Focus of this study is an examination of the Swedish school today, its transformation and complexity when also the community outside of school undergoes changes in shape of among other things a different population composition and new political ideas. More specific the aim of the study is to understand how Gustav Adolfsskolan in Landskrona, a compulsory school in south of Sweden, legitimates the language rule that is in effect in the school. It’s a relatively new measure undertaken in the school and both the problems in the school and this measure have been widely discussed in the public media. The theoretical sources of inspiration have come from Weber, Galbraith and Elias and include power relations and dynamics within social mobility when people establishes in new places. The method used is qualitative and the sources of data have been respondents representing different groups of personnel in the school and school documents. The language rule can be summarized as a discipline crisis measure, which the school legitimate with clear arguments, support from parents and by seeing an improvement in the school, which can be indicating obedience by the pupils. Lacks when it comes to legitimate the language rule show in the dissonance around certain aspects, like how important it is and how the process of decision was. The arguments that have occurred have also been relatively one-sided and by that means you miss important aspects that can be problematic.

<p>Focus of this study is an examination of the Swedish school today, its transformation and complexity when also the community outside of school undergoes changes in shape of among other things a different population composition and new political ideas. More specific the aim of the study is to understand how Gustav Adolfsskolan in Landskrona, a compulsory school in south of Sweden, legitimates the language rule that is in effect in the school. It’s a relatively new measure undertaken in the school and both the problems in the school and this measure have been widely discussed in the public media. The theoretical sources of inspiration have come from Weber, Galbraith and Elias and include power relations and dynamics within social mobility when people establishes in new places. The method used is qualitative and the sources of data have been respondents representing different groups of personnel in the school and school documents. The language rule can be summarized as a discipline crisis measure, which the school legitimate with clear arguments, support from parents and by seeing an improvement in the school, which can be indicating obedience by the pupils. Lacks when it comes to legitimate the language rule show in the dissonance around certain aspects, like how important it is and how the process of decision was. The arguments that have occurred have also been relatively one-sided and by that means you miss important aspects that can be problematic.</p>