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Highlights: – Civics teachers face challenges in offering male vocational students quality citizenship education. – Civics teachers perceive this student group as vulnerable and in need of extra support. – When unable to offer desired civics education, teachers feel angry and resigned. – Civics teachers are willing to bend certain rules to support this particular student group. – If this student group lacks better civics education, their future and Sweden's democracy are at risk. Purpose: This paper examines how vocational civics teachers navigate structural constraints and their understanding of the challenges involved in preparing vocational students for democratic citizenship. Design/methodology/approach: Using a discoursive psychological approach to analyse interview material, the study discusses identified discourses about critical policy analysis and street-level bureaucracy theory. Findings: The findings reveal that the structure of vocational upper-secondary education significantly constrains civics teachers. Teachers oscillate between feelings of compassion, anger, resignation, and rebellion as they attempt to manage these challenges. Research limitations/implications: The study highlights the need for further ethnographic research on teaching practices. Practical implications: A significant number of Swedish upper-secondary students receive a limited civics education that inadequately prepares them for democratic citizenship.

In „super-diversen" Migrationsgesellschaften ist die Frage nach dem Umgang mit Pluralität entscheidend und folgenreich für soziale Gerechtigkeit. Insbesondere sprachliche Diversität stellt für öffentliche Organisationen, die in einem Spannungsfeld zwischen gesellschaftlicher Mehrsprachigkeit und monolingualer Orientierung agieren, eine Herausforderung dar. Ausgehend von der Annahme, dass Sprache neben der mittelnden stets auch eine soziale Funktion hat, analysiert der vorliegende Beitrag, wie sprachliche Pluralität auf der Beziehungsebene die professionelle Interaktion zwischen Street-level Bureaucrats und Klient*innen prägt. Die Daten stammen aus dem qualitativen Forschungsprojekt AMIGS, das den Umgang mit sprachlicher Diversität am österreichischen Arbeitsmarktservice untersucht. Die Analysen zeigen, dass die Beziehungsarbeit mit Herausforderungen und Paradoxien verbunden ist, welche im Kontext migrationsgesellschaftlicher Mehrsprachigkeit verschärft auftreten können und zusätzliche Dimensionen aufweisen. In "super-diverse" migration societies, the question of how to deal with plurality is crucial and consequential for social justice. Linguistic diversity, in particular, is a challenge for public organizations that are monolingually oriented by tradition while operating within multilingual societies. Based on the assumption that language always has both a social and a mediating function, this article analyzes how linguistic plurality shapes the professional interaction between street-level bureaucrats and clients at the relational level. The analysis refers to data from the qualitative AMIGS research project that investigates how the Austrian Public Employment Service deals with linguistic diversity. Our findings show that relational work in client interactions is associated with challenges and paradoxes, which can emerge more intensely in the context of multilingualism and have additional dimensions in a migration society. [ABSTRACT FROM AUTHOR]

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