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Artikkelen undersøker hvordan brukere av dataspillet The League of Legends beskriver og forholder seg til symbolske grenser og identitetskonstruksjoner. Artikkelens analytiske og teoretiske rammeverk er inspirert av teorier om symbolske grenser. Analysen er sentrert rundt kulturelle distinksjoner, stereotyper og grensevoktende mekanismer og baserer seg på semi-strukturerte intervjuer med fem unge voksne spillere av begge kjønn, samt observasjoner av gruppen i spillsituasjoner og studier av spillet. Den viser hvordan hierarkier av spilltyper, spillestiler og ferdigheter definerer hva som regnes som en ekte gamer. Sammen med språkbruken i spillet bidrar disse distinksjonene til å utdefinere det feminine, mens maskuline roller tillates en større bredde. De virtuelle symbolske grensene i spillet utgjør dermed i praksis sosiale grenser for spillerne.

In this interview, Michèle Lamont discusses her intellectual trajectory in relation to other sociologists and research fields. The starting point is her relationship to Bourdieu’s field theory in 1980s Paris. She describes how her empirically grounded work developed as a critique of Bourdieu’s oeuvre yet draws heavily on it. A common thread in her work is a focus on social and symbolic boundaries and their relation to evaluation and pluralism, which she has extended from her early studies of class boundaries to empirical and theoretical work, ranging from more general cultural processes of inequality and stigmatization, to knowledge production and evaluation in academia. The importance of cumulative work in sociology and the value of a plurality of criteria of worth across different domains emerge as two central themes in the interview. Finally, Lamont reflects on the current status of the sociology discipline and its role in the public sphere. The interview took place in Lund on 7 March 2018, where Lamont was invited keynote speaker at the Sociologidagarna 2018 conference.

Children's books were one of the scenes where ‘progressive’ professionals - mostly teachers, psychologists and artists - around WWII fought the battle to change society through changed educational thinking. Especially after WWII it was acknowledged that children's books could contribute to the forming and education of the child, mobilising the child's potential to secure the future and promote peace and international understanding. This article examines so far unexamined sources, i.e., 89 assessments of children's book manuscripts from the private archives of Torben Gregersen (1911–1994): a teacher and prominent ‘progressivist’ hired by different publishers in the period 1942–1954. Using a descriptive and sociological approach, the article identifies the educational way of thinking imbedded in these assessments, which predominantly represents elements of developmental psychology, moral development and national culture, and literary and aesthetic-artistic elements to a lesser extent. Thus, the article shows that the emergence of ‘progressive’ elements which in research on children's literature normally are dated to the late 1960s, are not only present in the 1940s and 1950s in the assessments of Torben Gregersen; they are present with noteworthy nuance.