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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.

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.

The aim of this article is to generate knowledge about an MTT classroom in a Swedish elementary school and MTT is positioned as a safe space for translanguaging. By studying a school context as a potential translanguaging space, our focus is mainly on two dimensions of space: the physical, including the material space of MTT, and the social, including safe spaces in MTT. The material is mainly from one selected Kurdish MTT classroom, in the form of field notes from lesson observations, photographs in the classroom interior, video recordings co-created with the MTT teacher. This classroom may be perceived as a space where Kurdish dominates, while being included in a Swedish-dominant school setting. This Kurdish space has borders that are physical and related to the scheduled lesson in the specific classroom. Both students and the teacher pass the door and through this shift language practices. Linguistic landscaping as a method, in combination with the collective reflection between the researcher and teacher, added another dimension to the study of MTT. Schoolscaping made language hierarchies and the language policy of the school more concrete and visible.

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.

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.

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.

Vikten av att elevers språkliga kunskaper och erfarenheter ses som tillgångar för lärande i skolan är den röda tråden för den här kunskapsöversikten.

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.

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.

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 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).