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Skolämnet geografi i Sverige, Australien och Sydafrika: En jämförande studie av tre länders kursplaner i geografi.
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Geography, Media and Communication (from 2013).
2018 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
Abstract [en]

The purpose of this study is to investigate how the school geography is manifested miniSweden, Australia and South Africa's curricula. This Empiri is based on the country's syllabuses in their cur-ricula. The study uses a qualitative text analysis to understand which typologies are most estab-lished in the country's syllabus. In addition to this, the study investigates the similarities and differ-ences in the country's syllabus that exist in order to gain a deeper understanding of what contributes to different structures. The research background brings up geographical traditions and the subject geography in Sweden. In addition to this, the reader also get an insight into the curriculum structure so that she/he can understand the syllabus later in the research. 

In previous research, Molin's (2006) typologies are highlighted in the geography subject and differ-ent ways to divide the curriculum content. The reader may also take part in the geography subject's focus in the different countries. In Sweden, Bladh (2014) shows a change in the subject. South Af-rica does also have several changes in their syllabus, since the apartheid collapsed in the beginning of 1990. Australia reports the new syllabus and its content that apply to the entire nation. The study is divided into different parts that deals with each country. The method used in this study is a quali-tative text analysis. To find out how the different typologies appear, coding in the form of color marking has been used. 

The analysis shows a complexity of how the different topologies appears in the syllabus, some is more visible than others. The results clearly show how both typologies and concepts appear in the country's syllabus. The focus of the countries is the multidisciplinary geography teaching, but it is not multidisciplinary one hundred percent, because other typologies also appears in the countries syllabus. The conclusion is that the countries have similarities to which typologies are prominent and what the content of the syllabus is. Differences are the layout over the different years, the lay-out of the syllabus and the resources used in the geography subject.

Place, publisher, year, edition, pages
2018. , p. 53
National Category
Other Humanities
Identifiers
URN: urn:nbn:se:kau:diva-66040OAI: oai:DiVA.org:kau-66040DiVA, id: diva2:1179271
Subject / course
Geography
Educational program
Secondary Education Programme: Secondary Education Programme: Grades 7-9: Geography (270 ECTS credits)
Supervisors
Examiners
Available from: 2018-07-11 Created: 2018-01-31 Last updated: 2018-07-11Bibliographically approved

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CiteExportLink to record
Permanent link

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Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf