Att undervisa politik – utan att bli politisk? : En litteraturstudie om lärarens ideologi, politiska engagemang och neutralitet i samhällskunskapsundervisning.

Sammanfattning

The aim of this literature study is to contribute knowledge about how social studies teachers' personal factors, such as ideological orientation, political engagement and views on neutrality, can influence their teaching practice. The study is guided by two research questions. The first one examines how teachers' ideological and political positions may affect social studies instruction, while the second explores how teacher neutrality is described in social studies education. The study was conducted as a literature review in which 13 scholarly publications were analyzed using a thematic analysis. The material was organized into themes related to the aim and research questions of the study. The results show a relationship between teachers' ideological and political orientations and how they teach, both in terms of content and instructional methods. Furthermore, the findings indicate that maintaining a neutral stance in practice is difficult. Even when teachers strive for neutrality and avoid making explicit political statements, values are still conveyed through didactic choices. In conclusion, the study demonstrates that social studies education cannot be considered fully value neutral. Instead, it is shaped by the interaction between teachers' personal factors, professional judgements, and the social and political context in which teaching takes place.