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This study aims to obtain a deeper understanding of upper secondary teachers’ didactical choiceswhen teaching about controversial or sensitive topics; and what the challenges and possibilities arewithin a subject. Controversial and sensitive topics are a part of our everyday life. This study wantstherefore to contribute to the understanding of what can be regarded as controversial or sensitive intoday’s classrooms. To do this we carried out qualitative interviews with semi-structured questionswhich allowed openness in possible follow-up questions. Five civics teachers were interviewed, theirviews recorded, and transcribed. An inductive approach was initially taken when analysing thetranscripts. The three didactical questions what, why, and how, were used as a guide when coding thetranscription. In addition, the data was conceptualised, and themes were identified. These themeswere then used as markers for the result and discussion. The teachers' statements aligned with whatprevious research told us. All teachers interviewed identified at least one controversy, and stated theyfelt positively about their use in schools to aid students in learning. These included recently emergingtopics such as the conflict between Israel and Palestine, national party politics, LGBTQI+, andvictimology. The topics could be used as a tool to give perspective to the information flow in societyand social media surrounding the students. Discussions were also deemed as important whenhandling matters that could cause the class distress. The teachers often used their own or others’ pastexperiences with a subject when handling a topic, often with the students' possible connection andbackground in mind. Even though they found the student’s relation to the subject to be the toughestchallenge and not the topic itself. The teachers' beliefs were that nuancing the subject and discussionsabout controversial and sensitive topics are vital in civic education., Godkänd 2024-01-19

The purpose of this study is to develop a conceptual framework that can be used to make teachers’ approaches to values in education visible, as well as to use the conceptual framework to analyze supporting documents for teaching values in Swedish schools. The material for this study consists of part theoretical and empirical studies, which problematize neutrality and teacher approaches to values in education, and part supporting documents for value education from the Swedish Ministry of Education. The study employs a method of general theory-building to develop the conceptual framework, which is then employed in the textual analysis of support documents. The study makes multiple arguments. First, it finds that there are six different teacher approaches to values in education: denial, avoidance, balance, privilege, committed impartiality, and critical distance. Second, the analysis of the supporting documents finds that the Ministry of Education takes different approaches depending on the types of values and situations. Lastly, the main argument is my development of the critical distance approach, which advocates for teachers, as well as students, to be self-reflective and critical of their own and other’s presumptions. The critical distance approach questions the idea of neutrality in education.