiet. Performing a systematic and meticulous text and idea analysis in Swedish on the material of five such school books using the theory by Ammert, we found that these textbooks used all of Ammert’s text presentation categories and that some of them were indeed normative. The categories presented by Ammert’s theory are called konstaterande framställning, förklarande framställning, reflekterande/analyserande framställning, and normativ framställning. Since the result of this study showed that all of these were present in our material, including the normative category, our results go along the grains of former research. But since this study is the first of its kind to perform this kind of method on textbooks for social studies for högstadiet, our research has contributed to modern political science. |
author |
Hagström, Malte Österdahl, Andreas |
author_facet |
Hagström, Malte Österdahl, Andreas |
author_sort |
Hagström, Malte |
title |
Demokrati i Skolboken. : En läroboksanalys av samhällskunskapsböckers framställning av demokrati i högstadiet. |
title_short |
Demokrati i Skolboken. : En läroboksanalys av samhällskunskapsböckers framställning av demokrati i högstadiet. |
title_full |
Demokrati i Skolboken. : En läroboksanalys av samhällskunskapsböckers framställning av demokrati i högstadiet. |
title_fullStr |
Demokrati i Skolboken. : En läroboksanalys av samhällskunskapsböckers framställning av demokrati i högstadiet. |
title_full_unstemmed |
Demokrati i Skolboken. : En läroboksanalys av samhällskunskapsböckers framställning av demokrati i högstadiet. |
title_sort |
demokrati i skolboken. : en läroboksanalys av samhällskunskapsböckers framställning av demokrati i högstadiet. |
publisher |
Uppsala universitet, Statsvetenskapliga institutionen |
publishDate |
2021 |
url |
http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-446371 |
work_keys_str_mv |
AT hagstrommalte demokratiiskolbokenenlaroboksanalysavsamhallskunskapsbockersframstallningavdemokratiihogstadiet AT osterdahlandreas demokratiiskolbokenenlaroboksanalysavsamhallskunskapsbockersframstallningavdemokratiihogstadiet |
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