The essay is a qualitative study based on interviews with school curators and a student coach who in various ways in their work come into contact with girls who live in an honor culture. The purpose of this study is to investigate how the Swedish school treats girls who in one way or another live in an honor culture and how the schools work with honor issues. The research question that has formed the basis of the study was the following: How does the Swedish school respond to honor culture? The results are analyzed based on the previously presented research, Al-Baldawi's theory of the individual-centered and group-centered way of thinking, and Hylland-Eriksen's theory of the creation of a “we” and “they”. The results show that honor culture occurs within the Swedish school and is given more attention, partly because professionals have more knowledge and experience on the subject but also because the interest has increased from different quarters to investigate the phenomenon. However, all respondents agree that more and different kinds of efforts are still needed to give the girls support and help, but above all to work for prevention.

Samhället i allmänhet och skolan i synnerhet har under ett antal år genomgått en paradigmskiftande digitaliseringsprocess. Sveriges regering har gett Skolverket i uppdrag att överse skolans digitalisering, men det slutgiltiga ansvaret landar på de enskilda användarna, d.v.s. lärarna. Syftet med vår studie var att utröna enskilda lärares attityder till skolans digitalisering. Detta har vi åstadkommit genom intervjuer med ett varierat urval grundskole- och gymnasielärare, vilka sedan analyserats med hjälp av hermeneutisk fenomenologi. Resultaten visar att lärarna överlag ser positivt på digitaliseringens möjligheter, men anser att det digitala ska komplettera det analoga och inte ersätta det. Vidare upplever de ofta digitaliseringen som ett självändamål hos chefer och politiker, och uttrycker en brist på resurser för att hjälpa eleverna att möta de utmaningar som digitalisering medför. / Society at large, and the school environment in particular, has for a number of years undergone a paradigm shift with the process of digitalization. The Swedish government has given responsibility of the digitalization of the Swedish school to Skolverket, but the final responsibility falls on the users, in this case the teachers. The purpose of this study is to examine individual teachers' attitudes to the digitalization of the Swedish school. We have accomplished this by conducting interviews with a varied selection of elementary and high school teachers. The interviews were then analyzed using hermeneutic phenomenology.  The results show that teachers mostly view the possibilities of digitalization positively, but they also hold that digital tools should complement, not replace, analog teaching methods. Furthermore, the teachers often view digitalization as an end in itself for leaders and politicians, and express a lack of resources to be able to help their students face the challenges that come with digitalization.

The divided Swedish subject – a comparison of the curriculums in Swedish and Swedish as a second language The aim of this essay is to examine and appose the curriculums of the school subjects Swedish and Swedish as a second language in upper secondary school in relation to prevalent second language development research and didactics. My theoretical framework consists of discourse theory and the socio-cultural perspective on teaching and learning. The overall purpose of this essay is biramous and the study aims towards answering the following questions: 1. What didactic considerations are made in the two curriculums? And 2. In what ways is the curriculum in Swedish as a second language based on prevalent second language development research, and in what ways is it not? To answer these questions I have chosen discursive analysis as my main method to examine and compare the curriculums in order to delineate what implications its language use and goal formulations has for the perception of both student groups and in turn the possible quality of their language education. Through my analysis I have found that the curriculum for Swedish as a second language have some bearing in second language research, but that the differences between the two subjects’ curriculums as a whole lack feasible reasoning. The differences in language use and goal formulations between the two curriculums comes across as a result of both fleeting reasoning as well as fleeting judgement in relation to didactics and second language education. My proposition is to have a united Swedish subject for the currently existing student groups with the possibility of a new version of Swedish as a second language intended solely as a temporary educational form for newly immigrated students to assist their early Swedish acquisition.

Transnational population migration is a multifaceted phenomenon that has been shaping human history and continues to shape the world today. War and conflict are among the major drivers of forced migration. The full-scale war waged by Russia on Ukraine on 24 February 2022 caused an unprecedented mass migration of the Ukrainian population with millions of refugees scattered across Europe. This study explores migration decisions, education strategies, and experiences of Ukrainian wartime refugees with school-aged children in Sweden. Taking a qualitative approach and following the sociological tradition of the French sociologist Pierre Bourdieu, the study examines what considerations determined the families’ decisions to leave Ukraine and seek refuge in Sweden; how the families navigate the Swedish school system and perceive the changes in their children’s education trajectories caused by the war and migration; and how various forms of the families’ capital shape the children’s migration and education trajectories in wartime. Data collection involved 20 qualitative in-depth semi-structured interviews with parents of school-aged children who left Ukraine after 24 February 2022 and at the time of data collection, were living in Sweden. The findings reveal the following: (1) migration decisions of the families were driven by the perceived immediate threat to life and physical integrity for some, and by the increasing uncertainty caused by the war for others; (2) their routes to Sweden were to a great extent determined by the earlier accumulated social capital in the form of personal contacts, but also by work-related arrangements, and by random volunteers encountered in other European countries; (3) at the time of heading to Sweden, the country was widely perceived by the families as a child-friendly destination; (4) the families’ practices of navigating the Swedish school system appear to depend on the volume and composition of their capital and can be categorised as the Proactive, the Reliant, and the Oblivious; (5) the families’ perceptions of the changes in their children’s education trajectories caused by the war and migration are characterised by ambivalence leading to some of the children’s “double schooling” in Sweden and in Ukraine as the families struggle to establish and/or maintain their social standing in both countries. The study is among the first to explore the migration decisions and experiences of Ukrainian refugees in the context of Russia’s full-scale war against Ukraine, and, to the best of our knowledge, the first to explore the experiences of Ukrainian refugee families of Swedish schools. It adds to the existing body of literature on the forced migration and education of refugee children by shedding light on the lived experiences of transitioning from one education system to the other at a time of war and uncertainty.