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Diversity and inclusivity in the business world has gained larger focus from media and customers over the past 60 years, however a large focus has been aimed at gender, ethnicity and race whilst other types of diversity have not been as researched. The inclusivity of people with disabilities in the regular labor market has been neglected to a large extent. All people should be included in the workplace which can be seen as a reflection of society as a whole, especially in regard to the Swedish model of government agency assistance from the company Samhall. In this study we have combined frameworks from diversity management, critical disability theory and justice theory to create a study examining how the developmental opportunities of people with disabilities are affected by assumptions and fairness. This study was conducted with the help of Samhall's regional office in Västerbotten and Örnsköldsvik. Samhall employs 26 000 people in Sweden with the goal of creating meaningful work for people with reduced working ability, developing their skills to be ready for the regular labor market. This study was designed from a managerial perspective, and we therefore decided to use a qualitative approach by interviewing six managers from Samhall using a semi-structured format. We wanted to gain insight on how society and other companies interact with Samhall, and how they work with development to reach their final goals. Due to the limited number of studies about people with disabilities from a social standpoint we were able to establish a research gap. Many of the current studies from a social perspective are focused on developmental perspective from young ages, or the perspective is from a medical standpoint. Studies with people with disabilities as a part of diversity management have yet to be created to any greater extent. By further including a perspective of equality and justice in this we were able to address issues of conflict as well, as a part of developmental work. The interviewees from Samhall are managers with varying amounts of experience within Samhall and varying experiences working with people with disabilities before their work in the organization. The managers also had varied job assignments which were able to contribute to a more diverse perspective on everything from daily interactions with society to policy creation and medical paperwork. In our study we researched six different assumptions about disabilities including the social model of disability, valuing diversity, rights, voices, language and transformative politics. From diversity management we used instrumental and terminal values to help us understand the developmental work. Finally, we used a framework of equality categorization including equality rule, relative justice and objective justice to compare how things work within and outside of Samhall and see what the employees respond to in the best way and to further cultivate development for the employees. We did a thematic analysis to be able to compare the answers of our different interviewees and find out what really works and to see what the current situations truly look like. The research showed that assumptions do affect people with disabilities, however, not to the same extent as previous literature suggests. Furthermore, we discovered that the instrumental values used in the developmental work for people with disabilities in Samhall can be transferred to other companies as well, and therefore hopefully intrigue and incentivize more employers to take the step of hiring from Samhall and people with disabilities in general. The fairness aspect of our research also provided insight in how to prioritize and how this can aiding and resolving conflict.

The purpose of this study is to investigate how people act during and experience the feeling of participating in a digital funeral, in order to increase the understanding of how online rituals function. Through interviews with five people who have participated in digital funerals and based on ritual theory and Sara Ahmed’s phenomenological understanding of emotions, I investigate the following questions: How does it feel to participate in the elements of a digital funeral? How do funeral rituals function in a digital funeral? How can participants actively engage in a digital funeral? The results of the study show that the experience of participating in a digital funeral does not correspond with the participants expectations and conceptions of what a funeral is. It also shows that the digital funeral and the physical funeral is the same ritual but communicated in two different ways which leads to two different experiences. This leads to the participants feeling disoriented and makes the funeral ritual, with the purpose for the participants to part from the deceased, to not fully have the wanted effect.

For years, Swedish boys have earned lower grades than girls in many school subjects. The reasons for this and how to tackle the problem is widely debated. This study investigates literature aimed to aid teachers in raising boys’ performance in school with an emphasis on reading. The study uses gender analysis to examine whether or not the strategies found in the literature are based on gender stereotypes. Furthermore, the study examines if the strategies can be applied within the Swedish school system. The analysis showed that the studied literature based its strategies on gender stereotypes and that most strategies were technically applicable within the school system in Sweden. However, the stereotypes that the strategies were based on do not conform with the democratic values that Swedish educators have to convey. Instead, the study proposes that strategies that are not based on gender be used, as well as teachers working against gender stereotypes, in order to help improve boys’ reading and overall performance in school.

The aim of this study is to examine the portrayal of Islam and Muslims in Swedish textbooks published between 1968 and 2018, and whether there has been a development in the portrayal. The material that has been analyzed is five textbooks aiming towards the Swedish secondary school. The chosen method and theory for this paper is critical discourse analysis, within this theory, the three-dimension model by Fairclough was chosen to analyze the results. The result showed various representations, the ones that stood out were Islam and Muslims as “the Other” in correlation to the west, homogenous, violent and male-dominated. The development one could see were that the first three textbooks, written between 1968-1997 showed a clearer representation of Islam and Muslims as homogenous while the textbooks between 2009 and 2018 sought to represent Islam and Muslim to a greater extant by highlighting a variation within the religion.

The aim of this study is to examine how digital tools are used and perceived by students with dyslexia and their teachers within a number of English classrooms in the Swedish upper and lower secondary school. The study is based on five interviews. Two of the interviews were conducted with students from upper secondary school and three with teachers from lower and upper secondary school. The background section defines and describe terms such as dyslexia, ADD/ADHD and digital tools that are helpful for students with dyslexia. The method chosen for this paper is qualitative. The conclusion of this research paper is that the students’ and teachers’ perceptions of digital tools are mostly positive and that they find them helpful when it comes to coping with dyslexia.

Denna uppsats syftar till att undersöka hur kvinnan framställs i kapitlen om islam i läroböcker skrivna under LPF94 och GY11. En kombination av kvalitativ innehållsanalys och analysverktyget genustrappan har använts för att få fram ett resultat. Tidigare forskning visar på att läroböcker ofta visar på att mannen framställs som norm och att kvinnliga elever inte alltid känner sig representerade i läroböcker. Texterna i kapitlen om islam har brutits ned och analyserats bit för bit med hjälp av analysverktyget. Resultatet visade på att det fanns en viss skillnad mellan de två läroplanerna, då läroböcker skrivna för GY11 visade på mer fokus på jämställdhet än de för LPF94, även fast även läroböcker skrivna för det sistnämnda hade inslag av jämställdhetsperspektiv. Framställningen av kvinnan skapades ofta utifrån roller som fru och förälder samt att de historiska kvinnorna i islam fick en begränsad plats i läroböckerna.

Studien har utgått ifrån syftet som handlar om pedagogers uppfattning om ålderns betydelse för inskolning. Vi gjorde en kvalitativ studie av fem pedagoger som besvarade intervjufrågor som baserades på våra frågeställningar: Vilka förhållningssätt och strategier har pedagoger vid inskolning av olika åldrar? Vilka erfarenheter har pedagoger av inskolning av barn i olika åldrar? Vilken uppfattning har pedagoger om vårdnadshavarens roll när det gäller inskolning och ålder? För att sedan kunna analysera empirin med hjälp av att koppla den till de olika teoretiska begreppen ur anknytningsteorin. Resultatet i studien från de fem pedagogerna som deltog i undersökningen hittar vi mycket gemensamt i forskningen. Där bland annat pedagogerna anser att skapa trygghet och en trygg anknytningsrelation kommer på första plats oavsett barnens ålder vid inskolning, samt närhet är det främsta arbetssättet som alla pedagoger föredrar. Det finns olika typer av svårigheter som uppkommer under inskolningen, det skiljer sig en del mellan barnen som är under två år och de barnen som är äldre än två år. Men barnens ålder påverkar inte hur inskolningen kommer bli, utan det handlar mer om vilka metoder pedagogerna kan använda beroende på barnens ålder, detta för att skapa förståelse hos barnen i pedagogiken. Däremot har föräldrars uppförande stor påverkan om hur inskolningen ser ut för barnen, där föräldraaktivinskolning b.la har en positiv påverkan i det pedagogiska arbetet enligt pedagogerna, vilket också har benämnts i delar av forskningen.Sammanfattningsvis av arbetets resultat är att pedagoger ska kunna vara lyhörda och fylla barnens behov genom att hela tiden försöka vara engagerade och kontinuerligt närvarande för barnen oavsett åldrar. Detta möjliggör att barnen kan känna sig trygga av pedagogernas närhet och mottaglighet, som de sedan kan knyta an till. Nyckelord: Anknytning, Behov, Inskolning, Närhet, Trygghet.

The aim of this paper is to analyze how syllabus plans for the course Swedish for immigrants have changed in the past 40 years. The paper focuses mainly on how different theories on learning in general and second language acquisition in particular have influenced the syllabus. Furthermore, the paper attempts to identify changes in how the teachers’ role is described in the documents. My results indicate that syllabus plans from the 70’s were influenced by behaviorism, progressivism and the sociocultural view on learning, while syllabus plans from the 90’s and 00’s show only influences from the two latter perspectives. As far as second language acquisition is concerned, my results point towards a shift from behaviorism and cognivitism towards interactionism. Another significant change that has been identified is that syllabus plans from the past two decades do not mention what the teacher’s role is, while the older syllabus plans include detailed instructions for what the teacher is expected to do.