This article emerges from a sustained transnational dialogue between two cisgender female, first-generation immigrant scholars of Japanese origin – one identifying as Nikkei in Sweden and the other as mixed-race Japanese (white) in Canada. Through collective autobiographical inquiry, we explore what we term a middle space – a site of ambiguity, tension, and transformation where intersectionality is both theorized and embodied. We situate our personal narratives within broader structural frameworks to contribute to scholarship that treats intersectionality as both theory and praxis – a tool for critical reflection and social transformation. Guided by critical feminist and collective methodologies, our writing emphasizes reflexivity, dialogue, and the interrogation of power dynamics in knowledge production. Our lived experiences reveal how positionalities shaped by sociocultural and institutional contexts resist binary categorizations of privilege and marginalization. These identities are continuously negotiated and inform our academic and personal engagements. We underscore the importance of collective methodologies in illuminating complex positionalities and advancing intersectional feminist scholarship. By inviting readers into our middle space, we offer a site of intersectional engagement, activism, and reflexivity where theory meets lived experience, and where shifting dynamics of power and identity are critically examined.

 Background: Children treated for central nervous system (CNS) tumors oftensuffer from late effects that impact their daily lives and schooling. Schoolbecomes a central arena for the child’s rehabilitation, but the transition fromhospital to school is often associated with challenges. Aim: The aim as to compileand thematically synthesize children’s experiences of schooling followingtreatment of a CNS tumor. Method: A systematic literature review with aqualitative approach. Eight scientific articles were selected via the CINAHL andPubMed databases. The articles were analyzed using a thematic synthesis byThomas and Harden (2008). Roy’s Adaptation Model (Roy & Roberts 1981) wasused as the theoretical framework. Results: The analysis resulted in threeanalytical themes with eight associated descriptive themes. The children utilizedcoping strategies to manage their new daily lives, where social belonging withfriends was the primary motivator for returning to school. Simultaneously, clearbarriers emerged in the form of social exclusion and a support system that did notalways match the children’s needs. Fatigue was identified as the single greatestobstacle to both academic performance and social inclusion. Conclusion:Children’s schooling after treatment for a CNS tumor is characterized by acomplex balance between striving for normality, physical and cognitivelimitations and the need för social and educational inclusion. The findings showthat support measures are most meaningful they are individually tailored andattentive to the child’s voice and thereby strengthen participation withoutreinforcing the feeling of being different. To promote a sustainable return toschool the child, school staff, healthcare professionals and family should worktogether to provide a long-term child centered, adaptive support.

Background: In Sweden, all infants are offered a free vaccination program through the child health care system. Vaccinations constitute the most common source of iatrogenic pain in children and involve repeated painful procedures from infancy. Infants have a physiologically limited ability to handle pain reactions compared to older children and adults, making them particularly vulnerable to repeated pain experiences. Pain relief is one of the basic nursing needs and the child health nurse is responsible for identifying, preventing and relieving pain in children in connection with care measures such as vaccination. Knowledge about child health nurses own experiences of using non-pharmacological pain relief during vaccination is limited.

Purpose: The purpose of the study was to highlight the child health nurse's experience of using non-pharmacological methods to relieve pain during vaccination of children during their first year of life.

Method: Data collection was conducted through semi-structured interviews with child health nurses (n=10). Recruitment of informants took place through email contact with managers of child health care in southern Skåne, with an emphasis on Malmö and the surrounding area. The data analysis that followed was conducted based on qualitative content analysis with an inductive approach.

Results: The analysis of child health nurses experiences of pain relief in connection with vaccination gave rise to a result consisting of three categories; To be vaccinated in a safe embrace, To vaccinate based on routine, To vaccinate based on the child's needs or parents wishes.

Conclusion: The study shows that well-prepared, calm and confident parents create the best conditions for the child health nurse to be able to offer infants a positive vaccination experience. 

 The purpose of this paper is to present a newly initiated research project exploring young people’s ideas about a good life and the future in various educational contexts. This paper focuses on one study that examines conditions grounded in present education while pointing toward the future envisioned by ninth-grade students. The broader project adopts an interdisciplinary approach, and its results will contribute to the development of cross-curricular work between social science, religious education, and career counseling in diverse educational settings.

In the paper, we present findings from the first study within the project, which investigates young people’s conceptions of their future adult lives and what they consider important and meaningful. The discussion centers on how students construct narratives about everyday life, work, family, relationships, and living conditions, as well as what they themselves identify as significant.

The theoretical perspectives informing the project draw on discourse analysis (Fairclough, 2003), the concept of “happy objects” (Ahmed, 2010), and forms of capital (Bourdieu, 1991), in relation to what students describe as important investments for the future.

The analysis of students’ narratives reveals opportunities and tensions between the demands and expectations of school and society and students’ dreams and aspirations. Consequently, the study relates to value-based education and teaching about existential questions and civic education.

The method employed in this study is based on a writing assignment completed by ninth-grade students in compulsory school. The assignment focused on topics related to everyday life and ideas about the future. This study draws on 41 narratives collected from three classes in Swedish compulsory schools during the spring semester of 2025. Through narrative discourse analysis, the study illuminates how young people envision the future in relation to contemporary social norms and ideals of a good life.

The results of this study will provide new insights into teaching content and practices concerning the good life, hope, and future aspirations. Furthermore, the study will contribute to education on these issues across various contexts, including social studies, religious education, values education, and career guidance.

Bodil Liljefors Persson and Frida WikstrandFaculty of Education and SocietyMalmö University

Affective choreographies are produced by artistic performances and performances of daily lives, particularly within digital cultures. They integrate the intensive forces of affect with a choreographic sensibility of bodies, structures, data, environment, and emotions being constantly reconfigured. They are accessed and composed by means of phenomenological reflection and provoke a reconsideration of what constitutes a body. The mixed reality artwork CATALYSTS — Somatic Resonance is one example.

Background: Globally, more than 800 million adults live with diabetes, of whom over 90percent have type 2 diabetes mellitus. Projections indicate that the number of people livingwith diabetes is expected to increase to approximately 853 million by 2050. About 11.1percent, or one in nine adults, are affected, and more than four in ten are unaware of theirdiagnosis. In Sweden, approximately 600,000 people currently live with diabetes, of whom450,000 have type 2 diabetes mellitus. The development of the disease is influenced byseveral factors, such as a sedentary lifestyle, heredity, smoking, and unhealthy living habits.Nurses therefore play a significant role in supporting patients in implementing necessarylifestyle changes. Aim: The aim of the literature review was to describe adult patients’experiences of self-care in type 2 diabetes mellitus. Method: The literature review was basedon ten scientific articles with a qualitative approach. The databases used for the literaturesearches were CINAHL and PubMed. Results: The literature review resulted in three maincategories and five subcategories, which were presented in the results. The main categoriesconsisted of barriers and challenges in self-care, the importance of support from family andhealthcare professionals, and adaptation and strategies. Conclusion: The literature reviewshowed that self-care in type 2 diabetes mellitus was experienced by patients as demandingbut necessary, influenced by social, structural, and individual factors. Patients had a need forperson-centred support adapted to their resources, changing needs, and life situation. Nursesplayed a central role in strengthening patients’ motivation, knowledge, and self-confidencethrough individualized support. For patients to succeed in self-care in type 2 diabetesmellitus, it is crucial to include both support from family and healthcare professionals as wellas patients’ own strategies, which can lead to improved health and quality of life.

Syftet med denna studie är att undersöka hur matematiklärare uppfattar elevers matematiska resonemang samt hur multimodala arbetssätt kan stödja utvecklingen av dessa i undervisningen. Studien bygger på intervjuer med fyra matematiklärare och analyseras utifrån ett praxeologiskt perspektiv där fokus ligger på samspelet mellan elevernas praktiska arbete i matematik (praxis) och de förklaringar och resonemang som utvecklas kring detta (logos). Resultaten visar att lärarna beskriver matematiska resonemang som något som utvecklas genom samtal, olika representationer och varierade arbetssätt i undervisningen. Lärarna betonar särskilt betydelsen av att elever får möjlighet att använda bilder, konkreta material, digitala verktyg och diskussioner för att kunna förstå och formulera matematiska idéer. Samtidigt framkommer att många elever kan förstå matematiska situationer praktiskt men har svårigheter att uttrycka sina tankar i formella matematiska representationer. Studien visar också att multimodala arbetssätt kan fungera som ett stöd i denna process genom att erbjuda flera vägar till förståelse och möjligheter att utveckla matematiska resonemang. Resultaten diskuteras i relation till tidigare forskning som visar att visuella representationer, matematiska samtal och olika uttrycksformer kan bidra till att fördjupa elevers förståelse i matematik. Studien bidrar därmed med kunskap om hur undervisning kan organiseras för att skapa bättre förutsättningar för elevers matematiska resonemang.

This study examines how teachers in grades F-3 describe the use of digital mathematics games in mathematics education, with a focus on how these tools influence pupils’ learning, motivation, and engagement. The study also explores the opportunities and challenges teachers experience when using digital mathematics games in the classroom. The study is based on a qualitative approach in which six teachers were interviewed through semi-structured interviews. The empirical material was analysed using thematic analysis and nterpreted through the didactic triangle as the study’s analytical framework.

The results show that digital mathematics games are mainly used as a complement to regular mathematics teaching rather than as a primary teaching method. Teachers describe that the games are primarily used for practice and repetition of mathematical skills after new content has been introduced. The findings also indicate that the games can increase pupils’ motivation and engagement through elements such as reward systems and immediate feedback. At the same time, the results show that some pupils may focus more on progressing in the game than on understanding the mathematical content. The study also highlights opportunities for individualisation as well as practical and technical challenges related to the use of digital tools in the classroom.

I vår uppsats har vi använt oss av en systematisk kunskapsöversikt för att analysera SO-lärares förståelse och kunskaper av migration, samt vilka didaktiska utmaningar och möjligheter som identifieras i undervisningen om migration. Det görs genom att vi använder nationell och internationell forskning. Detta område har vi valt för att i forskningen framkommer det att eleverna har begränsade kunskaper om fenomenet migration. Utifrån detta vill vi få en större förståelse kring hur lärare kan undervisa om migration i klassrummet till vårt kommande yrkesval.

Resultatet av den systematiska kunskapsöversikten betonar betydelsen av lärarens egna kunskaper för att undervisa om migration i SO-undervisningen. Det som lyfts fram är vikten att kunna kombinera den specialiserade kunskapen med elevers förkunskaper och erfarenheter. Genom att man integrerar den specialiserade kunskapen med en mer elevnära förhållning i sin undervisning, kan det bidra till en mer nyanserad och analytisk förståelse av migration som samhällsfenomen.

Resultatet visar att när läraren använder sig av sin didaktiska kompetens kan det synliggöra orsaker till migration, exempelvis ekonomiska, politiska och sociala faktorer. Läraren kan välja att använda sig av konkreta verktyg som migrationsbiografier, skönlitterära berättelser och dramatisering, som kan leda till att undervisningen bidrar till att göra abstrakta begrepp tydligare för eleverna. 

Resultatet visar även att empati har stor betydelse när man ska undervisa om migration i SO-undervisningen. Genom att lyfta empati i undervisningen om migration, kan detta bidra till att eleverna får en ökad förståelse för olika orsaker till migration. 

I resultatet belyses även utmaningar som lärare upplever när de ska undervisa om migration. Dels att lärarna inte har tillräckligt med kunskaper om migration eller att de känner en rädsla att undervisa om migration för det kan vara ett känsligt ämne.

 Abstrakt

Syftet med denna kunskapsöversikt är att undersöka hur forskning beskriver lärares arbete med

flerspråkighet i klassrummet samt vilka arbetssätt som framstår som betydelsefulla för att skapa

inkluderande lärmiljöer. Studien bygger på en systematisk litteratursökning i databaserna

SwePub, ERIC och ERC där tio vetenskapligt granskade studier inkluderades. Materialet

analyserades genom tematisk analys. Resultatet visar att flerspråkighet i forskning framställs

som en resurs för lärande, men att denna potential ofta begränsas av en enspråkig norm i

undervisningen. Lärarens språksyn, didaktiska val och organisatoriska förutsättningar framstår

som avgörande faktorer för hur elevers språkliga resurser tas tillvara. Transspråkande

identifieras som ett arbetssätt som kan stärka elevers delaktighet och förståelse, men som i

praktiken ofta är beroende av enskilda lärares initiativ. Slutsatsen är att flerspråkiga arbetssätt

kräver medveten pedagogisk planering samt stöd på skolnivå för att fungera långsiktigt och

systematiskt.

Nyckelord: flerspråkighet, inkludering, språkutveckling, transspråkande, undervisning

School attacks, though rare, are high-consequence events that potentially expose systemic gaps in school preparedness and response. This study examines Swedish school social workers’ perceptions, preparedness, and experiences regarding school attacks. Employing a mixed-methods design, this paper analysed quantitative survey data from 138 school social workers and qualitative interviews with eight practitioners who have dealt with violent attack-related scenarios. Findings reveal widespread concern about school attacks, limited formal training, role ambiguity, and fragmented collaboration with external agencies. Data analysis highlights social workers’ improvised leadership, emotional labour, and the complex ethical terrain of balancing student care with crisis management. The study underscores the urgent need for clearer role definitions, structured inter-agency collaboration, and targeted crisis training for school social workers within national preparedness frameworks.