The aim of this study is to contribute knowledge about Swedish school girls’ perspectives of sexual harassment and their relations to peers when exposed to violence in terms of sexual harassment, both online and offline. The empirical data was collected through pair interviews where 28 girls participated. The theoretical framework was based on coping strategies that people use when facing stressful situations. The transcribed empirical data was read and interpreted based on what appeared to be important and decisive related to the theoretical framework. The found strategies are divided into three main categories, namely, problem-focused behavioural strategies, emotion-focused cognitive strategies, and emotion-focused behavioural strategies. The results show that the girls use different strategies depending on if the harassment occurs online or offline and if the perpetrator is known or unknown. Problem-focused cognitive strategies are used due to the specific context. Emotion-focused cognitive strategies are foremost used if the perpetrator is a known friend.

In recent years, educational systems in Europe have experienced a rise in the number of immigrant youth. The experiences of immigrant youth facingthe challenges of an unfamiliar educational system is of continuous relevance in youth studies. This article aims to explore the schooling experiencesof 19 immigrant youth in Sweden, focusing on the institutional obstacles they encounter as students in the national educational system. It draws onsemi-structured interviews with immigrant youth attending upper secondary school or preparing for it by taking transitional classes. Findings are thatfamiliarity with the majority culture, how the educational system works and how to use the majority language for learning purposes in Swedenconstitute crucial knowledge for progress in upper secondary education. However, immigrant students state they have not been adequatelyprepared for these demands in their transitional classes. The authors suggest acknowledging students’ cultural backgrounds and argue for allowingEnglish parallel to Swedish as a transnational language of communication during a transition period, thereby improving students’ chances of havingtheir embodied cultural capital validated in the upper secondary school system.

The present volume draws on translanguaging and disciplinary language from seven studies that link to international contexts of language use, namely, to the countries of Cyprus, Estonia, Pakistan and Sweden. It spans different home environments as well as a variety of school stages from pre-school to university andadult education. The different perspectives relate, for example, to mothers' concern to maintain their children's mother tongue, teachers' concern to implement and apply translanguaging and students' concern about multilingual education. The articles reflect contemporary society with its distinguishing features of globalization and multiculturalism.

I dessa onormala tider fortsätter universitetet oförtrutet sitt uppdrag, att tillhandahålla meningsfull utbildning samt kritisk och innovativ forskning. Linnéuniversitetet har skilt sig från flera andra lärosäten genom att under Coronapandemin fortfa rande erbjuda viss campusundervisning. Hur detta kommer att utvecklas återstår att se; i takt med att fler aktiviteter sker på nätet har nya uppslagsrika lösningar tagits fram för att garantera studenterna en god kunskapsinhämtning och meningsfull kommunikation.

Kommunikation är också temat för det första av de bägge teman som inryms i detta nummer av HumaNetten . Temat ”Translanguaging and Disciplinary Language in the Individual, at School and in Society” har redigerats av Gudrun Svensson, Fakulteten för konst och humaniora och Ann- Christin Torpsten, Fakulteten för samhällsvetenskaper, Linnéuniversitetet. Transspråkande handlar om användningen av språket i flerspråkiga kontexter och de sju bidragen behandlar både empiriska och mer teoretiska aspekter av det ta. Temat förklaras närmare av de bägge gästredaktörerna i ett separat förord.

Det andra temat i föreliggande nummer har en mer lokal prägel. Piia Posti och Peter Forsgren, litteraturvetare vid Linnéuniversitetet har redigerat en samling betraktelser över litteratur i Småland. Frågor som ställs här är om det verkligen finns en distinkt ’småländsk’ litteratur och vad som i så fall har betingat dess utformning. Olika aspekter av dessa frågor lyfts fram i inte mindre än tretton essäer om både kända och något mindre bekanta litterära namn. Även här förklaras temat i större detalj í ett förord av de bägge gästredaktörerna.

I övrigt bjuder detta nummer på artiklar om så skilda teman som äktenskap i den muslimska världen, Vi på Saltkråkan och digitala redskap för språkinlärning. Vi tackar alla bidragsgivare som har gjort detta julnummer av HumaNetten till en mångsidig och uppslagsrik läsupplevelse.

För redaktionens räkning

Hans Hägerdal

 This project sets out to examine how schools identify their assignment to make school to a place of equality. The research questions address how efforts to counteract discrimination regarding sexual orientation, gender and ethnicity are expressed as well as what power structures that can be identified in this respect. In total, 134 documents from compulsory school in municipalities in southern, mid and northern Sweden are collected. The documents are analyzed using Kumashiro´s (2002) four perspectives to conceptualize and work against oppression. The analysis shows different ways that schools address this assignment. Differences regarding what is identified as problems seems to build different approaches in how the work against oppression becomes visible. Double strategies are described in order to both strengthen and challenge the power structure that is prevalent between the norm carrying group and the group the schools identify as marginalized. 

This study aims to contribute to the school social work practices in a Swedish context. By capturing the life worlds of newly-arrived students and problematizing teachers’ approaches to these pupils underlying competences and continued knowledge development and learning I suggests how social work and education professionals can navigate these life worlds and empower young immigrant pupils in Swedish school.

Theoretical basis consists of translanguaging, principles and ideas about education valuing underlying competencies and seeing them as means for further learning in all areas. Through an ecological (Kramsch, 2008) approach to learning and teaching I examine teachers’ told experiences of teaching in the secondary school program of language introduction in a Swedish context. The analysis shows that the interviewed teachers systematically try to make use of the pupils’ prior knowledge and experiences of instruction. The pupils work in language groups in order to complete assignments.

In recent years the Swedish education system has experienced a rise in the number of newly arrived students speaking different languages and with different school backgrounds. A newly arrived student is according to school legislation (Skollagen, 2010:800) a student under 18 years of age, who has migrated to Sweden lacking basic skills in the Swedish language.

This paper aims to shed light on a group of newly arrived students’ perspectives on conditions for learning in the Swedish upper secondary education system. Using Bourdieu’s concept of capital we critically discuss organisational and pedagogical responses in the education system as experienced by 19 newly arrived students.

Findings indicate that students’ performances using Swedish for academic purposes and being able to analyse Swedish culture are crucial skills. Simultaneously, unsuccessful students have to remain in Language introduction focusing on learning Swedish. Some students show resistance to current demands in mainstream teaching, which can be traced in students who resent not being able to make use of their previous learning and skills in different languages without using Swedish. As individuals, they are left with an experience of deficit, having no or little knowledge about Swedish culture and language. This is expressed by one student saying that sometimes knowledge from her native country cannot be used because it is in another language and that subject teaching often stipulates knowledge about Swedish history and Swedish kings.

At stake is newly arrived students’ educational careers, and their chances in society. “Education is my passport”, one student says. The authors argue for acknowledging students’ various language knowledge and cultural backgrounds in teaching, thereby improving students’ opportunities to receive recognition of their existing cultural capital while offering them a gateway to continued education and social inclusion.