Drama – viktig resurs eller hämmare för undervisningen i samhällskunskap?

The aim of this article is to discuss and problematize how teachers in civics in upper secondary school construct drama, and how it relates to teaching, and students’ knowledge formation in civics. A study like this is important as the aesthetic subjects are becoming more prominent in young people’s everyday life at the same time as school by recent reformations is increasing the adjustment to efficiency and measurability. The theoretical framework is built on discursive psychology, which emanates from social constructionist and poststructuralist theory. Data consists of interviews with four upper secondary teachers in civics. Findings show that drama can be a valuable resource for teaching and learning civics, but also a problem when it comes to assessment. The position of the student as an object, teaching as entertainment and the domination of text is also discussed and problematized. Findings are considered as problematic as drama in civics, in relation to assessment, rather enhances a text-focused three-subject school than offering an alternative challenge