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Kunskap och makt i samhällskunskapsundervisningen: En normkritisk analys av elevers upplevelser av kunskap- och makt-representationer i Sh1B-undervisningen
Umeå University, Faculty of Social Sciences, Department of Political Science.
2017 (Swedish)Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
Abstract [en]

This thesis focuses on the practice of teaching social studies through the eyes of students. Through focus interviews 16 students are interviewed. The thesis takes its understanding about powerrelationships and knowledge from Foucault. Foucault’s understanding of power-relationships and knowledge is further connected to the norm-critical theories that are used in this thesis. Meaning, the student’s stories are not only analysed through the use of Foucault’s power- and knowledgerelationships, but also through the eye of norm-critical theories, such as: the strategies that Kumashiro describe in Troubling Education (2002): Education for the Other, Education about the Other, Education about Privileging and Otherness and Education That Changes Students and Society. Kumashiro’s discussion about looking beyond is also used in the analysis of the result. As well as Bromseth’s reflexivity and double strategies and Rosén’s strategy of using intersectionality when reflecting upon teaching. The result shows that students are aware of the teacher having great power in their powerrelationship, yet that they accept this.

The result shows how the students experience that they do not have a great impact on their education, yet they show an acceptance of being ‘controlled’ and let the teacher lead the way. Especially when it comes to what is being taught as the teacher is the expert. Furthermore, the result shows that the social studies-education focuses on teaching about the Other. There are some examples of how the students (often by themselves) get into the stage of which the teaching leads to education about Privileging and ‘Otherness’ as well as the last strategy where education leads to change within the student and society. This leads to questions as: how far does the teacher’s commitment reach? Are teachers responsible for where students get by themselves when the lesson ends?

Place, publisher, year, edition, pages
2017. , p. 74
Keywords [en]
norm-critic, norm-critical pedagogy, norm-challenging, double strategies, intersectionality, student-focus, power-relationships, knowledge, Foucault, Kumashiro, etnocentric, the Other, education, teaching.
National Category
Social Sciences
Identifiers
URN: urn:nbn:se:umu:diva-142197OAI: oai:DiVA.org:umu-142197DiVA, id: diva2:1160138
Educational program
Ämneslärarprogrammet - gymnasieskolan
Available from: 2017-11-24 Created: 2017-11-24 Last updated: 2017-11-24Bibliographically approved

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CiteExportLink to record
Permanent link

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Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf