Lärares gemensamma teoretiska utgångspunkt i att arbeta mot rasism i undervisningen: En idéanalys av Lgr22

Abstract

Sweden has ratified the International Covenant on Economic, Social and Cultural Rights (1966) and the Convention on the Rights of the Child (1989), which both establish every person’s rights in the conventions without any distinction. Sweden’s curriculum for compulsory school is based on the Swedish education act (2010:800) which establishes the importance of the country’s work with human rights (HR) and that no one is subject to discrimination. In the latest audit of Sweden in the Universal Periodic Review in Genève 2020, Sweden received recommendations about scaling up efforts to counteract and prevent racism through increased knowledge and education. This study therefore aims to examine what common basis teachers have to uniformly teach about racism in compulsory education. This is to gain an understanding of teachers’ theoretical starting point in working against racism through education. An idea analysis is made on the Swedish curriculum, the course syllabuses, for compulsory school which is to be valid from this autumn. A concept of discrimination is used as a theoretical perspective. Central ideas in the course syllabuses represents ideas of norms and stereotypes, understandings between people, and what does (not) exist in Sweden. These ideas create understandings that distinction between people is not always important to work against, especially because of different ideas that are given to different student groups, and unequal opportunities are being normalized and not seen as a form of discrimination; people (students) are or should develop in a certain way because they belong to a certain group, together with a view that stereotypes and prejudice does not always need to be criticized; and some responsibilities for working with HR and against violations of them are being reduced, which leads to a limited understanding of working against racism.