A Good Education?: A descriptive study of the implementation of critical thinking, international cooperation and sustainable development in Gy11 and SAMSAM01b

Abstract

This thesis provides a descriptive study from a pedagogic perspective that analyzes objectives, directives and content related to the social science core class, SAMSAM01b, at Gothenburg public high schools. The purpose is to further explore the role of education in relation to global development and international relations. The study is built around curriculum representation and course implementation of three aspects considered important for global development and knowledge of the operating environment: critical thinking, international cooperation and sustainable development. Knowledge theory and likeminded ideas of what constitutes a good education form the core of the study’s theoretical perspective. Empirical data used to analyze the implementation of these in Gy11 and SAMSAM01b includes relevant curriculum objectives and directives, five sets of SAMSAM01b examination material, two semi-structured informant interviews with SAMSAM01b teachers, and two teacher commentaries from SAMSAM01b teachers. Significant results reveal that SAMSAM01b courses appear to make great efforts to mold students’ critical thinking skills. Implementation of aspects of international cooperation and sustainable development, on the other hand, is often sidelined. A main reason for this exclusion appears to be an overload of required course content combined with a lack of time among teachers. Implications for SAMSAM01b students include a risk of flawed holistic perspectives of the operating environment, which may cause poor reflections on global development. This in turn may impede the intellectual exchange of knowledge and ideas among future global and international actors.