Detta är en Master-uppsats från Göteborgs universitet/Institutionen för pedagogik och specialpedagogik

Sammanfattning: Aim: The aim of this research is to investigate how ESD intersects with the subject ofMother Tongue Tuition in the compulsory school system via one municipality inSweden. This is done by engaging with two analytical foci: i) the analysis of attitudesandresponses to ESD in MTT.Theory: The study utilises Critical Pedagogy and Assemblage theory as the lenses throughwhich to discuss the case. Critical Pedagogy shows the extent to which teachers andpolicy decision makers are engaged in reflective practices and the potential ways inwhich teachers can activate their subjectivity as leaders. Assemblage theory showshow all the components of the case are linked; the complexities of power relations,agency and ways of becoming.Method: Data is gathered from one MTT case study. The case is based at one municipality inWestern Sweden. The MTT organization is governed by the municipality. Data setsinclude text and interview. Qualitative interviews are conducted with a sample offour teachers and two policy decision makers. Policy documents are also analysed.Critical Discourse Analysis, based on critical discourse theory, is used to reframe thedominant narratives and to show a perspective from the margins of MTT spaces.CDA is used as an analytical tool in the study to point out different viewpoints andinconsistencies.Results: The results show that the case study is an example of hegemonic power relationssupported by ESD.

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