Det dubbla uppdraget : Hur samhällskunskapslärare arbetar med normer och mot normbrytande beteende i skolans verksamhet

Sammanfattning: The aim of this study is to examine civic teacher’s perception of the twofold purpose of the Swedish education system. The duality consists of supplying subject knowledge to the pupils and at the same time mediate norms and values specified in the regulatory documents for Swedish upper secondary school. Furthermore, this study aims to contribute to the already existing body of work detailing how teachers view norm-breaking behavior in education. The study is based on a phenomenographic analysis of semi structured interviews conducted with nine civics teachers in upper secondary school. The study revolves around three fundamental questions: 1) how do teachers view the twofold purpose within the regulatory documents, 2) how do they handle pupils that exhibit norm-breaking behavior and 3) how do teachers contribute to the making of good citizens. The material retrieved from the interviews was arranged using a seven step phenomenographic method which resulted in the creation of three general themes based on the aim of the study. The results show there is a wide range of perceptions among civic teachers on the twofold purpose of the Swedish educational system. No unified view on norm-breaking behavior could be found and neither a unified way of dealing with such. The results show us that teachers use a plethora of ways to deal with normbreaking behavior depending on what type of behavior is at hand. The two overarching ways of viewing the norms and values presented in the regulatory documents was either an integrated part of the educational system or as a strain on the profession. The results present four main methods teachers use to deal with pupils exhibiting a norm-breaking behavior. 1) A method of disarming, 2) A method of conversing, 3) A inquisitive method and 4) a method of delegation. Lastly the results show that the teachers operate on three levels in their work against norm-breaking behavior, 1) On a state level in which they interpret the regulatory documents. 2) On a peer level in which they interact with other teachers and their expectations on one another. 3) On a personal level in which the teacher navigates their own norms and values. No definitive answers could be found in this study, but it can contribute to past and future research to give a wider understanding of how teachers handle students exhibit norm-breaking behavior.