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There is a gap between the curriculums controlling school subjects content and

the way professionals in school accomplish their teaching. Civics as a school

subject is vague and unclear. This literature study aims at examine the way

Swedish civics teachers see the purpose with their subject and what content is

prioritized in their teaching and what research knows about the concept

“friutrymme”. The literature study is based on empirically accomplished research

and articles. A reading of the empirical material emphasizes both the gap and the

vagueness of civics as a school subject. The result of the present literature study

shows that there is no concurrence regarding how Swedish civic teachers interpret

the subjects aim or content and “friutrymmet” could be the reason to why it is so.