By using Bourdieu’s concepts of hysteresis and cleft habitus this study explores the process of social desynchronization that Swedish higher education (HE) students experience in relation to their social origin when pursuing HE. The longitudinal study follows ten students over five years, identifying three types of desynchronizations. Immediate desynchronization occurs when students quickly distance from their origins with support. Gradual desynchronization involves a slow shift, with students initially struggling but eventually integrating into academia at the cost of distancing from their origins. Interrupted desynchronization is marked by students failing to adapt and compromising their goals. The findings emphasize the need to understand the student's cultural and educational capital in relation to their education's social position within the hierarchical HE-field.

Given the international trend in police education in recent decades towards a more academic focus, the startingpoint for this article was the fact that only a few police officers with a PhD stay on in the Swedish policeorganisation. Thus the objective of the study was to investigate the role exit processes of police officers with a PhD,with special emphasis on organisational opportunities and obstacles in the relationship between higher educationand the police organisation as a pre-profession. This relationship has been described as a difficult combinationinvolving ‘two-world thinking’. Police officers with a PhD were interviewed about their experiences from researchtraining and careers after dissertation. Inspired by the role exit model developed by Ebaugh, the study identifieda role exit process that was caused by the inability of the police organisation to manage and integrate academiccompetence inside the organisation. At the same time, the graduate police officers discovered an alternativelabour market outside the police profession, often in police education itself, which alleviated their professionalphantom pain. The involuntary nature of the role exit, given the graduates’ wish to remain relevant in the policeorganisation, prolonged a process that was emotionally painful to them.

In this presentation we turn back to Bourdieu’s and Luc Boltanski's (1975) question of whether "the teacher who is the son of a teacher really is a teacher in the same sense as his father?". This question has been brought to the forefront in the wake of increasing social segregation and hierarchisation as well as the pedagogical diversification – processes that decentralisation and marketisation of the Swedish school system have contributed to over the last decades.

Growing differences in students' inherited educational capital and in schools' pedagogical activities have contributed to how unique circumstances of schools not only shaping teachers' working conditions but also their future careers. Teachers' first jobs form their professional disposition in a way that makes them navigate towards schools that structurally and pedagogically resemble the school where they had their first permanent employment - their formative school. The result from this navigation is that teachers become locked in to limited parts of the segregated labour market suited for their professional disposition. The study identifies three different types of professional dispositions, all related to the structure of the segregated and diversified school market: the traditional, the pragmatic, and the idea-based.

The study is based partly on 43 semi-structured interviews with active teachers, and partly on a panel study with 9 new teachers who were interviewed five times during their first four years as professional teachers (45 semi-structured interviews). The study is organised into two sub-studies where the first examines how teachers' career patterns correspond with the segregated and diversified school market, while the second examines the process in which professional dispositions are incorporated.

Bourdieu, P. & Boltanski, L. (1975). Le titre et le poste: rapports entre le système de production et le système de reproduction. Actes de la Recherche en Sciences Sociales, 1–2, 95–107

Once upon a time, the Swedish police education was purely vocational, owned and operated by the Police themselves. Since the year 2000, it is a contract education owned by the Police and run by academic institutions. The result of the contemporary setting is a hybrid of vocational training and academic education, leading to tensions between educational traditions and organizational logics. In this setting the police organization is sometimes accused of being uninterested in academic knowledge. However, initiatives to strengthen academic knowledge of police officers have been identified from both the academic system and from the Swedish Police. The initiatives contribute to what we interpret as an academic densification of the Swedish police education.

This presentation is based on interviews with individuals holding key positions in Swedish police education, combined with analysis of documents related to police education. It consists of three interconnected parts: i), the story of how the Swedish police education has been academically densified is outlined, ii), the arguments for and against academically educated police officers and a full-scale academization of police education are identified, and iii), the field of stakeholder positions towards the academization of Swedish police education is identified. The outcome of the presentation provides insight into who holds the privilege of problem formulation and how it influences the design of contemporary Swedish police education.

Historical knowledge, along with knowledge acquired in other subjects, is crucial for individuals to make sense of and engage with the world around them. Evidence suggests that educational systems fail to adequately support disadvantaged groups in accessing the knowledge conveyed through education. This article presents a study comparing the historical knowledge of students attending lower-secondary schools in varying socio-economic environments. Using regression analysis and concept analysis, we examine responses (n=100) to both selected-and constructed-response items from the Swedish national test in history. The sampled items address factual, conceptual, and procedural knowledge types, and the results indicate consistent differences between students from low SES and high SES schools across all types of knowledge. Findings also show that socio-economic status has a larger explanatory value than gender or mother tongue. The differences regarding historical knowledge are discussed in relation to Biesta’s three dimensions of education, providing a philosophical perspective on the broader implications of these disparities in educational success.

Tidigare forskning har visat att den innehållsligt diversifierade och socialt segregerade skolmarknaden försvårat rörligheten av lärare mellan olika typer av skolor. Fenomenet har beskrivits som en inlåsning av lärare både till skolmarknadens olika sociala skikt och innehållsliga profiler. Inlåsningen förefaller ha föregåtts av en social formningsprocess där lärarens yrkesmässiga disposition formas för att passa den anställande skolans strukturella position och innehållsliga profil. Resultatet av formningen bidrar till hur läraren navigerar på skolmarknaden och strukturen på deras yrkeskarriärer. I denna studie undersöks hur denna formning går till. Genom återkommande intervjuer med nio ämneslärarstudenter från examen, vidare under lärarkarriärens tre första år fångas kontinuitet och förändring i hur lärarna beskriver sitt professionella lärarskap. Preliminära resultat visar att de är kritiska mot lärarutbildningens oförmåga att förbereda för viktiga delar av yrket. De pekar på avsaknaden av tekniker för klassrummet, bedömning, föräldrakontakt och planering. I intervjuer med erfarna lärare framgår det att just dessa aspekter av yrket varierar mellan olika skolor och måste därför i stor utsträckning läras in i den kontext där de ska utföras. Kritiken finns redan i samband med examen, men blir starkare och mer konkret efter ett år i yrket. Efter två år i yrket uttrycker de hur de synkroniseras med sin arbetsplats. Den lokala skolkulturen internaliseras i deras individuella lärarskap vilket gör dem mer benägna att stanna kvar, även om skolan inte motsvarar den skoltyp de initialt hade önskat sig.

One consequence of the widened participation in higher education (HE) is that the social demarcation line that once existed at the entrance to HE has moved inside the HE system. This study investigates how students experience social friction when demarcation lines are crossed and how such friction develops over time. This was achieved by repeated interviews with the same 10 HE students during their time at university. The study deploys habitus and hysteresis to explain how social dispositions from social origins are challenged but able to change when they are exposed to unfamiliar social situations. The study reveals how social friction in relation to both social background and to the HE system, progresses in terms of either fading or amplifying. These findings are concluded in a model that offers a systematic way of investigating how students experience HE over time in relation to social background.

In the study presented in this article, the aim is to further the understanding regarding the differences between pupils (aged 15–16) from schools with low or high socio-economic status (SES), regarding the amount and diversity of content knowledge in history that they have acquired by the end of compulsory schooling. Following a definition of historical content knowledge, we situate the concept in relation to other aspects of the history school subject. This is done to visualize historical content knowledge's central role in more complex aspects of the subject. The empiri-cal material used in the study is pupils' responses on both selected and constructed response items on the Swedish national test in history. In the study, a com-bination of qualitative and quantitative approaches is used. The results show not only that pupils in low- SES schools provide fewer examples of historical content knowledge. We can also establish that the historical content knowledge of pupils from high-SES schools represents several perspectives while there are few perspectives present in the responses from pupils in low-SES schools. The results are used to discuss how the differences between pupils in low- and high-SES schools may affect their possibilities for educational success and active participation in society.