The rise of far-right forces in Europe, the increase in the number ofilliberal and autocratic regimes, and influence operations against European democracies call for anew role of citizenship education. While education policy has previously focused on issues of justice,inequality and inclusion, the focus of new far-right parties and governments is now on curriculumcontent and related cultural issues. In this article, we discuss the implications of changes in theEuropean political landscape for citizenship curriculum making. We propose a research and development approach that connects two broad perspectives − curriculum studies and critical educationalscholarship − and covers three areas: study of changing concepts of citizenship and educationneeds of young people; analysis of factors contributing to connections and disconnections betweenEuropean and national policies in citizenship education; and new models of curriculum making atthe meso-sites. The necessity for broader collaboration between researchers across disciplines andnational contexts is highlighted, and the potential as well as limits of the proposed approach tocurriculum making in the field of citizenship education are discussed.

This article investigates representations of single fathers in major Swedish newspapers 2010–2020, the gendered meanings of these constructions, and how they relate to gendered and socio-historically specific situations of single parents in Sweden. In newspapers, the term “single father” is broadly used to reference different familial situations, ranging from “only parent” to “co-parent.” There is no vilification of single fathers as a group or as individuals, which stands out in international comparison but is consistent with dominant discourses on single parenthood – and fathers – in Sweden. Single fathers are represented as successfully combining breadwinning and caregiving, flexible in their management of time-with-children, and reflexive regarding their parenthood. Overall, newspapers construct (good) single fathers as spending substantial time with their children and demonstrating “temporal conscience.” Seen against demographic statistics, two results stand out: first, that there are so few single fathers in the dailies, and second, that there is an overrepresentation of fathers with sole residential custody, and of fathers who share residential custody equally with a mother. These representations result in an exaggerated picture of single fathers’ time and engagement with children, which speaks to national father-friendly and gender-equality-oriented family policy and ideals of fatherhood.

Föreliggande antologi behandlar mångfald, flerspråkighet och interkulturella perspektiv. Författarna till kapitlen förstår och förhåller sig på olika sätt till begreppet “interkulturalitet” och ett av antologins syften är att visa på vikten och bredden i den forskning som brukar förknippas med interkulturella perspektiv, flerspråkighet och mångfald inom skola och utbildning. Antologin binder samman och exemplifierar den mångfacetterade forskning som bedrivs på Linnéuniversitetet idag. Vår förhoppning är att du som forskare, blivande, lärare, yrkesverksam lärare eller lärarutbildare ska läsa, reflektera över och kunna ha nytta av bidragen.

This study explores the discourse about health promotion and the role of the teacher in Swedish upper secondary schools. The material consists of student health plans from schools and local authorities that were analysed using discourse analysis. The results show that health promotion is largely an empty or floating signifier. The teacher is mainly in discursive shadow. When the teacher is in discursive light, their role in health promotion is connected to ordinary teacher tasks. Schools can set out what health promotion entails to a greater extent and clarify the role of the teacher.

Purpose: 

To illuminate the meaning of social relationships and health concerns as experienced by adolescents and young people during the COVID-19 pandemic.

Methods: 

A longitudinal qualitative study was conducted. Data reported from 172 adolescents and young people aged 12–24 years in five countries; Chile, South Africa, Sweden, the United Kingdom and the United States collected from May 2020 to June 2021 were analysed via thematic analysis.

Results: 

Adolescents and young peoples’ experiences of social relationships and health concerns were described in seven themes: Family proximity, conflicts and frustration; difficulties and challenges related to limited living space; peer relations and maintaining friendship in times of social distancing; the importance of school as a place for interaction; vulnerability, emotional distress and uncertainty about the future; health concerns and sense of caring for others; and worries and concerns related to financial hardship. These reports show that the changes to everyday life that were introduced by public responses to the pandemic generated feelings of loneliness, vulnerability, and emotional distress, as well as increased sense of togetherness with family.

Conclusions: 

The everyday lives of adolescents and young people were restricted and affected more by the consequences of the pandemic than by the COVID-19 virus. These experiences had various impacts on well-being and mental health, where some individuals felt more exposed and vulnerable to emotional distress and loneliness than others. Family and peer relationships could be protective and support a sense of togetherness and belonging. Hence, social relationships are important to provide emotional support. Support for adolescents and young people should be tailored accordingly around social and emotional concerns, to encourage health and well-being.

Denna studie undersöker en tonåring och sedermera ung kvinnas tal om att i olika skolsammanhang positioneras och positionera sig själv som avvikande, ’den Andre’, den ’invandrade’, i relation till majoritetsgruppen, ’det svenska’. Mer specifikt analyseras hur olika kapital och positioneringar förändras och får olika innebörd över tid, från grundskola till högskola. Studien bygger på longitudinella etnografiska data som samlades in genom fältarbete. Här analyseras intervjuer, samtal och fältanteckningar som genomfördes med studiedeltagaren vid två nedslag, under skolgången i årskurs 9 och under tiden som högskolestudent, med hjälp av begreppen kapital och hybriditet. Studien belyser hur tillhörighet och utanförskap kan förstås och få mening på olika sätt under olika perioder i livet, och är kopplade till olika sammanhang. Studiedeltagaren förstår och motiverar sina val och handlanden genom att positionera sig själv och andra som den/de som tillhör alternativt inte tillhör, men i delar präglas denna positionering av hybriditet och motsägelsefullhet.

The present study examines mundane social interactions in a Swedish preschool where teachers use affectionate touch for the purposes of classroom management. The data consists of observations of everyday activities, video-recorded at a regular Swedish early childhood educational institution, involving three-to-five-year-old children. Video-recorded data were analysed using Multimodal Conversation Analysis (Goodwin, 2000). The teachers used embodied configurations of touch and talk as ways to organise and rearrange mutual participation frameworks and achieve children's attentive participation in an ongoing activity, or to put their unsolicited initiatives on hold while sustaining the flow of the main classroom activity. The analysis suggests that the teachers, by using multimodal practices, attended to multiple concerns: they remedied problems in the children's conduct, socialised the children's attentive participation and attended to their social and emotional concerns while sustaining close social relations within the classroom community. By focusing analysis on the bodily features of teacher-child interactions, the study contributes to a broader understanding of classroom management and how teachers' social influence is exerted and negotiated in mundane social interactions in early childhood education settings.

Vägarna till ensamstående föräldraskap är många, och de kan vara frivilliga eller ofrivilliga, omdebatterade eller okontroversiella. Livet som ensamstående förälder kan också vara präglat av ensamhet, eller inte alls ensamt. 

Enförälderfamiljer synliggör de många betydelser och nyanser, vanligheter och ovanligheter, värden och känslor som ryms i erfarenheter av att vara ensamstående förälder. Boken undersöker också skildringar av ensamstående föräldrars familjeliv i litteratur, film och andra medier, från banbrytande romaner på 1930-talet till komplexa filmberättelser och humoristiska seriealbum på 2000-talet. 

Kapitlen är skrivna av forskare, författare och journalister med olika perspektiv och utgångspunkter. Detta gör att boken som helhet ger en bred bild av hur det ensamstående föräldraskapet beskrivs, förstås och upplevs i olika sammanhang och situationer. 

Enförälderfamiljer ingår i forskningsprojektet "Ensamstående föräldrar i svenska medier" och är redigerad av Helena Wahlström Henriksson, professor i genusvetenskap vid Uppsala universitet, och Disa Bergnehr, professor i pedagogik vid Linnéuniversitetet. 

In the global and national discourse, schools are made responsible for providing high quality education in core subject knowledge, but also for working with physical and mental health promotion and risk prevention. This study analyses local interpretations and dissemination of health promotion and risk prevention in official websites from Swedish municipalities and schools in disadvantaged areas, with particular focus on school social work and how the counsellor’s (skolkurator) role comes across and how children and parents are addressed. The results show great variation in how the tasks of the school health services and the role of the counsellor are defined and explicated, which indicates difficulties in translating policy into practice. In the websites, the services that the school counsellor can offer often come across as abstract and/or distant from the potential needs of children and parents. Moreover, very few sites address children and/or the parents – the stakeholders are not ‘spoken to’. This goes against previous studies that stress the importance of providing information about the support that the school can offer children and parents, and of addressing the stakeholders. Decision-makers and school leadership must better identify and communicate what health promotion and risk prevention mean, and the role of the school counsellor, and inform families through the official websites about the support that the schools offer.