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Syftet med detta kapitel är att bidra till en dialog gällande forskningsetik utifrånsåväl juridiska som humanistiska aspekter. Exempel hämtas från dilemman somuppstått i etnografiskt inriktade studier där deltagarna är andraspråksanvändareav svenska och där många har begränsad erfarenhet av formell utbildning ochanvändning av skrift. Det kan vara svårt att ge forskningsinformation på ett sättsom elever med olika bakgrund förstår, särskilt vad gäller konsekvenserna avinformationen, av att delta i forskningen och vad det betyder att vara anonym.En utgångspunkt för kapitlet tas i begrepp som rör etisk omtanke samt i begreppsom rör samtycke och som utvecklats inom forskning om och med barn: inlärtsamtycke och samtycke som pågående process. Samtliga begrepp behandlar på ett ellerannat sätt den makt forskaren har i relation till deltagarna. Vidare diskuteras hurdeltagares eventuella utsatthet eller sårbarhet behöver ses i relation till denaktuella kontexten snarare än utifrån på förhand definierade kategorier.Avslutningsvis belyses forskares ansvar för att hela tiden göra etiskaöverväganden i sin profession och att dessa innebär en ständig och systematiskreflektion och en mängd val. Vi ser ett samhällsintresse i att etnografisk forskninggenomförs i andraspråkssammanhang där deltagarna i olika avseenden kanbetraktas som i en utsatt position. Detta ställer krav på utveckling av nu användaformer för samtyckesförfarande.

The aim of this chapter is to explore teachers’ views of the potential of translanguaging pedagogy (García, 2017) in working with literature in basic second language learning and literacy instruction. The study was conducted among teachers in a learning programme targeting adult immigrants who lack basic competence in the dominant language, in this case Swedish. Following a collaborative research design, the material analysed consist of group conversations with the teachers, observation protocols, teaching material and teachers’ evaluation. Using the model of continua of biliteracy as a framework, the study indicates a shift towards translanguaging pedagogy as teachers created a space where students could use their voice and agency to talk about their own experiences of migration and settlement in Sweden using varied linguistic repertoires.

This paper explores the ethical challenges and possibilities of conducting responsible and transformative translanguaging pedagogy in adult education for second language learners with limited previous experience of schooling. We identify and explore ethical dilemmas in teachers’ interaction and multilingual teaching practices. The data was produced in a linguistic ethnography and action research project. It consists of classroom observations and interviews with teachers who teach in the programme Swedish for Immigrants (SFI). The teachers expressand embody ambivalence in relation to the students’ use of their whole linguistic repertoires and the students are not always treated as competent to make informed decisions about their own use of linguistic repertoires. This touches on issues of citizenship and democracy and here the framework ethics of care offers context-specific ways of understanding and responding to the ethical challenges of multilingual teaching.

This chapter introduces the multiple approaches to literacies in the age of mobility, constructing the points of departure for the volume. The overall objective is to offer insights into questions related to learning and the use of literacies by migrants in post-migration settlement. The focus is set on literacy practices of adolescents and adults who have migrated, temporarily or permanently. The concepts of mobility and literacies are discussed and problematised in relation to the narrative of Rizgar, an adult migrant who left Iraqi Kurdistan and settled down in Sweden. The complex instantiations of mobility and literacies are discussed. Finally, we present the chapters in the volume by highlighting common themes and affordances as well as their contribution to the overall aim of the volume.

In this chapter we examine language ideologies as part of a translanguaging framework in education. We begin with an overview of the concept translanguaging, from its origins as a term in bilingual education in Wales to its development in research on multilingual classrooms mainly in the North American and British contexts. From there, translanguaging has spread as both a theoretical and pedagogical concept used by researchers and educators to approach linguistically and culturally diverse environments, in and outside of the classroom. Hence, the theoretical and pedagogical objectives have emerged side by side and enhanced one another. Employing a perspective based in critical pedagogy, we present and analyze empirical studies from different educational and political contexts to illustrate how ideologies are expressed through implicit and explicit policies in the classroom. The three foci include studies of translanguaging in the early years in continental Europe, in secondary schools in Scandinavia, and in higher education in South Africa. Many studies of translanguaging present examples of classroom practices in multilingual contexts and where English is often the majority/dominant language. However, our aim is not to examine the pedagogical practices per se but rather to explore the language ideologies made visible, negotiated and challenged through translanguaging in the selected studies. With a focus on translanguaging and language ideologies in education, the ways translanguaging may resist language hierarchies and monolingual norms, and instead promote social justice, become especially relevant. We conclude the chapter with a discussion of the implications of such ideological stances in education.

Vad vi talar om och hur vi talar om världen är ett sätt att inte bara definiera oss själva men också dem vi talar med. I sfi-undervisningen möts människor från hela världen och lärarnas uppdrag är att genom samtal, läsning och andra aktiviteter bidra till att deltagarna utvecklar goda svenskkunskaper, en förståelse för det land där svenska talas samt en interkulturell kompetens. I min presentation introducerar jag ett poststrukturalistiskt perspektiv på kategoriserings- och identitetsprocesser och riktar sedan fokus mot hur föreställningar om svenskhet möjliggör och begränsar de studerandes och lärares identitetsarbete. Utgångspunkter för min presentation är den etnografiska studie i form av dokumentanalyser och klassrumsobservationer som resulterade i min avhandling Svenska för invandrarskap? Språk, kategorisering och identitet inom utbildningsformen Svenska för invandrare.

Scholars in feminist and postcolonial studies have shed light upon the complex relation between gender equality and integration policies, where in a Swedish context, the perception of gender equality as a central part of “Swedishness” resulted in a hierarchical division between Swedes and immigrants. In this paper, I focus on how gender equality is negotiated in relation to the Other in a specific arena, Swedish for immigrants (Sfi). A tailored education in the Swedish language for persons categorized as adult immigrants has developed since the mid 1960ies in Sweden. In a previous study (Rosén submitted), I analyzed policy documents related to the Sfi education during the period 1967-2011,  showing  how women born in other geographical spaces than Sweden are positioned as less equal, oppressed and/or as victims, thus, reproducing a discourse in which the categories of the Immigrants and the Swedes are negotiated in relation to certain understandings of gender equality. The aim of the study presented here, is to move beyond policy document using an ethnomethodology outlook in order to explore how certain understandings of gender equality and categorizations are constituted and oriented towards by participants in the Sfi-classroom in their everyday practices”.

The theoretical framework employed in the study builds upon the work of postcolonial and feminist research as well as in ethnomethodology. A number of scholars have examined the construction of gender equality as a central core of Swedish national identity or Swedishness. Several researchers in the feminist and postcolonial fields have brought light upon how certain understandings of gender equality (between men and women) and a feminist consciousness are constructed as a central part of Swedish (and Nordic) national identity (de los Reyes, Molina & Mulinari 2005; de los Reyes & Mulinari 2005; Eduards 2007; Carbin 2008; Honkanen 2008; Keskinen 2009; Magnusson, Rönnblom, & Silius 2008; Towns 2002; Tuori 2007). However, by using the ethnomethodological approach, I hope to avoid the implicit determinism often embedded in critical discourse analysis and, instead, to dissolve the polarity between macro and micro/ structure and agency. A central assumption in ethnomethodology is that structure and agency are constituted, oriented to and reproduced by members in social practices. In the study presented here, I analyze classroom interaction from two Sfi-classrooms, created during an ethnographically inspired study at a learning centre for Sfi. In the interaction material presented, I show how gender equality becomes a salient issue for the participants and related to questions of belonging and otherness Thus, the participants orient themselves towards different identity position tied to specific understandings of gender. Moreover, the study raises important questions regarding to methodology in postcolonial, feminist and intersectional studies often concerned with studies on a macro- or structural level. 

Syftet med den studie som presenteras är belysa kategoriseringar och identitetsskapande inom utbildningsformen Svenska för invandrare (Sfi). Utbildning i svenska språket för människor som av olika anledningar migrerat till Sverige har sedan mitten av 1960-talets vuxit fram inom ramen för utbildningsformen Svenska för invandrare. Den studie som presenteras ingår i CIC projektet vars övergripande syfte är att synliggöra hur kategoriseringar och identitetspositioner diskursivt konstitueras och förhandlas inom utbildningsformen Sfi såväl historiskt över tid som bland deltagare i utbildningen i slutet av 2000-talet. Utifrån ett sociohistoriskt perspektiv innebär lärande av ett nytt språk (såsom svenska inom Sfi) alltid identitetsarbete då människor förhandlar om vem de har varit, är och kan bli (jfr Pavlenko & Lantolf 2000). Inom feministisk och postkolonial forskning har behovet av intersektionella analyser uppmärksammats för att belysa identitetsarbetet komplexitet. Ett intersektionellt perspektiv på identitetsskapande innebär således samspelet mellan identitetskategorier såsom kön, ras, etnicitet står i fokus för analysen. Det empiriska material som analyseras i studien utgörs av klassrumssamtal från två Sfi klassrum vilka är en del av CIC projektets etnografiska studie vid ett lärcenter för Sfi där 95 timmar audio- och videoinspelningar skapats. Analysen av samtalen synliggör deltagarnas görande av identiteter i klassrummet men också hur kön och etnicitet samspelar i förhandlingar om vem man är och kan bli i klassrummet och i det svenska samhället. Att lära sig svenska inom Sfi är därmed inbäddat i identitetsprocesser vilket i sin tur väcker frågor kring hur ett intersektionellt perspektiv kan användas och gynna andraspråksforskningen.

Referenser

Pavlenko, Aneta & Lantolf, James P (2000): Second Language Learning as Participation and the (Re)Construction of Selves, in Lantolf, James P. (eds) Sociocultural theory and second language learning. Oxford : Oxford Univ

Syftet med den studie som presenteras är belysa identitetsskapande inom

utbildningsformen Svenska för invandrare (SFI). Utbildning i svenska språket för människor som av olika anledningar migrerat till Sverige har sedan mitten av 1960-talets vuxit fram inom ramen för utbildningsformen Svenska för invandrare. Studien som presenteras ingår i projektet Categorization, Identity and Communication http://www.oru.se/projekt/cic/  var övergripande syfte är att synliggöra hur kategoriseringar och identitetspositioner diskursivt konstitueras och förhandlas inom utbildningsformen Sfi såväl historiskt över tid som bland deltagare i utbildningen i slutet av 2000-talet. Utifrån ett sociohistoriskt perspektiv innebär lärande av ett nytt språk (såsom svenska inom Sfi) alltid identitetsarbete då människor förhandlar om vem de har varit, är och kan bli (jfr Pavlenko & Lantolf 2000). Inom feministisk och postkolonial forskning har behovet av intersektionella analyser uppmärksammats för att belysa identitetsarbetet komplexitet. Ett intersektionellt perspektiv på identitetsskapande innebär således samspelet mellan identitetskategorier såsom

kön, ras, etnicitet och sexualitet står i fokus för analysen. Det empiriska material som analyseras i studien utgörs av klassrumssamtal från två Sfi klassrum vilka är en del av CIC projektets etnografiska studie vid ett lärcenter för Sfi där 95 timmar audio- och videoinspelningar skapats. Analysen av samtalen synliggör deltagarnas görande av identiteter i klassrummet men också hur kön, sexualitet och etnicitet samspelar i förhandlingar om vem man är och kan bli i klassrummet. Att lära sig svenska inom Sfi är därmed inbäddat i identitetsprocesser vilket i sin tur väcker frågor kring hur ett intersektionellt perspektiv kan användas och gynna både interaktions-  och andraspråksforskningen.

Referenser

Pavlenko, Aneta & Lantolf, James P (2000): Second Language Learning as

Participation and the (Re)Construction of Selves, in Lantolf, James P. (eds)

Sociocultural theory and second language learning. Oxford : Oxford Univ

The overall purpose of this thesis and the four independent studies it builds upon is to examine how categorizations and identity positions are constructed and negotiated in the educational program Swedish for immigrants (SFI) both historically and among participants in the program at the beginning of the 21th century. The analytical focus is on the discourses that frame the development of the SFI program with a specific interest in categorizations and identity in relation to gender, language and national belonging. The empirical material includes historical texts (curricula, commission reports, public inquiries, political propositions, laws) from 1965 to 2010, as well as approximately 95 hours of audio and video recorded data and ethnographic field notes from five SFI classrooms. The results are presented primarily in the four articles but partly also in the thesis itself.

Our analysis in the first study, that takes a sociohistorical perspective as a point of departure, indicates shifts in discourses with regards to the categories and aims of the educational program, thus, making certain identity positions more accessible than others at specific times. Using the approach of nexus analysis, the theoretical framework employed in the second study approaches language policies n terms of a dialectical elationship between policy and the learning that takes lace in the language focused classroom. Feminist and postcolonial frameworks re employed ore pecifically in the third and fourth studies. The historical nalysis presented in article three shows how the categories of “immigrant” and Swedes” ave been produced and negotiated in discourses on gender and gender quality in the SFI program since the early 1970s. The fourth study highlights he omplex relationship between gender equality and integration policies, as well as he perception of gender equality as a central part of Swedishness”, negotiated in he everyday conversations in the SFI classroom. Overall, the results illuminate he circulation of discourses both cross ime and between policy and classrooms. oreover, it contributes to a critical discussion about the intersection of language, ender and national elonging in the negotiation of boundaries between insiders and outsiders in Swedish society.

The empirically based study presented in this paper draws upon data from two large scale ethnographic studies at the CCD research group at Örebro University, Sweden where sociocultural and postcolonial framings have been employed. Taking the paucity of empirically informed research in the postcolonial literature as a point of departure, this study brings analytical rigor to understandings of human identity and spaces across time.

A central aim of this data driven study is to analyze how images of home(land), roots and background are deployed in the (co)constructions of identity positions in national educational policy documents across time in Sweden. Thus, the importance of geographical place of longing and belonging in the categorization of differences and common identity positions in national policies are highlighted. Empirical materials from two ethnographic research projects LISA 21, Languages and Identities in School Arenas in the 21st century and CIC, Categorization, Identity and Communication are critically analyzed. These empirical materials consist of policy documents such as national curricula and syllabus in Sweden from the 1960s to the present times and from the compulsory school years up to adult education. Policies for mainstream education, special education, Sami minority education and immigrant adult education are especially focused. The preliminary results highlight the subtle but significant ways of othering, including those of locating the identity of “the targeted Other” both in the physical body of the Other, as well as (i) the physical spaces of educational settings and (ii) the geopolitical spaces of collective imagined (be)longings (compare Anderson 1991). The targeted Other (and the neutral majority norm) is formulated in and through “webs of understandings” (Bagga-Gupta 2004, 2012) in the languaging in policy texts where identity positions both highlight as well as naturalize specific identity positions to a specific or an original “place of authentic (be)longing”. These identity positions include the “newly arrived immigrant” in a parallel educational setting, the “deaf pupil” in a segregated educational setting, the “white pupil with special needs” in a parallel educational setting, the “second generation immigrant pupil” in a mainstream setting, the “national minority Sami pupil” in a segregated educational setting, the adult “newcomer” in a transitory educational setting. The geopolitical spaces of imagined (be)longings include both regional/nation states from which some citizens in Sweden are positioned across time, as well as linguistic heritage bonding (as in the case of the Sami and the deaf). Based upon the juxtaposition of the findings from our data across educational policy settings and time, we argue that categorized as the targeted Other, longing and belonging to a specific (an)other space substantially reinforces the marginalization and exclusion of human beings from important societal arenas. Our findings indicate three central issues: the role of metaphors in conceptualizing otherness and selfhood, the position of language varieties in national discourses of home, homeland, longing and belonging, and shifts in framings of identity positions across time (and particularly in policies from the 1990’s).

The aim of the study presented here, is to examine how concepts concerning language, identity and learning are oriented towards at different levels covering contemporary Swedish language policy, syllabi, and interaction in language focused classrooms. Taking nexus analysis (Scollon & Scollon, 2004) as a point of departure, our interest here is not in the implementation of policy, but rather on how cycles of discourses are constituted and used in classroom spaces or “practiced language policy” (Bonacina, 2011) . Thus and in line with sociocultural perspectives, nexus analysis takes its point of departure in social action as a unit of analysis while at the same time including the wider socio-historical discourses intersecting in that specific unit of social action. 

The study presented is part of the ongoing research in project-CIC, Categorization of Identities and Communication. Project-CIC is interested in both the social practices and the discourses that frame a tailored education for adult immigrants in Sweden. The empirical material used in the present study encompasses historical archive material including curricula, commission reports, public inquiries, political propositions, laws, as well as approximately 95 hours of audio and video materials and ethnographic field notes from two different classroom settings at an institutional arena called Swedish for immigrants (Sfi).

In line with the theoretical framework, we scrutinize the discourses in place formulated at the national geopolitical level in terms of language policy and course syllabi, continuing to the organization of time and space in the classroom and finally to the micro level social interaction in specific classrooms. In the Swedish Language Act (2009) Swedish is framed as “the principal language in Sweden”. This law also decrees that “all residents of Sweden are to be given the opportunity to learn, develop and use Swedish” and that persons with ‘”a different mother tongue” are to be “given the opportunity to develop and use their mother tongue”. By illustrating different “ways of being” and different “ways with words” from classroom settings, we explore how the principle of Swedish as the main and uniting language in the political space of Sweden, as formulated in the Language Act, is transformed and contested through the actions that take place in the language learning classroom. Our analysis highlights a nexus of different interaction orders where recognition (or non-recognition) of the historical bodies of the students and use of the discourses in place have been identified with regards to the organization of time and space in a specific adult learning context. The social practices in the project classrooms do not merely constitute spaces where syllabi and language policy are implemented but rather they are contexts where discourses, historical bodies and interaction orders intersect. Hence, our analysis highlights how language focused classrooms are spaces of practiced language policy

.

Bonacina, F. (2011). A Conversation Analytic Approach to Practiced Language Policies: The example of an induction classroom for newly-arrived immigrant children in France. http://www.era.lib.ed.ac.uk/bitstream/1842/5268/2/Bonacina2011.pdf

Scollon R. & Scollon S. (2004). Nexus analysis: discourse and the emerging Internet. London: Routledge.

The study presented here draws upon the ongoing work in project-CIC, Categorization of Identities and Communication. Project-CIC is interested in both the social practices and the discourses that frame a tailored education for adult immigrants in Sweden. The Swedish Language Act from 2009, maintains that “Swedish is the principal language in Sweden”, and that “all residents of Sweden are to be given the opportunity to learn, develop and use Swedish”. The Act furthermore decrees that persons with “a different mother tongue” are to be “given the opportunity to develop and use their mother tongue”. The balance between Swedish as the principle language on the one hand, and a recognition of many language varieties on the other, and which is reflected in such central policy documents, comes also alive in the language learning classroom. Research concerned with the language situation of adult immigrants in different European national contexts is not uncommonly founded upon an understanding of language varieties in terms of being standardized, static and with defined (often national) boundaries. The theoretical framework employed in the study that is presented here approaches language policies in terms of a dialectical relationship between policy and the learning that takes place in the language classroom, using the approach of nexus analysis developed by Scollon and Scollon, wherein the social action is placed into the intersection of discourses in place, interaction order and the collectively framed historical bodies of both participants and institutions. Our analysis sheds light upon how interaction at the micro level is constituted in and at the same time constitutes discourses on a macro level as well as the historical bodies of the participants in the interaction in institutional settings.

The study presented here, examines identity related categorizations in relation to language at large and literacy in particular, through the development of a tailored education in Swedish language for adult immigrants – Swedish for immigrants (Sfi). Taking a sociohistorical and sociocultural point of departure, learning a new language such as Swedish includes the “making” of identity in a specific context. The guiding questions in the study are; What aims vis-à-vis language (including literacy) can be traced in this education across time? What conceptualizations dominate vis-à-vis the target group of the education across time? The analysis of policy material (primarily curricula and syllabi) from a period encompassing over 50 years, presented in the study, highlights both the opportunities enabled but also the restraints that emerge through the language, including literacy education for newcomers in Swedish society. The languaging including literacy experiences that certain categories of students are exposed to and are expected to become competent in during  the course of the education, thus makes specific identity positions and membership in certain communities of practices more available (and possible) as compared to others. 

The study presented in this paper focuses upon conceptualisations of language and identity in the institutionalised arena that emerged in the post-Second World War period with the specific intention of teaching Swedish to adult immigrants in the nation-state of Sweden. Our analysis focuses upon the development of the educational programme Swedish for immigrants' over time. Our specific interest relates to how categorisations are framed and what, if any, kinds of labels pertaining to language and identity emerge in national and local policy documents from the 1960s onwards. Taking a sociohistorical perspective as a point of departure, our analyses indicate discursive changes with regards to the categories and aims of the educational programme, making certain identity positions more accessible than others at specific times. Focusing upon categories from sociohistorical perspectives helps to reveal the social organisation and institutional means that enable society to process citizenship issues. The complex relationship between the empowerment of the immigrants, on the one hand, and the need for integration or assimilation into society on the other, becomes visible through the analysis of empirical data that spans half a century.

This presentation focuses upon conceptualizations of languages and identities in the specific institutionalized arena that emerged in the post-world war II period with the specific intention of teaching Swedish language to adult immigrants in the nation-state of Sweden. The study presented here draws upon empirical material from the Project KIK, Categorization of Identities and Communication that is interested in both the social practices and the discourses that frame a tailored education for adult immigrants in Sweden. In this text we present a study that focuses upon the development of the educational system ‘Swedish for immigrants’ over time. Our specific interest here relates to accounting for how categorizations are used and what, if any, kinds of categories – pertaining to literacies, languages and identities – emerge in national and local policy documents since the 1960s. Taking ethnomethodological and post-colonial points of departure, we are currently analyzing how categorizations account for and simultaneously shape (i) the content of language education, (ii) membership into the education system, (iii) future possibilities in the labor market and studies, and (iv) membership in the nation state as a citizen. The education for adult immigrants and new citizens can be understood both as a demand by the modern state as well as an immigrants’ or a new citizens’ right for developing literacy and language skills required in the new society of residence. Focusing upon categories from sociohistorical perspectives allow for understanding the social organization and institutional means that enable society to process citizenship issues. The complex relationship between empowerment of the immigrants, on the one hand, and the need for integration or assimilation into society on the other, becomes visible though the analysis of empirical data that spans over half a century.

The study presented here draws upon the ongoing work in project-KIK, Categorization of Identities and Communication. Project-KIK is interested in both the social practices and the discourses that frame a tailored education for adult immigrants in Sweden. It focuses on conceptualizations and the “doing” of languages and identities in the specific institutionalized arena that emerged in the post-world war II period with the intention of teaching Swedish language to adult immigrants in the nation-state of Sweden. In this study we aim to juxtapose the central ideas vis-a-vis language, identity and learning in contemporary national policy and if and in what ways language, identity and learning can be seen/get played out/are oriented towards in institutional practices/lives. In line with Hult and Hornberger (2008) we bring into play a multidimensional analysis of relations between languages, social contexts and individual speakers, analyzing talk-in-interaction in the Swedish language learning classes for adult immigrants (Swedish for immigrants, Svenska för invandrare Sfi) in relation to contemporary language policy documents. The theoretical framework employed in the study that is presented here approaches language policies in terms of a dialectical relationship between policy (macro level) and the learning that takes place in the language classroom (micro level). The study presented here explores how policies regarding languages are reflected in the organization of language learning for adults. More specifically, we focus upon issues of multilingualism and monolingualism and show how these are oriented towards in the mundane, everyday social practices in classroom settings. The Swedish Language Act from 2009, maintains that ‘Swedish is the principal language in Sweden’, and that ‘all residents of Sweden are to be given the opportunity to learn, develop and use Swedish’. The Act furthermore decrees that persons with ‘”a different mother tongue” are to be ‘given the opportunity to develop and use their mother tongue’. The tension between Swedish as the principle language on the one hand, and a recognition of multilingualism on the other, and which is reflected in such central policy documents, comes also alive in the language learning classroom.

I artikeln undersöks pedagogiska, språkliga och kulturella aspekter av studiehandledning på modersmålet för att uppmärksamma frågor om likvärdighet och social rättvisa i grundskolan. Den teoretiska utgångspunkten tas i Bhabhas begrepp tredje rummet samt i en dynamisk syn på flerspråkighet genom begreppet transspråkande. Artikeln bygger på intervjuer med studiehandledare, och observationer från studiehandledningstillfällen. Studiens resultat presenteras i följande avsnitt: 1) Studiehandledningens pedagogiska praktiker, 2) Användning av multimodala resurser och 3) Studiehandledningens kulturella ramar. Därmed synliggörs komplexiteten i de pedagogiska, språkliga och kulturella praktiker som studiehandledningen innebär. Enligt våra slutsatser kan studiehandledning inte ses som enbart stöd genom elevens modersmål eller starkaste språk, utan bör snarare betraktas som en transspråkande praktik som utmanar språkliga och kulturella gränser. Detta stärker förståelsen av studiehandledningens mellanförskap, som inte bara innebär ett mellanrum mellan två kulturer, två språk, två livsåskådningar och två kunskapssyner, utan en komplex och dynamisk mångfald. Dessa transformerande praktiker synliggör studiehandledarnas upplevda brist på aktörskap, som medför att eleverna går miste om kunskap med potential att vidga perspektiv och gynna deras kunskapsutveckling och kritiska tänkande. För att uppnå likvärdighet och social rättvisa i skolan framstår nödvändigheten i att stärka studiehandledares position genom förtydligande av uppdraget samt ett mer strukturerat samarbete med klass- och ämneslärare.

In this article focus is directed towards Study Guidance in the Mother Tongue (SGMT) and SGMT tutors’ professional roles in Swedish compulsory school. The aim is to study how SGMT tutors are positioned and position themselves in relation to official documents and other actors in school. Questions that are highlighted in the article deal with forms for participation in school activities, opportunities to agency and voice as well as expressions of professionality in the SGMT tutor role. The empirical material builds mainly on interviews with SGMT tutors together with official documents. The results show that there is big variation between individual SGMT tutors when it comes to their possibilities for agency and to make their voices heard, as well as when it comes to participation and influence. Several co-operating factors have been identified that may strengthen the SGMT tutors’ profession where competence and possibilities for co-operation with class and subject teachers appear as crucial. Also questions of organisational art, such as time allocated for preparation, are important for SGMT tutors’ profession.

Due to migration, Swedish pre-schools are linguistically and culturally diverse settings where approximately one in five children is bi-/multilingual. Hence, pre-school teachers work in a diverse landscape in which they are expected to support the multilingual and multicultural development of the children. The aim of this article is to analyze the discourses of diversity in Swedish pre-school teacher training and, more specifically, how students are positioned and position themselves in relation to such discourses. The article takes its point of departure in an ethnographic four-year project that studied a group of students recruited to the pre-school teacher training by a municipality because of their migration background. The material analyzed consists of interviews and observations during the four years that the students participated in the program. Using the framework of nexus analysis, it reveals an ambivalence in attitudes in relation to diversity and in the positioning of certain students as other. Due to their historical bodies, the students are expected to add value to the pre-school teacher training program, but at the same time, they are expected to perform like everyone else in the program, reproducing a discourse of diversity as a positive asset.