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This paper aims to deconstruct how the practice of science is discursively attached to certain parts of the world and certain “kinds of people”. In focus is how the power technology of coloniality organizes the scientific content in textbooks as well as how different categories of science students are acted upon in the science classroom. The theoretical foundation is Foucault’s work on how power and knowledge are inseparable categories and operate together in the making of truth as well as (im)possible subjectivities. To deconstruct the power/knowledge system I use the concepts of epistemic violence and coloniality; how the entanglement of scientific reason, coloniality and the idea of modernity are constantly reproduced. Drawing on these theories, the paper discusses how science and coloniality shape the images of the world and of science. This is done through analyzing science textbooks from the following themes: 1) if and how the colonial history of science is described in Swedish textbooks; 2) how science history is described and; 3) how the global South is represented. Furthermore, to understand how the power technology of coloniality organize science classrooms, I use previous studies on the image of the science learner from inside and outside the context of Sweden. The analysis shows that what has been – and still is – made in the name of science in the colonial project is not present in the science textbooks. Noisier is the talk about science as necessary for the development, i.e. colonialism is more or less absent in the science textbooks, while coloniality organizes the content. Furthermore, the biology lessons differs depending on the color and/or ethnic background of the children. Racialized children are objected to “civilization” in the name of science: eat better, sleep better and take care of their hygiene (e.g. Ideland, Malmberg & Winberg, 2011).

Debatten om skolans kunskapssyn tycks outtömlig. Men vad är det som hamnar i skymundan när vi diskuterar denna fråga. Malin Ideland frågar sig om det inte är dags att prata om något annat Article, Magazine

This paper aims to deconstruct how the practice of science is discursively attached to certain parts of the world and certain “kinds of people”. In empirical focus are how the history of science is made up in science textbooks and how the power technology of coloniality organizes the scientific content as well as how different categories of science students are acted upon in the science classroom. Through historicizing and illuminating how a colonial, legacy of science organizes cultural understandings of what science, and the science literate person, commonsensical understandings can be understood and disrupted.

Background: As an answer to a discourse on a Swedish school in crisis a large edu-political apparatus has been implemented. Arguments on e.g. decreasing results, segregation, and equal opportunities has reinforced a number of actors to enter the educational field – actors here called “edu-preneurs” (Rönnberg, 2017). The actors offer a multitude of products and services and essential parts of everyday schooling thus become outsourced on external actors using education as an arena to reach the core of the society – the children. This process, nurtured by political reforms such as the possibility to profit on public funds (Jober, submitted) has “re-calibrated” the Swedish school – from a government-dominated and unified educational system to an unruly free market (Ball, 2009; Hamilton, 2011). This market and its edu-preneurs will be investigated in the project ‘Education Inc.’, funded by the Swedish Research Council (Ideland, Axelsson, Jobér & Serder, 2016). The project aims to study how private actors and logics change the conditions for what counts as good education. Three forms of commodification of education, outlined by Molnar (2006), will be studied: (1) actors selling to schools; (2) actors selling in schools; and (3) actors buying for schools. In order to create a baseline for the Education Inc. project this paper describes one the first sub studies. This sub study aims to scrutinise foremost actors selling toschool when presenting themselves and engage with the school community at a school fair. Research Questions: The overarching aims of the Education Inc. project is to study under what conditions, in what forms and with which consequences ‘edu-preneurial’ actors engage in Swedish schools. This particular sub study focus on with what objectives do edu-preneurial companies, NGOs and their employees engage in Swedish school. Objectives: The aim of this sub study is to conceptualise and analyse processes on how good intentions and altruistic objectives are used as arguments to justify actors’ place in education. An earlier pre-study (Jobér, submitted) showed that tutoring companies, actors in the educational market, used arguments regarding children with special needs to justify their presence and actions. This pre-study raised a number of questions: Will the companies, whatever good intentions, overlook profit? Are arguments regarding children with special needs used as a lever for businesses to survive and profit rather than to help? Similar has been showed elsewhere (Dovemark & Erixon Arreman, 2017), therefore we claim there is a risk that actors in the educational market will not consider all children as profitable enough. There is therefore a need to scrutinize if money spent (through public funds) will increase profits and exclusion rather than to support inclusion, and in addition, if students with low exchange value fit into a neoliberal market. Theoretical framework: We argue that processes in Sweden, which is a traditionally strong and well-trusted welfare state, have become entangled with neoliberal rationalities (see e.g. Dahlstedt, 2009) and that ways of imagine and practice schooling today are shaped by neoliberal logics (Rizvi & Lingard, 2010). The neoliberal state has opened up for a commodification of education (Steiner-Khamsi, 2016) and educational reforms become a way to make up a specific kind of subjectivity (Ong, 2007). The marketization of education is thus not only about earning money, but also about making up meanings and practices of schooling and a certain kind of ideal citizen (Olmedo, Bailey & Ball 2013). This is what Ong (2007) conceptualizes as a neoliberalism which concerns how possible and desirable subjectivities are produced. The questions are what kind of objectives the actors put forward and how this correspond with what kind of desirable subjects that are produced in this neoliberal logic. Method: The sub study presented here will take a closer look at the actors selling to school when they attend a large school fair, SETT, which will take place in Sweden in April. In a pre-study to the larger ‘Education Inc.’ project this kind of educational ‘trade fairs’ has been identified as one of the spaces where policy becomes translated and turned into business ideas (Ideland et al, 2006). Observations will take place at this fair by four researchers. The observations will be written down using an observation scheme. The observations will also include photographs of the showcases and the messages that can be found there. In addition the research team will gather advertisement such as flyers and follow ongoing twitter flows. These data will be reflected on within the research group and finally analysed employing an analytical framework developed from the work by Callon (1986, used by, e.g., Hamilton 2011). The aim with this analysis is to more carefully explore how a problem is articulated through the actors and their relationships i.e. the problematisation moment in Callons work (1986). Callon proposes that translation of actions and actors analytically can be studied as four different moments: Problematization, Interessement, Enrolment, and Mobilization. It is the first step, the problematization moment and how a problem is articulated through the actors and their relationship that is in focus here. The problematization is the moment when actors (such as those the selling to schools at the school fair) or clusters of actors articulate a problem. It often involves a focus on a particular goal or a problem to be solved where the actors locate themselves as gatekeepers and problem solvers. Within the problematisation moment, the analysis can show what problems actors enhance (for example, in schools or in society), how do they want to solve these problems, and the argument that makes them indispensable to the problem and action. With this framework we can thus scrutinise with what kind of intentions and objectives these actors engage in Swedish school. Expected Outcomes: The hypothesis is that the observations conducted at this school fair and its following analyses will give insights in with what objectives and intention edu-preneurial companies, NGOs and their employees engage in Swedish school. Building on a pre-study (Jobér, submitted) and earlier research (e.g. Dovemark & Erixon Arreman) the hypothesis is also that the actors will bring forward a number of altruistic arguments. These might regard supporting the society to decrease widening socioeconomic gaps, including children with special needs, opening possibilities to equal opportunities for all, and reaching out to students living in rural areas of Sweden. However, as shown in above earlier studies, these are complicated arguments, given for example that a number of initiatives in the educational market, such as private tutoring, is not used at all by those with low incomes (Björkman, 2014, 21 November). There are reasons to believe that the expected outcomes from this pre-study not only will show what kind of altruistic objectives the actors use to justify their presence but also bring forward initial data that in forthcoming studies can be used to identify if the actors in educational market desire profits rather than inclusion and equal opportunities for all. References: Ball, S. (2009). Privatising education, privatising education policy, privatising educational research: network governance and the ‘competition state’, Journal of Education policy, 24(1), 83-99. Callon, M. (1986). Elements of a sociology of translation: Domestication of the Scallops and the Fishermen of St Brieuc Bay. In J. Law (Ed.), Power, Action and Belief: A New Sociology of Knowledge? London: Routledge, pp 196-233. Clarke, J. (2002). A new kind of symmetry: Actor-network theories and the new literacy studies. Studies in the Education of Adults, 34(2), 107-122. Dahlstedt, M. (2009). Governing by partnerships: dilemmas in Swedish education policy at the turn of the millennium, Journal of Education Policy, 24(6), 787–801. Dovemark, M. & Erixon Arreman, I. (2017). The implications of school marketisation for students enrolled on introductory programmes in Swedish upper secondary education. Education, Citizenship and Social Justice, 12(1), 1–14. Hamilton, M. (2011). Unruly Practices: What a sociology of translations can offer to educational policy analysis. Educational Philosophy and Theory, 43(1), 55–75. Ideland, M., Axelsson, T., Jobér, A. & Serder, M. (2016) Helping hands? Exploring school’s external actor-networks. Paper accepted for ECER, Dublin, August 2016. Jobér, A. (submitted). How to become Indispensable: Tutoring Businesses in the Education Landscape. Submitted to Special Issue of Discourse titled Politics by Other Means: STS and Research in Education. Latour, B. (2005). Reassembling the social: An introduction to actor-network theory. Oxford: Oxford University Press. Molnar, A. (2006). The Commercial Transformation of Public Education, Journal of Education Policy, 21(5), 621-640. Olmedo, A., Bailey, P. L., and Ball, S. J. (2013). To Infinity and Beyond…: heterarchical governance, the Teach For All network in Europe and the making of profits and minds. European Educational Research Journal, 12(4), 492–512. Ong, A. (2007). Neoliberalism as a mobile technology. Transactions of the Institute of British Geographers, 32(1), 3-8. Rizvi, F. & Lingard, B. (2010). Globalizing education policy. London: Routledge. Rönnberg, L. (2017). From national policy-making to global edu-business: Swedish edupreneurs on the move. Journal of Education Policy, 32(2), 234–249. Steiner-Khamsi, G. (2016). Standards are good (for) business: standardised comparison and the private sector in education. Globalisation, Societies and Education 14(2).

Education for sustainability and environment (ESE) is characterized by notions about securing the future for the world and for its inhabitants. Environmental problems are said to be solved through education and not at least through domesticating students’ emotions concerning environmental and sustainable issues. In a double gesture of including “everyone” in the sustainability project, borders are draw between appropriate and unproductive emotions. Cultural politics of emotion make up the environmentally friendly person, and respectively, the risky Other – the affect alien. The desirable student is the willing child; the one who engages in sustainability – not because s/he is told to do so, but because s/he wants to. The Other is the willful child, a cultural figure who operates as a frightening example of what happens to children not willing to adapt to common will. Another “productive” emotion is happiness; a cultural obligation to be positive. Willingness and happiness become boundary markers, delineating those who deal with societal problems in a reasonable way and those who deal with them unreasonably – by being sad or angry. These are the “killjoys” not conforming to the language of hope. Instead, they seem to threaten the future by their very presence.

Gustav Fridolin talar om ett systemskifte. Men Skolkommissionens förslag tar ytterligare steg inom ett system som bygger på en marknadslogik där alla ska välja, skriver Malin Ideland. Och ingen nämner något om vinstintresse (red.) Article, Magazine

PISA-epidemin sprider sig. Dess påverkans syns allt tydligare i skolsystem runt om i världen. Malin Ideland beskriver vad som händer när vi börjar se skolan som PISA, och spår att 2017 bli det år PISA börjar förlora i inflytande. (red) Article, Magazine

Projektet Det KRAV-märkta barnet syftar till att normkritiskt problematisera lärande för hållbar utveckling. Hur bidrar denna praktik till att skapa normer för vem som är ”den goda” respektive ”den icke-önskvärda” människan? Studien, som analyserat läromedel och policydokument, visar hur skillnader mellan Vi och De Andra (re)produceras. Utifrån en idé om svensk exceptionalism konstrueras Vi som förnuftiga, altruistiska och utvecklade medan De Andra som okunniga och i behov av Vår hjälp. Det KRAV-märkta barnet är också handlingskraftigt och optimistiskt, medan uppgivenhet och ilska inte passar in i diskursen. Skyddet mot ”improduktiva” känslor blir att “göra saker” i termer av symbolhandlingar. Idén om “nödvändiga kunskaper” gör det KRAV-märkta barnet objektivt, teknologiskt lösningsinriktat och till en medveten konsument. Detta post-politiska förhållningssätt döljer strukturella orättvisor bakom individuella handlingsmöjligheter och det enskilda ”barnet” blir ansvarigt för hållbarhetsfrågorna. Chapter in Report

Varför pågår det inte längre några offentliga debatter om genteknik, stamcellsforskning och hybrider mellan människor och djur? Hur ska vi förstå hur högljudda debatter i slutet av1990-talet helt har tystnat och tekniker så då påstods utmana synen på liv och död, mänskligt och icke-mänskligt har normaliserats i den svenska kulturen. Varför intresserar varken politiker eller journalister sig längre för frågan? I den här artikeln analyseras hur nutida diskursiva tystnader gällande nya bioteknologier, t.ex. chimbrider och inducerade pluripotenta stamceller (iPSC) har möjliggjorts genom tidigare policyprocesser som har hanterat frågor såsom gränsen mellan mänskligt och icke-mänskligt, levande och icke-levande, subjekt och objekt. Genom att analysera policyprocesser och lagstiftning gällande xenotransplantationer och användandet av mänskliga embryonala stamceller från sent 1990-tal och tidigt 2000-tal, vill vi belysa hur stamcellers och xenografters så kallade "bio-identiteter" har stabiliserats och stagnerat genom att de har diskursivt konstruerats i termer av framtida förväntningar, brist på medicinska möjligheter samt definitioner av vad som räknas som "liv". Genom vad vi här benämner som bio-objektifieringsprocesser har debatter och beslutsfattande gällande bioteknologiska frågor förflyttats från offentligheten och politiker till slutna etiska nämnder och forskningsfinansiärer. Artikeln avslutas med en diskussion kring hur avpolitiska frågor återigen kan bli politiska och därmed också lyftas ut i offentligheten igen. Taking Sweden into the future – Bio-objectification of new medical technologyIn this article, we analyze how contemporary discursive silences around new biotechnologies such as cybrids and induced pluripotent stem cells (iPSC), have been enabled by earlier policy processes in the area, e.g. boundary work around what is human and non-human, living and non-living, subject and object. The analysis of policy processes around xenotransplantations and the use of human embryonic stem cells, shows that the stem cells’ and xenografts’ “bio-identities” become stabilized through high expectations for the future, a lack of therapeutic possibilities and struggles over definitions of life. The policy processes around human embryonic stem cells and organs from other animals, are characterized by a normalization of certain understandings of ”life”, trust in scientific progress and it’s national financial potentials and a categorization of criticism as irrational. Through these “bio-objectification processes”, debate and decision making has been moved from a political and public context into ethical committees and research funding bodies. The article concludes by discussing consequences of this political non-handling of biomedical technologies and how these bio- objects could be re-politicized.

Today is the term "Education for Sustainable Development" (ESD) tainted by with notions of the "exemplary life" and "desirable future". This practice is exercised in school all over the world. The aim with the paper is to unveil how teaching materials in ESD are governing students through different technologies of the self. The paper departs from the idea that discourses decide what is possible to think, say and do in a specific historical and cultural context. To understand how these discourses are internalised into peoples thinking, saying and doing we study a process of governmentality. This process must be understood on three levels: Political rationalities; Political programs; Technologies of the self.Our paper problematizes the concepts of ”the good person” and ”the exemplarily life”. We are analysing three different types of teaching material often used in ESD. One criterion for the choice is that the material use science and mathematical calculations for the represen-tation of sustainable development, since we are interested in how these rationalities are used in the process of governmentality.The teaching material is analysed through discourse analysis.In the result can we show how diagrams and mathematical calculations used in the teaching material can be understood as governing technologies for four different political rationalities: 1) Individuals are free and obliged to make choices in the modern society; 2) Everyone is responsible for a common future; 3) Belief in scientific and technological solutions; 4) Idea of the progress. Calculations and Diagrams are instruments in governing the modern human being. These – scientific – representations of ideas of how society should be organ-ised, of how an expected future can be met and how individuals should act are governing our souls, how we want to be in order to be seen as good and “eco-certified” people.

Social and educational scientists Drs Tora Holmberg, Malin Ideland and Shai Mulinari discuss their progress so far on a research project addressing the contemporary andcontroversial subject of cybrids and the discourse around them

A transgenic animal can be viewed as a boundary walker – or crawler – transgressing cultural boundaries, and hybridizing categories such as nature and culture, animal and human, organism and innovation, science and technology. Transgenic mice (it is most often mice that are used, even though all kinds of mammals and invertebrates have been modified – sheep, rats, dogs, fish etcetera) create certain dilemmas because they are “trans” – both a product and a process – and crawl over institutional as well as species boundaries. A transgenic mouse is of course also in many ways like any other laboratory mouse; purpose- and inbred, standardised, preferably pathogen free, in short, an animal constructed through history to suite experimental purposes. Our contribution to the anthology dwells on and explores what the bio-object concept can do in terms of further understanding the life (and death) of a transgenic animal, which is in Haraway’s terms “at once completely ordinary and the stuff of science fiction”. The ambiguous character of transgenic animals, captured so well in Haraway’s quote rarely becomes articulated, neither in laboratories and ethics committees, nor in interviews with people who represent these arenas. Perhaps the most striking result of the project is that people, who work with and/or ethically review research with transgenic mice, seldom articulate that there are any specific dilemmas for this branch. Transgenic animals have thus not become an “issue”, in contrast to for example genetically modified crops, cloned animals or genetic tests. We will illuminate the production of transgenic silences, and show how the silences in turn can be challenged by the bio-objects – the TG mice – themselves. The project builds on case studies, and the empirical data has been collected through ethnography, including observations and interviews, focusing on how researchers and members of animal ethics committees handle dilemmas with animal experiments in general and transgenic animals in particular.

The aim of the paper is to analyse how teenagers (age 14-15) talk about body and health after a finished work with a socio-scientific issue on the same theme. How can their discussions about body, health and science education be understood in terms of a constantly ongoing identity construction, especially in terms of gender, social class, ethnicity and “studentship”? Our aim is to show how these categories intersect and produce meaning in students’ talk about a topic socio-scientific issue. The paper is departing from a social theory on learning, e.g. learning and identity construction are interdependent on each other; meaning is constructed in relation to a community. Sadler (2009) has emphasized socio-scientific issues as a way to open up for communities of practice where students’ identities can be expressed and they can use appropriated discourses. In this paper we intend to problematize Sadler’s theories and show the complexity of students’ identity construction during school work. Even if they can engage in a common issue, they are doing it in completely different ways. We will use an intersectional perspective to get deeper understanding of the relations between science learning and students identity construction. The paper also intends to discuss what subject positions that are available when students discuss a topical, political issue in the science classroom.The article is mainly built on data from focus group discussions about knowledge and values concerning body and health. Focus group 1 consisted of four girls from “Suburban school”, a monoethnic school in a suburban, middle class area with high educational level. Focus group 2 consisted of four boys from the same school. Focus group 3 consisted of six girls from “Urban school”, located in a multiethnic urban area with low socio-economic status, low educational level and high degree of unemployment. Focus group 4 consisted of four boys from the same school. We analyse the discussions from a discourse psychological perspective, e.g. how the students use different discursive repertoires to construct their identities in a specific situation. We use intersectional theory to bring light on how the use and dominance of repertoires has to be seen both as a kind of learning and as an ongoing identity construction in terms of gender, ethnicity, social class and “studentship”.The analyse show differences between the groups. For example, the girl group from “Suburban school” had a large focus on disciplining their bodies, but also talked about science knowledge as a commodity, which could be exchanged for good grades. We interpret this as a typical identity of ethnic Swedish, middle class girls who are “inside” the order of the public discourse. This result could be compared with how the girls in the “Urban school” rather expressed a resistance-identity, joking about fast food, not worrying about grades and so on. Our analyse discuss how this kind of differences must be understood not only in terms of social class and ethnicity, but as a result of gender and “studentship”. These categories are analysed together.

Under de senaste decennierna har högre utbildning i Sverige genomgått en rad politiska reformer. Bolognareformen innebar att utbildningarna blev målstyrda, med vidhängande krav på dokumentation av att målen uppfylls och utvärdering av Högskoleverket. Dessutom medförde reformen ökade krav på anställningsbarhet. Därutöver ställs ökade krav på forskningsanknuten utbildning, samtidigt med ökad samverkan med samhället. Vi vill påstå att svensk högre utbildning på 2000-talet befinner sig i ett spänningsfält mellan två olika utbildningsdiskurser, här kallade marknadifiering och akademisering. Forskarsamhället har starkt kritiserat att den ekonomiska styrningen har blivit starkare. Denna diskussion har framförallt förts fram av företrädare för ett mer klassiskt universitet. Många av studierna har rört sig på en makronivå, dvs förändringar i utbildningspolicy, ofta under begreppet New Public Management. Denna studie undersöker istället hur förändringarna uttrycks på institutionsnivå, hur de samtida kraven på marknadsanpassning och vetenskaplig anknytning har skapat spänningar mellan och inom lokala institutionskulturer. Syftet med studien som ligger till grund för detta paper är att diskutera hur förändrade utbildningsvillkor för högskolan uttrycks och hanteras på prefektnivå. Prefekternas organisatoriska position är belysande. Klämda mellan krav uppifrån och nedifrån fungerar deras sätt att beskriva verksamheten som ett lackmuspapper på hur olika institutionskulturer svarar på förändringar. Därför har vi intervjuat 16 prefekter vid en högskola och analyserat hur diskurserna om akademisering och marknadifiering uttrycks på institutionsnivå.I analysen av intervjuerna blir det tydligt att prefekterna befinner sig i det spänningsfält där det formuleras krav på att hålla en hög akademisk nivå samtidigt som utbildningen ska vara ”nyttig”. Studien visar att spänningarna mellan akademisering och marknadifiering emellertid ser olika ut beroende på institutionskultur. Vi kan peka på stora skillnader mellan teoretiska utbildningar och professionsutbildningar. Utifrån dessa resultat vill vi diskutera vikten av att förstå hur krav på förändringar inom högre utbildning hanteras i lokala institutionskulturer. Vi hävdar att den vanligast förekommande forskningsdiskursen om att marknadsanpassning hotar högre utbildnings signum inte är generell. I professionsutbildningar med stor andel verksamhetsförlagd utbildning är marknadifiering ett begränsat problem. Dessa institutionskulturer har sedan länge bidragit med en kunskapsproduktion som når utanför den egna institutionen. Prefekterna i professionsutbildningarna uttrycker istället en frustration över kravet på akademisering, dvs starkare forskningsanknytning i utbildningen och högre andel disputerade lärare. I en tradition där yrkesverksamma har stått för stor del av undervisningen och där det praktiska handlaget har stor betydelse blir utbildningens identitet hotad av kraven på forskningsanknytning och vetenskapliga arbeten. Akademiseringen har även inneburit en omställning till mer tvärvetenskapliga forskningsmiljöer. Prefekterna har ”tvingats” rekrytera vetenskapligt kompetent personal från en rad områden eftersom det inte finns starka traditioner att forskarutbilda sig. Tvärvetenskapen skapar också spänningar i den lokala institutionskulturen då normer och traditioner utmanas av nya perspektiv och andra kunskapstraditioner. Vad som tydligt framträder i denna studie är att det är omöjligt att tala om förändringar i en ny akademi. Olika typer av utbildningar ställs inför olika utmaningar i förändringsprocessen. Dessa är kopplade till utbildningens syfte, traditioner, akademisk förankring och personalsammansättning. Vi menar att man måste praktisera kulturellt inkännande förändringsstrategier istället för att tänka sig att ”one size fits all”. Contemporary changes in higher education in Sweden are characterised by two educational discourses: marketisation and academisation. Demands to meetmarket requirements, as well as to make education more scientific, have created tensions between and within institutional cultures. Using interviews with 16 heads of departments, the authors investigate how tensions between marketisation and academisation were handled in discipline-oriented and professional-oriented departments. The heads of discipline-oriented departments experienced marketisation as a threat to the university trademark, because it was seen to challenge academic autonomy. On the other hand, heads of professional oriented departments felt that academisation was the main issue to be dealt with,as it shifted focus from practical skills towards academic meritocracy. Consequently, it is not possible to discuss these changes without considering that conditions differ substantially across the university. Responses to these changescan be countered by culturally sensitive strategies, rather than by adopting a ‘one size fits all’ approach.

Slutrapport från forskningscirkel om utepedagogik och genus som genömfördes tillsammas med Naturskolan i Malmö och tre förskolor.

Workforms as socio-scientific issues (SSI) are said to develop youngsters’ skills to use scientific knowledge to become engaged citizens. But how do preconditions for SSI-work differ for students from different backgrounds? One aim with this paper is to explore discourse orders constituting students’ discussions about a SSI. Another aim is to understand how students’ use these discourses as a part of their ongoing identity construction in relation to available subject-positions. The paper use data from two classes from lower secondary school in Sweden. The method used is focus group discussions about knowledge and values concerning body and health. Four focus groups was used, two from a monoethnic school in a middle class area with high educational level and two from a school, in a multiethnic area with low SES and low educational level. 10 girls and 8 boys participated.When students discuss SSI they are switching between discourses, in this case school science discourse, body discourse and general school discourse. These discourses are used differently depending on how the students construct their identities in relation to available subject positions. The availability of subject positions differs for different students. SSI includes some students and excludes other. The availability of subject-positions in science classroom depends also on how students do gender, class and ethnicity. The resistance or acceptance of SSI work is related to an insider/outsider role in society.

Denna rapport från en forskningscirkel med deltagare från kulturhuset Drömmarnas Hus och Malmö högskola handlar om en sammansmältning av kulturpedagogik, äventyrspedagogik och undervisning för hållbar utveckling. Den beskriver arbetet med hur elever fick uppleva äventyret "Naturkrafternas dal", vilket syftade till att eleverna skulle uppleva känsla av sammanhang, handlingskraft, glädje, självstärkande grupprocesser och positiva upplevelser av och i skogen.

This study identifies and categorizes the discursive repertoires used by 9-10 year old children in Sweden and England during discussions about the socio-scientific issue of global warming. School science is a community of practice where student identities and discourses can be expressed and developed, and the research focuses on how the use of repertoires is related to the identities the students express in their discussions. It explores what repertoires become important in the discussions, which identities the students express, and what differences there are between children’s discussions in Sweden and England. The children discussed four possible options that a government might consider to help reduce global warming. Findings indicate that children in both countries use a range of similar repertoires when discussing global warming. When these repertoires are in conflict with each other, students have to ‘renegotiate’ their own identities. Socio-economic status appears to have an effect on the intensity and depth of argument in the Swedish schools, whereas in the English schools the level and quality of argument seemed to be more closely connected to children’s familiarity with a discursive classroom environment. Young children seem capable of applying a variety of arguments that are logical to them according to the repertoire(s) they employ, but we must encourage changes to pedagogical practice that enable all children to engage in such socio-scientific discussions.

Under senare år har vi i Sverige sett en minskning av djurförsök. Denna trend gäller dock inte transgena djur, det vill säga djur som på olika sätt förändrats i arvsmassan, något som tvärtom ökar. verksamheten skapar en rad frågeställningar. Det handlar om moraliska och andra dilemman som är en del av all djurförsökshantering. Vi människor tar oss trots allt rätten att använda andra djur för att förbättra oss själva. Men verksamheten skapar också vissa specifika och ibland svårhanterliga frågeställningar som hänger ihop med att djuren är genmodifierade, som oförutsägbara eller för djuret svåra konsekvenser av modifieringen. Transgens djur - framför allt är det möss som används - utmanar också en rad etablerade kulturella gränser; mellan olika arter, mellan vetenskap och teknologi samt mellan organism och uppfinning. I denna publikation, ett resultat från projektet Dilemman med transgena djur, undersöks hur forskare, djurförsökstekniker och ledamöter i djurförsöksetiska nämnder, hanterar dessa dilemman. Dilemman med transgena djur

Chapter in Report

You cannot open a daily newspaper, listen to news on radio or watch TV without meeting numerous examples of topics which include science. They deal with environmental issues, health issues, etc. Such information is often unstructured and ambiguous and poorly contextualized. It raises the question of how young people can be citizens in a complex world, and what role school science has in helping students develop necessary skills, e.g., ability to critically scrutinize information and to make decisions for their personal and professional lives in the future (Ekborg et al. 2009).Working with socio-scientific issues (SSI) is often said to be a successful way to engage pupils in science and make science relevant outside the school context. Work with SSI presupposes, and possibly will develop, students’ competences as problem-solving, information literacy and argumentation. But what pupils does SSI suit? SSI-tasks deal with incomplete information, contain conflicting perspectives and media reports in this field are often biased (Ratcliffe& Grace 2003). This means that pupils need to understand, beside science, the social context to interpret the tasks. They have to be familiar with the public debate (Jarman& McClune2007)Pupils from multicultural schools tend to have lower grades in science than the average (Skolverket2006, Lee & Luykx2007). Language difficulties is not the only reason for the poor results. Also the feeling of exclusion from the Swedish society helps to explain the pattern (Parszyk 1999, Runfors 2003). This indicates that pupils from multicultural schools should have more difficulties working with SSI than pupils from monoculturalschools. They may be lost in translation.The aim is to compare how pupils from multicultural schools and pupils from monoculturalschools experience work with SSI, with focus on scientific citizenship.