The study explores thirty compulsory schoolteachers’ experiences of exposure to exclusionary behaviour and comments by fellow colleagues, students, or their legal guardians at the workplace. Using analytic terms exclusionary processes and intersectionality, and by interviewing teachers who have experienced exclusion due to norms concerning gender, sexuality, ethnicity, race, and religion, I will answer following research questions: How do teachers experience exclusion and how does it affect them? What makes exclusion at workplace possible and how can one act on it? Of particular interest is subtle exclusion, as it is hard to detect and has been neglected be professionals and Swedish researchers, despite the evidence of high rate of occurrence and negative psychological, social, and professional consequences. Theoretical inspiration comes from research on intersectionality and microaggressions in the workplace. The study is based on interviews with teachers, who have volunteered to talk about their own experiences of exclusionary processes. The interviewees, working in different educational settings, define, describe, and are asked to problematize and contextualize exclusionary processes that affect them. The study shows that the interviewees are subjected to exclusionary processes because they do not occupy normative position in the local context. Gender-based exclusionary processes are often interdependent of several identity-based power differentials that may or may not operate simultaneously (for example age, gender, ethnicity and educational background or whiteness norms, religion, and gender may intersect each other, reinforcing or weakening different power axes). Additionally, the interviewed teachers express that there is a lack of institutional support for change, highlighting the importance of developing analytical tools to understand and eventually tackle subtle exercises of exclusionary power. Nowhere in the analyzed empirical material has there been talk of attempts at collective action where the teachers join or themselves organize social movements and act collectively, even though, according to Bonilla-Silva (2018), these forms of resistance make the largest impact in terms of changing social structures of exclusion. The lack of collective action and institutional support highlights the need for a paradigm shift.

Taking as our point of departure a prevention initiative involving Arabic-speaking mothers and local emergency services in a designated ‘vulnerable area’ in Sweden, the chapter aims to show how shifting notions of vulnerability and corresponding ideas of learning and responsibility work to entrench ethnic and gender divides and stereotypes, even as they promote an ethics of attentiveness and awareness. While a conventional understanding of vulnerability, in accordance with established in/equality metrics, conceives of minority-ethnic populations in deprived areas as amongst those most in need of empowerment and capacity building, a more affirming approach views vulnerability as a precondition for mutual learning, not limited to deprived or minoritized people, groups or spaces. As the term vulnerability has dispersed through contemporary prevention discourses, the ‘classical’ us/them or friend/enemy distinction is being increasingly displaced, amounting to a ‘flattening’ and ‘whitewashing’ of differentiations. The disavowal of the structural conditions of those involved in prevention measures is not simply a decoupling of vulnerability from power relations, but is itself a political strategy.

Rapporter, utredningar och forskning vittnar om förekomsten av diskriminering, trakasserier och hatbrott, marginalisering och stereotypisering i det svenska arbetslivet. Med några få undantag finns det dock förvånansvärt lite forskning om erfarenheter av intersektionella, subtila och vardagliga förtryckande maktutövningar i utbildningsinstitutioner och på arbetsplatser, hur dessa exkluderande maktutövningar påverkar de utsatta och hur de uttrycker sitt motstånd för att förändra sin arbetssituation. I en tid när Sverige har lärarbrist och skolor behöver minska risker för att verksamma lärare byter yrkesbanan är det viktigt att synliggöra personliga erfarenheter av subtilt förtryck i dagligt arbete (t.ex. i möten med vårdnadshavare, kollegor eller elever) liksom strategier för motstånd. Med ökade kunskap blir det möjligt att förbättra förutsättningarna för utveckling av inkluderande arbetsmiljöer och preventionsarbete.

Att den svenska forskningen om vuxna individers subjektiva reflektioner över erfarenheter av maktutövning som på olika sätt skapar exkludering och marginalisering på arbetsplatser är begränsad kan troligen förklara varför det teoretiska och analytiska redskapet mikroaggression inte används mer i Sverige, trots perspektivets ökade internationella genomslag. Eftersom studier av individers erfarenheter av mikroaggressioner och liknande maktutövningar ofta har undersökt en maktordning i taget är detta kapitels syfte att introducera hur teorier om mikroaggressioner och intersektionalitet kan berika varandra för att möjliggöra analyser av erfarenheter av subtila exkluderande maktutövningar i svenska utbildningsinstitutioner (högskola, vuxenutbildning, och grundskola), och för att visa på individernas motstånd. Genom att synliggöra de intervjuade utbildarnas (ett samlingsbegrepp för grundskolelärare, lärare inom vuxenutbildning och universitet och utbildningsutvecklare) erfarenheter av motstånd öppnar studien för en diskussion om möjliga vägar till mer inkluderande arbetsplatser. 

The aim of the paper is to illustrate students’ own experiences and educators’observations of constrain power structures that lead to an unequal treatment of children based on gender, ethnicity, race, socioeconomic and other intersecting powers. The composite empirical data, consisting of fieldnotes, interviews and students’ notes, was collected in a large city in Sweden. The analysis, based onintersectional analytic framework, demonstrates that children and adolescents are aware that those who, for instance, are racialized, do not speak normative Swedish, have migration background or lack economic resources are marginalised andinterpellated as being in the ‘basement’ of social hierarchies. A consequence of constraining power structures that many children experience is stereotyping, and marginalisation based on racialisation, ethnicization, oppressive gender norms, adults hegemonic position etc. Based on these critical observations, the paper proposes norm-critical perspective to transform these constraining power structure.The shift towards norm-critical perspectives, is not about the rejection of all norms, but rather a possibility to explore, analyse, learn and engage in the ways exclusionaryand constraining discourses and practices are created, maintained and contribute to the marginalisation and oppression, while other groups are cited as ‘normal’ and given privileged positions.

Based on a study of prevention politics in Sweden, this article probes the turn to resilience in its institutionalized form: cross-sectorial partnerships. It interrogates how resilience proponents strategically deploy the semantics of the shift in policymaking, arguing that they perform the ‘shift’ (in mind-set) to criticize a long-established welfare-state governmentality, associated with professional ‘silos’, to create new possibilities for partnership-organized intervention. Part I draws attention to how resilience policy mobilizes partnerships around the indeterminate problem of ‘problem setting’. Based on the idea of limited knowledge and governance in an indeterminate world, failure is considered inevitable and potentially productive, if handled appropriately – which is an issue of problem design or framing. It is considered particularly important to handle problems of coordination and communication internal to partnerships, since failures here risk jeopardizing collaboration and hence the whole enterprise. Part II demonstrates how partnership-organized resilience initiatives bracket-off risky failure by strategically reframing problems and bringing new visions of the future into being – through the semantics of the shift. In characteristically epochal terms, the ‘shift’ casts partnership formation as an improvement of the future, although the strategists’ belief in future visions is apparently shot through with cynicism.

Samtida samhällsutmaningar beskrivs alltmer som komplexa och oförutsägbara samtidigt som risker för människors och samhällets trygghet och säkerhet anses ha ökat under det senaste decenniet. Problembilderna har lett till ett skifte i synen på brottsprevention där resiliens som begrepp och styrsystem fått stort genomslag inom brottsförebyggande arbete. Mot bakgrund av resilienstänkandets ökade inflytande analyserar Vanja Lozic hur representanter för blåljusmyndigheter, kommun och frivilligorganisationer framställer och legitimerar resiliensinspirerat förebyggande trygghets- och säkerhetsarbete. Artikeln visar att det finns en kritik mot tidigare organisering av förebyggande arbete som anklagas för stuprörstänkande, kortsiktighet och bristande förankring i lokalsamhället. Intervjuerna och fältobservationerna synliggör att man i stället efterfrågar helhetstänkande, anpassning till det lokala, samverkan, experimentering och transformativt och relationellt lärande. Det nya arbetssättet med informellt och nätverksbaserat samarbete liksom ett närmande till och inkludering av lokalbefolkningen ses av de medverkande som en demokratisering av brottspreventionen.

De utmaningar som historielärare står inför har blivit särskilt aktuella i och med den nya skolreformen och 2011 års omstrukturering av lärarutbildningen. Denna lärobok erbjuder en översyn av viktiga historiedidaktiska metoder, teorier och begrepp som har satt sin prägel på kursplaner i historia, historiedidaktisk forskning och undervisning. Bokens startpunkt är elevers, lärares och läroboksförfattares syn på ämnets syfte, identitetsformande inverkan samt de förändringar ämnet står inför i en kultur som präglas av ökad globalisering, migration, mångkulturalism samt ökat intresse för genusfrågor, normkritik och erkännandet av tidigare marginaliserade grupper och perspektiv. I boken har frågan ”Varför läsa historia?” och de metodologiska överväganden som lärarna ständigt ställs inför fått en central plats. I diskussionen har särskild plats gets de sätt intersektionalitet, normkritik och dekonstruktion kan användas för att förstå elevernas komplexa identiteter och utveckla deras förmåga att kritisk granska de sätt historia används för att beskriva samhälle. Utgångspunkten är att utan insikter om historiedidaktikens kärnfrågor i allmänhet (Varför? Vad? Hur? Vem?) och elevers, lärares och läroboksförfattares erfarenheter, samhällssyn och intressen i synnerhet är det svårt att förklara ämnets legitimitet i skolan samt förstå de didaktiska utmaningar som historieämnet står inför under 2000-talet.

I detta kapitel ska vi rikta uppmärksamhet mot ett återkommande mönster bland dessa interventioner med sikte på inkludering – viljan till samverkan. Fokus riktas mot en bred repertoar av interventioner som under de senaste åren initierats i ett specifikt förortsområde, Norrby, i utkanterna av stadskärnan i en av landets större städer. I relation till Norrby, liksom i relation till andra liknande områden runtom i landet, ska vi se att det finns en stark tilltro till lokalsamhället och dess gemenskaper, dess kraft och samlade potential när det gäller att åstadkomma social förändring. Som vi ska se är denna tilltro dock inte entydig, utan tvetydig. Lokalsamhället ter sig nämligen som både problem och lösning. Lokalsamhället idag beskrivs som allt för passivt – och behöver så att säga väckas till liv. Samtidigt finns, såsom det beskrivs, en potential – lokalsamhället kan bli mer livaktigt och delaktigt. Hur ska då lokalsamhället mobiliseras, för att dess potential ska kunna realiseras och social förändring skapas? Det är kring just denna fråga som kapitlet uppehåller sig.

Den här boken ger en introduktion till dagens forskning om ras och vithet i ett svenskt sammanhang. I tolv kapitel undersöker forskare från olika ämnesområden och med olika metodologiska ingångar hur de båda begreppen ras och vithet hänger samman med Sverige, svenskar och svenskhet.

Boken är indelad i två avsnitt. Kapitlen i den första delen undersöker i första hand historiska fenomen och frågeställningar. I del två analyserar författarna debatter och förhållanden som rör dagens svenska vithet och samtida svenska rasrelationer.

Forskningsfältet svenska kritiska ras- och vithetsstudier är fortfarande relativt nytt. Den här antologin visar att fältet växer och att det i dag pågår forskning om ras och vithet inom flera olika kultur- och samhällsvetenskapliga discipliner.

Boken är avsedd för studenter på universitet och högskolor.

The focus of this article is representations of unrest among youth in Swedish multi-ethnic areas. Using interviews with informants from the social services, police, schools and voluntary organisations involved in work on the social inclusion of youth in one multi-ethnic area in Sweden, we analyse discourses of the causes of urban unrest and the means to solve these. With an analytical framework on governing as problematising activities as the point of departure, the analysis indicates a strong focus on the suburb and migrant parents among the informants as a problem and as in need of normalisation to Swedish core values. Such conceptualisations of problems and solutions are quite symptomatic of ongoing changes of welfare policy, where the main responsibility for the welfare of citizens is put on the individuals themselves, rather than on the collective and the state.

The causes of and solutions to juvenile delinquency and social unrest amongthe youth in so-called Swedish multi-ethnic urban areas are frequently represented inpublic-institutional discourse as related to migrant parents. These are, the authors argue,consequently exposed to policies for ‘activation’, ‘responsibilisation’ and ‘normalisation’.

The paper focuses on current debates on youth in deprived suburbs in Sweden. In the article, interviews withrepresentatives of different organisations involved in managing the situation of suburban youth are analysed. One recurring theme in the interviews is problem discourses representing the parent as a problem. Departing from Foucault´s understanding of governmentality, we analyse the construction of problems, problematization, and solutions, as depicted by the interviewees. The main problematizations are the deficiency of urban space, dysfunctional family relations and parents as passive and culturally different. On the basis of such problematizations the interviewees propose solutions in various ways fostering the parents to become responsible and active subjects, who have internalised current norms and values. In the article, these problematizations are set in genealogical perspective, through relating them to other historical discourses: namely the Philanthropic discourse of poor relief and the policing of families during the late 19th  century and the discourse of problematic suburban youth in the 1980s. These different historical situations illustrate both similarities and differences in the problematizations of the early 2000s. With adopting this genealogical approach we do not claim  that history repeats itself unchanged, but rather we wish to investigate how historical discourses are re-­‐activated and acquire new meanings in new historical epochs. An important conclusion in the article is that the way of developing solutions to the problems of suburban youth in the early 2000s tends to focus on the transformation of individual parents, while structural dimensions get out of focus. What appears is a desire to foster parents and thus to produce a certain kind of subject, namely an active, responsible and cooperative individual, involved in the local community. Such a desire isboth similar and different from the desire found in the late 19th Century and in the 1980s.

Normalizing problematized youth by governing their parents: From structural explanations to family-centred solutions The current article explores the ways that organizational representatives outline the causes of and propose solutions to the problematic behaviour of youth living in, what is described as, an immigrant neighbourhood in a Swedish city. The empirical material, consisting of interviews with representatives from various organizations (such as the police, schools, social services and NGOs) as well as field observations, has been analyzed using the theory of governmentality. The causes of problematic youth behaviour are related to disadvantaged immigrant urban space, unemployment, unstable home situations and family relations, and parents’ deviant norms, knowledge and culture. In the discourses about causes and solutions, a recurring frame of reference is the issue of immigration in general and parent’s migrant background in particular. In spite of the complexity of the proposed causes, the pronounced solutions are directed towards the fostering of immigrant parents, the establishment of zones of communication and early prevention. Hence, the prevailing solutions are permeated by discourses of activation of parents.

The article focuses on current debate on troubled youth, living in socio-economically deprived suburbs in Sweden, and particularly discourses on problems of alienation, crime, arson and anti-social behaviour among youth. In the article, interviews with the representatives of different organisations involved in managing the youth problem are analysed. One recurring theme in the interviews is problem discourses representing the parent as a problem. Departing from Foucault´s understanding of governmentality and the formation of subjectivity, we analyse the construction of problems, problematization, and conceivable solutions, as depicted by the interviewees. The problematizations recurring in the interviews are the deficiency of urban space, dysfunctional family relations and parents as being passive and culturally different. On the basis of such problematizations the interviewees propose solutions in various ways fostering the parents to become responsible and active subjects, who have internalised current norms and values. Other central solutions emerging in the interviews are the development of various forms of communicative skills as well as a range of pre-emptive measures targeting the parents. An important conclusion in the article is that this way of developing possible solutions to the problems of suburban youth tends to focus on the transformation of individual parents, while structural dimensions get out of focus. What appears is a desire to foster parents and thus to produce a certain kind of subject, namely an active, responsible and cooperative individual, involved in the local community.

Method

The study’s problem complexes are investigated using the qualitative methodological approach. In a large city of Sweden, individual and focus group interviews with representatives for local institutions (schools, social service and police), those active in organizations and civic initiatives. In total 19 interviews have been conducted and over thirty hours of interviews have been analysed. The area where the fieldwork has been conducted demonstrates low school results, high mobility amongst the population and in school-classes, large number of recipients of social welfare and inhabitants with immigrant background, high unemployment rates (40-90%) as well as proportionally large percentage of population under the age of 25.

Expected Outcomes

On the basis of such problematizations the interviewees propose solutions in various ways fostering the parents to become responsible and active subjects, who have internalised current norms and values. Other central solutions emerging in the interviews are the development of various forms of communicative skills as well as a range of pre-emptive measures targeting the parents. An important conclusion in the article is that this way of developing possible solutions to the problems of suburban youth tends to focus on the transformation of individual parents, while structural dimensions get out of focus. What appears is a desire to foster parents and thus to produce a certain kind of subject, namely an active, responsible and cooperative individual, involved in the local community.

The current article explores how political changes in the past 130 years have shaped and reshaped three major museums in Bosnia and Herzegovina (BiH). The overall aim is to describe structural processes of national museum building in BiH and the ways the museological representation of history is connected to state and nation making and to political transitions and crises. The analysed museums are the National Museum of BiH, the History Museum of BiH, and the Museum of the Republic of Srpska. The source material analysed consists of the directories and the titles of exhibitions; secondary material, which describes previous exhibitions; and virtual museum tours.

The article illustrates that during the Austrian-Hungarian Empire, which established the National Museum in 1888, the museum played an important part in the representation of Bosnian identity (bosnjastvo). After World War II, in the Socialist Federal Republic of Yugoslavia, all three analysed museums were summoned to interpret the past in accordance with the guidelines of the communist regime. Since the 1990s, a highly ethnicized process of identity building and of the musealization of heritage, and history permeates all three museums analysed here. When it comes to the central exhibition-themes following the 1990s war, one could conclude that whereas the National Museum and the History Museum highlight the recent creation of an independent BiH and ostracize BIH-Serbs, the Museum of the Republic of Srpska asserts the ostensible distinctiveness of the Republic of Srpska and excludes the narratives about BiH as a unified and independent nation-state. If an agreement about the future of BiH and its history is to be reached, a step towards multi-vocal historical narratives has to be made from both sides.

Today the number of Swedish students attending schools for students in the need of special educational support, due to their difficulties to reach intended learning outcomes, has increased. The article describes some challenges teachers working with children with high functioning autism face. The study is based on interviews with six-form colleges teachers working in a Swedish school for students with high functioning autism. Questions that are raised in this study are: How do teachers interpret students’ needs and experiences? Which educational considerations dominate teachers’ reflections about educational practices? In which ways their school contributes to the implementation of ‘education for all’? The analysis shows that teachers advocate personalised teaching solutions, extra resources and methodological clarity. Teachers are expected to be highly adaptable and their work centres on students’ social skills, behavioural training and socialization of youth, rather than only helping students to achieve learning outcomes. Educational policies of inclusion are partly based on exclusionary processes.

In educational and other contexts Sweden has been described as a multicultural society. The concepts of universalism and the politics of recognition have served as interpretive frameworks for the understanding of educational contexts. Based on poststructuralist perspectives this article problematizes the notion of multiculturalism and identities in school context. Discourses of education in general and teaching of history in particular are deconstructed on the basis of upper secondary school students’ views on ethnic identity issues in schools. The paper is based on interviews with 36 students from Malmo (Sweden).

Many students experience stigma, because surrounding community (including teachers) repeatedly links their identities to their parents' place of birth (i.e. outside of Sweden). They are constantly labelled as immigrants, even though they have lived in Sweden all their lives. Through racialized and essentialist interpellations their Swedish identities are misrecognised. The dichotomy "Swedes"/"immigrants" reinforces segregating tendencies in school environments. These processes are problematic because youth identities in contemporary Sweden are characterized by "hybridity".

Furthermore, many students state that the misrecognition of Swedish identity/the reiteration of “immigrantness” does not mean that regions and countries outside of so-called western European hemisphere, where many students’ parents were born, are given an attention that they allegedly deserve. Additionally, narratives about Sweden, European states and the United States are considered to be an important part of all students' cultural and collective identity and their general education. Many students declare that teaching of history is Eurocentric, that other regions and countries should be acknowledged and that students’ diverse interests and experiences should be recognised. The analysis illustrates that schools are failing in fulfilling these goals and that one should be aware how one interprets individuals’ identities and interests.

I studien belyses de sätt utbildnings- och kursplaner för sjuksköterskeutbildningar vid Högskolan Kristianstad reglerar utbildningen. Studien syftar till att beskriva socialisering- sprocesser, förändringar i kunskapssynen och de sätt styrdokumenten definierat det normerande sjuksköterskesubjektet under perioden 1977-2012. Utgångspunkten är att en viktig del i högskolepedagogisk forskning är analysen av dokumentstyrningsprocesser. Genom att sätta styrdokumenten i ett historiskt sammanhang visar jag på de sätt styrdokumenten reglerar högskoleutbildningar och de sätt olika samhällsförändringar påverkar sjuksköterskeutbildningar. Analysen visar att sjuksköterskeutbildningarnas längd, struktur och antagningskrav har varierat under den analyserade perioden. Utbildningen har sedan Sveriges inträde i EU påverkats av internationella strömningar i allmänhet och EU-direktiv och lagar i synnerhet. Forskningsanknytningen har fått en allt mer framträdande plats i utbildningen och arbetsintegrerat lärande har allt sedan 1980-talets början inbegripit inte- grering av forskning, vetenskapligt förankrat arbetssätt, utbildningens teoretiska och praktiska delar och arbetslivserfarenheter.

Det normerande sjuksköterskesubjektet har i ökad utsträckning fyllts med diskursiva krav på självreflektion, självbedömning, självutveckling, livslångt lärande, självständighet, serviceinriktat beteende, analytisk förmåga och ekonomisk resursmedvetenhet liksom kunskaper om så kallat helhetsperspektiv.

In Swedish educational context the term "education for all" has a relatively long tradition but the interpretation and implementation of these educational policies has varied during the past six decades. The issues of class, gender, ethnicity and disability as well as discourses of inclusion, integration and exclusion have permeated the debates about and the implementation of “education for all”. Today the number of students attending schools for students in the need of special educational support, due to their difficulties to reach intended learning outcomes, has increased. In this paper, I examine the specific didactic challenges teachers working with children with autism face. Additionally, the teachers' preunderstanding of students' identities and problems are being analysed. The study is based on interviews with upper secondary school teachers working in a school for students with high functioning autism in general and Asperger syndrome in particular. The interviews with teachers and school counsellors were conducted in a Swedish city and the questions discussed in the paper are:

Which didactic challenges face educators in their everyday work? What is characteristic for the pedagogic work at the analysed school and in which ways educators prepare students for their future life? In which ways the analysed educational institution contributes to inclusion/exclusion of students and implementation of “education for all” policy?

The analysis shows that teachers advocate individualised didactic solutions and help, extra resources, methodological clarity and step-by-step instructions. Teachers are expected to be highly adaptable and their work often centres on students social skills, behavioural training and socialization of youth, rather than only helping students to achieve expected learning outcomes. Thus, the “hidden curriculum” is in this learning environment highly visible. The school is described as integrative because it gives students opportunity to practice their social skills but excludes them from general social contexts.

I rapporten analyseras styrdokument för sjuksköterskeprogrammet vid Högskolan Kristianstad som har gällt sedan 1977. Därtill analyseras styrdokument för utbildningar mot Lean Production, som startade sedan 2006. Rapporten baseras på kvalitativ textanalys och har som syfte att belysa hur synen på utbildningarna i allmänhet och arbetsintegrerat lärande i synnerhet har förändrats genom åren. I rapporten används begreppet arbetsintegrerat lärande (AIL) som ett samlingsbegrepp för ”VFU” och ”praktik”. När sjuksköterskeutbildningen integrerades i högskoleväsendet 1977 bestod 60 procent av utbildningen av AIL. Andelen AIL inom sjuksköterskeutbildningen minskade under 1980-talet för att nå sin lägsta nivå (38 procent) i och med 1993 års utbildnings- och högskolereform. Utbildningens längd och struktur har sedan Sveriges inträde i EU påverkats av internationella strömningar i allmänhet och EU-direktiv och lagar i synnerhet. Till följd av harmoniseringar av europeiska utbildningar består dagens utbildning av drygt 50 procent AIL. Gemensamt för samtliga utbildningsprogram mot Lean Production är att AIL är en integrerad del av utbildningen men att AIL inte anges som ett separat moment, med tydligt avgränsade förväntade läranderesultat och detaljerade beskrivningar av AIL:s omfattning i kursplanerna (t.ex. i form av antalet högskolepoäng). Däremot sker integrationen av AIL å ena sidan och utbildningens andra delar å andra sidan genom projektarbeten. Kursplanerna betecknar oftast inte projektarbeten som explicita AIL-delar, emellertid finns i utbildningsplanerna antydningar att projektarbeten är en form av AIL.

The study explores the history of three national and regional museums in Bosnia and Herzegovina, how museums contribute to the construction of national and other identities through collections, selections and classifications of objects of interest and through historical narratives. Bosnia and Herzegovina has had a turbulent history and it is for that reason interesting to examine changes in representations of the region and its history over time. The analysis covers the period between 1880s and 2010 ant thus shows how history is constructed and represented in the period from the establishment of first museums to the period after the break-up of the Socialist Federal Republic of Yugoslavia in the begging of the 1990s. Like in many other countries museums function as institutions that safeguard a group´s cultural heritage and significant narratives about groups´ past. The legacy of the past is through museums made available to larger audience and they are an important force in the formation of collective identities. The notion of museum as a cartographic space of national history, a space for the preservation of cultural and natural (different forms of material) artefacts and as a part of political struggle to define a group or different groups are starting point of this analysis. Museums form and reproduce the idea of common identity, history and geographic boundaries, plus, and this is important to bear in mind, educate and mobilize the population. In this context, the analysis of national museums makes it possible to call attention the impetus of museums and the processes of nation-building at work. Questions which are given the attention in this study are: • How is ‘ourness’ (i.e. national identity) constructed and shaped in national/regional museums in Bosnia and Herzegovina? • Which identities have been articulated during the history of museums?

Utifrån intervjuer med 36 gymnasieelever har jag kommit fram att historieämnet uppfattas som eurocentriskt. En utvidgning av historieämnets geopolitiska horisont ses som en möjlig lösning på problemet. En trolig förklaring till detta är att flera elever ser olika asiatiska länders (framförallt Kinas) potentiella ekonomiska expansion som en viktig anledning till att se sig omkring och utveckla kunskaper om omvärlden. Den globala ekonomin och mediernas syn på omvärlden är därmed en möjlig förklaring till det ökade intresset för andra delar av världen. Dessutom har majoriteten av eleverna för avsikt att resa och/eller studera utomlands efter studenten. Många elever har också regelbundet besökt sina föräldrars födelseländer samt påverkats av föräldrarnas och de utländska mediernas syn på omvärlden.

Med utgångspunkt från intervjuerna har tre möjliga förslag till individualisering på basis av enskilda elevers etniska identifikationer utkristalliserats. För det första skulle man kunna låta eleverna specialisera sig inom ett visst område genom individuella arbetsuppgifter. För det andra kan stora så kallade invandrargruppers historia skrivas in i den historia som definieras som generell och som läses av samtliga elever. För det tredje har några få elever angett att en individualisering av historieämnet på basis av elevers etniska tillhörigheter kan göras inom den så kallade privata sfären eller som en del av modersmålsundervisningen.

Ämnet historia står inför stora utmaningar. Globalisering, migration och mångkultur präglar i dag det svenska samhället, vilket får konsekvenser för tolkningen av historieämnet i skolan. Krav finns på att historieundervisningen individualiseras och ger röst åt tidigare marginaliserade grupper, tolkningar och perspektiv. Förmåga till kritisk reflektion betonas dessutom starkt i skolreformen GY 2011 och i den nya lärarutbildningen. I den här boken söker författaren svar på frågor om ämnets innehåll och syfte genom att intervjua elever, lärare och läroboksförfattare. Han gör även en översyn av historiedidaktiska metoder, teorier och begrepp som präglar kursplaner i historia, historiedidaktisk forskning och undervisning. Mötet med gymnasieeleverna visar att det finns en relation mellan identitet, syn på historieämnet och historiemedvetande. För att belysa denna fråga studerar författaren vilken betydelse etnicitet har för elevernas identitetsskapande och hur etniciteten i förlängningen påverkar deras syn på historieämnets innehåll och syfte. Författaren förespråkar ett kritiskt förhållningssätt till historiebruk och historieförmedling och ger förslag på undervisningsstrategier som utvecklar elevernas kritiska förmåga och skapar en dialog om hur historisk kunskap skapas, används, förmedlas och uppfattas.

Sweden has on various occasions been described as a multicultural society. So-called multicultural social change has resulted in numerous implications regarding attitudes in respect of history as a subject taught at upper secondary schools. The aim of this study is to problematise the relationship between students' (ethnic) identification and their view of history as a subject. The study focuses on the affects of history teaching on the students' perception of ethnic identification. On the basis of interviews with students, teachers as well as authors of history textbooks I analyse attitudes regarding the content and aim of history as a school subject as well as student's understanding of their ethnic identification. In addition I ask what the aim of history teaching in so-called multicultural societies is, discussing what kind of historical knowledge the interviewees regard as relevant and studying processes of identification. Consequently, I attempt to show what is expected of history as a subject in order for it to be accepted as both applicable and significant within a so-called multicultural social context. Many students want to learn about the history of their parents' country of birth, regarding it as a part of their identification. According to many students, prevalent history is Eurocentric, disregarding the importance of other cultures. Despite this, the importance of transmitting knowledge about Swedish and Western European history is widely articulated. Students' views regarding the content and aim of history are affected by aspects such as, a global economy, the media's impact on their world-view, their food-habits, their common generational experiences, their plans to travel and study abroad. Moreover, students are affected by visits to and contact with their parents' country of birth, their parents' world-views, their own complex ethnic identification, their relationships with their friends as well as where they are geographically. In addition, I examine how emigration from Sweden between 1850 and 1930 and post war immigration to the country have been depicted. The latter is based on selected history and civics textbooks, all published in Sweden between 1962 and 2007. By and large, textbooks construct a ‘we group’, which is described as culturally different from the ‘them group’ (immigrants), that is to say those who are discursively constructed as a group which deviates from the cultural norms that are regarded as dominant and universal for Swedish society.

Recension av Myhre, Jan Eivind, Mange veier til historien : om historiefagets og historikernes historie, [Oslo] : Unipub, 2009, ISBN 978-82-7477-394-3.

In this article I examine the challenges of education in general and teaching history in particular in so-called multicultural environments. I ask what the problems with universal and communitarian approaches to “multicultural societies” are. These approaches have been discussed on the basis of Charles Taylor’s, Jürgen Habermas’ and other philosophers’ debates on the future of “multicultural societies”. Advocates of the politics of recognition (communitarians) state that universal approach to the questions of identity misrecognizes groups which are culturally, politely and/or socially marginalized and which likewise do not have a “norm-forming” position. According to communitarians society, and there by even schools, should secure survival of different groups’ collective features and interests. These two models are problemitized on the basis of Joan Scott’s and Judith Butler’s theories. In addition, the aim of this text is to give an overview of some twenty 16 to 18 year old pupils’ views on identities and content of history. The interviews were made here in Malmö.

Frågor som är mycket relevanta i dagens så kallade multikulturella Sverige och som jag avser beröra i denna text är: Vad enligt gymnasieungdomar anses vara relevant kunskap och hur gymnasieungdomar uppfattar historieämnets innehåll och undervisningsstrategier? Därför vill jag i det följande granska delar av gymnasieungdomars reception av historieämnet och detta med hjälp av etnicitetsperspektiven. Följaktligen är artikelns syfte att med hjälp av intervjuer med nitton gymnasieungdomar få en uppfattning om dessa ungdomars föreställningar gällande historieämnets relevans och innehåll. De intervjuades tankar har därtill relaterats till innehållet i två mycket använda historieböcker för gymnasiet, Alla tiders historia A och Perspektiv på historien A. Genom att närma mig ungdomarnas reflektioner kan jag skildra unga människors funderingar kring historieämnets utvecklingsmöjligheter och tolkning i det som i många skolpolitiska sammanhang kallas det multikulturella samhället. Ett sådant perspektiv är betydelsefullt för förståelsen av vilket syfte och värde historieämnet har för de intervjuade eleverna. På så sätt kan vi kanske få en uppfattning om vilken väg ämnet har tagit, håller på att ta och enligt informanterna skulle kunna ta i deras klassmiljöer.

It is for the most part uncontroversial to invoke the opinion that the main task of education is to develop knowledge. But the question that has become more relevant in today’s multicultural societies is: what according to high school pupils is regarded as relevant historical knowledge, as well as how the youngsters that are brought up in “multicultural” Sweden perceive the content of history books as well as the method of teaching. The paper is based on the interviews with around 20 high school pupils. The main focus of my paper is to present young pupils’ views on textbooks/history-education, the subject’s assumed Euro-centricity, and finally general lack of perspectives (e.g. gender, class, and ethnicity) in history-education at the high school level. By pointing out at the lack of pluralistic perspective as well as “linear”, ethnocentric, and male orientated interpretation of the past I will try to show that the authors of the textbooks and history teachers are imposing symbolic violence on some groups and individuals within the classroom environment. According to the preliminary results one can talk about the existence of a historical canon that is highly connected to a narrow definition of history. Thereby the focal point of this presentation is to show what and whom is included and therefore even excluded from the historical metanarrative.

I will in this paper try to examine how teenagers interpret the content of history education and teaching strategies. Consequently the aim of this paper is to give the reader an overview of how nineteen high-school students as well as three authors of the textbooks for high schools perceive history as a school subject. The results of the interviews with authors and pupils were compared and contrasted to the content of the textbooks as well as the content of the national curriculum. The interviews with the pupils were made between 2004 and 2006 in Swedish city of Malmö, where over 40 present of children between the ages six and fifteen have a foreign background.

Den serbiska sångerskan Svetlana "Ceca" Raznatovic uppträdde i Malmö den 24 februari 2007. Hon är änka till misstänkte krigsförbrytaren Arkan. Ceca Raznatovic räknas idag som en av Balkans största stjärnor. Sångerskan slog igenom redan som fjortonåring 1988 och har sålt miljontals skivor. Musikstilen ”turbofolk”, vars mest inflytelserika artist är just ”Ceca”, är en modern elektrifierad variant av balkansk folkmusik. I mitt forskningsbidrag vill jag visa hur musiken upprätthåller stereotypa könsroller samtidigt som den i sin form blandar modern elektronisk musik med traditionell orientalisk musikkonst (som har sina historiska grunden i Ottomanska rikets femhundraåriga kulturella och politiska dominans över Balkans och regionens närhet till Mellanöstern). Samtidigt med detta dementerar musikartisterna all kulturell inflytande av den musikform som förekommer i Mellanöstern och de uppmuntrar ofta till nationalism. På samma gång som gränsdragande diskurser upprätthålls så bryts generationsgränser. Därtill skall det påpekas att konserten i Malmö hade över 3000 besöker från hela Norden och bland besökarna fanns olika etniska grupper från hela forna Jugoslavien. Men det skall samtidigt understrykas att ordförande i Bosnien-Hercegovinska riksförbundet påpekade att Migrationsverket borde ha stoppat hennes konsert i Baltiska hallen. Till följd därav är det av vikt att diskutera denna musikforms gränsskapande och gränsöverskridande processer. I min text skall jag kritisk granska musikens nationalistiska diskurser samt dekonstruera musikstilen med hjälp av multikulturellt- och genusperspektiv.