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This article examines the television adaption and reception of Swedish youth novelist Sven Wernström's series of historical youth novels called Trälarna (''The Thralls'') in the late 1970s and early 1980s. The book series as well as the Danish animated televisions series used a noticeable class perspective in order to make comparisons between the condition of slaves in medieval times and Swedish working class of the 19th and 20th centuries. In accordance with the novels, the television series therefore displays a strong moral historical perspective. The analysis in the article focuses mainly on the abundant use of violence and sex as political and pedagogical instruments to promote class consciousness among its child viewers. In contrast to the novels, the television series was able to create more explicit audiovisual images of violence and sex that, in fact, were censored by Swedish state television before it was aired on a child friendly timeslot. Although some scenes in the television series were censored, the final analysis reveals that ''The Thralls'' can be seen as a rather typical example of the politically and aesthetically radical Swedish children's culture of the 1970's.Keywords: Sven Wernström; Trälarna; children; media violence; sex; history; television(Published: 28 November 2012)Citation: Barnboken - tidskrift för barnlitteraturforskning/Journal of Children's Literature Research, Vol. 35, 2012 http://dx.doi.org/10.3402/clr.v35i0.19964

From vision to reality- A model for developing a visionary democratic Teacher Education Annette Mitiche1, Centre for School Development, City of Gothenburg and University of Gothenburg Tommy Gustafsson, Department of Mathematical Sciences, University of Gothenburg and Chalmers University of Technology Jörgen Dimenäs, School of Education, Dalarna University Abstract Both teacher education and the school system have in Sweden the last decades undergone several major reforms, based on policymakers' ideas more than on research about good teaching and learning, designed to support a democratic society. Teacher training programs still often focuses on academic theories about teaching profession. Only a minor part concerns student teacher meeting with the professional activity and the outcome of democratic values. This study claims that closing the gap between coursework and clinical work in teacher training programs by creating a common vision will give student teachers the opportunity to achieve valuable goals and create equity for a democratic society. The purpose of the paper is based on an empiric model in teacher education and argue for a renewed teacher training model for developing a visionary democratic teacher education, which clearly supports students to develop a qualitative high level of expertise and an interest in the teaching profession. As a result of the research we argue that teacher educations should have a more integrative structure to make visible which knowledge is needed in the schools of the future. We are also arguing for integrative pedagogical content knowledge to develop ideas to capture a subject integrated education perspective on issues related to sustainable development. The paper focus on items as literacy and knowledge of interculturality in relation to democratic values and a more refined assessment basis for the observation of student teachers' teaching. There is a strong case for a clearer integration of the university content of the education with an equal and simultaneous content during the practical part. Our conclusion is that there are clear research-based arguments and actions that can lead to a development of Swedish teacher education with a focus to stimulate and support teachers to be a part of creating an equal society.