Education; history, organisation, conditions, foundation of democracy. Preschool 7.5 Credits

Utbildningens historia, organisation, villkor, demokratins grunder. Förskolan
First cycle, H0032N
Course syllabus valid: Autumn 2012 Sp 1 - Autumn 2012 Sp 2
The version indicates the term and period for which this course syllabus is valid. The most recent version of the course syllabus is shown first.

Syllabus established
by Director of Undergraduate Studies Bo Jonsson Department of Business Administration, Technology and Social Sciences 07 Feb 2011

Last revised
by Director of Undergraduate Studies Bo Jonsson, Department of Business Administration, Technology and Social Sciences 20 Jun 2012

Education level
First cycle
Grade scale
Subject group (SCB)

Entry requirements

General entry requirements, first cycle

Specific entry

Excellent knowledge in English, Science and Social studies (field-specific entry requirement 6 a)

More information about English language requirements

Course Aim
After the course the student will be able to:
a) Put the contemporary educational system and the contemporary teacher’s education in a historical perspective,
b) describe the development of knowledge in society as related to  democratic and social conditions and how this is related to different groups' exercise of democratic rights,
c) describe how policy documents such as the curriculum regulate teaching activities,
d) describe how changing societal demands on the school system and the governance of schools has affected teacher’s and the role of teachers over time,
e) describe the school's core values with emphasis on concepts such as democracy, equality and sustainable development,
f) demonstrate a general orientation on didactic theory, current educational research, the national curriculum and to reflect on and give examples on how teaching can be organized in ways that awakens the student's interest and commitment to civic values.
g) demonstrate the ability to independently search for relevant knowledge in both printed and Internet-based sources and independently relate to, critically examine and evaluate this knowledge
h) demonstrate skills in both oral and written presentation and communication technology

The course consists of the following three parts:

1)Schools and education in a historical perspective, 3.5 hp
This part describes how the modern education system has emerged as part of the transition from a religious to a secular civic education context. Special emphasis is put on recent developments of the 1900s both in education as part of the democratic development and in the history of teacher’s training in Sweden. In this context the internationalization of education Is examined as well as how the educational system adapts to different groups in society such as women and ethnic minorities.

2)Documents governing the Swedish school  system.  Perspectives on laws, regulations and the national Curriculum 1,5hp
This part deals with the various regulations affecting the teaching situation for teachers, and how the political governance of the local, national and international level has an impact on the day-to-day work of teachers. This includes an overview of school laws, regulations, and curricula.

3)Democracy in Theory and Practice, 2.5 credits
The third part of the course covers the importance of education for the development of democracy. In this context the historical development of human rights, as expressed in different time periods and various forms of threat to human rights are outlined. Various theories and interpretations of what meaning democracy and equality have for different groups in practice are discussed. Finally, this part engages in the practical application of these core values in Swedish schools from a didactic perspective.

The course will be given as a series of lectures and seminars in connection to the subject matter.

Examination will be in the form of oral presentations at seminars and a written home exam.

Students must register for the courses themselves, or contact ETS educational administration,not later than five days after the quarter commences. Failure to do so can result in the place being lost. This rule also applies to students with a guaranteed place.

Jimmy Engren

Literature. Valid from Autumn 2012 Sp 1 (May change until 10 weeks before course start)
Lundgren, Ulf P., Säljö, Roger & Lidberg Caroline (red.) (2010). Lärande, skola, bildning: grundbok för lärare. 1 utg. Stockholm: Natur &Kultur (valda delar)
Mac Naughton, G., & Huges, P., & Smith, K. (2007). Early childhood professionals and children’s rights: tensions and possibilities around the Unites Nations General Comments No, 7 on children’s rights. International Journal of Early Years Education. Vol 15, No 2, pp. 161-170.
Martin Korpi, Barbara (2006) Förskolan i politiken: om intentioner och andra beslut bakom den svenska förskolans framväxt. Stockholm: Utbildnings- och kulturdepartementet.
Orlenius, K. (2001). Värdegrunden - finns den? Stockholm: Runa.
Larsson Esbjörn & Westberg, Johannes (red.) Utbildningshistoria. Studentlitteratur, 2011
Riddarsporre, Bim & Persson, Sven (2010).Utbildningsvetenskap för förskolan. Natur & kultur. (Valda delar)
Skolverket (2001). Att bygga en skolform för 6-åringarna: om integrationen förskoleklass, grundskola och fritidshem.
Tallberg Broman, I. (1995). Perspektiv på förskolans historia. Lund: Studentlitteratur.
Wahlström, Kajsa (2003), Flickor, pojkar och pedagoger. Jämställdhetspedagogik i praktiken, Stockholm: Utbildningsradion.
Elenius, Lars 2007 Statlig minoritetspolitik i Sverige.
Westergren, Eva & Åhl, Hans (red.), Mer än ett språk: antologi om flerspråkigheten i norra Sverige, 2., [utök. och omarb. uppl.], Norstedts akademiska förlag, Stockholm, 2007.
Frontermaterial om Hållbar utveckling

Course offered by
Department of Business Administration, Technology and Social Sciences

0005Individual written home exam5.0U G VG
0006Oral Seminar2.5U G#