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This article presents the stories of four teachers teaching newly arrived refugee youths at a vocational upper secondary school. The youths came to Sweden in 2015 and later, and they live in a so-called vulnerable area. This is a period when many unaccompanied children and adolescent refugees arrived in Sweden. The study aims to contribute to knowledge about teaching newly arrived refugee youths and the way these youths can influence teaching in a vocational school. The methodological and theoretical starting point for the study is based on a narrative perspective. The stories are analysed thematically and show that these students have great solidarity with each other, are ambitious, and create a good mood in the classroom. In addition, there is always “someone” who does not believe in democratic values, although most of the students value the Swedish democracy and equality between men and women. The expulsion decision that some students receive affects the teachers’ teaching as well, since it means that they also have to deal with teaching situations where their students’ lives and deaths are involved in the sense that they are refugees threatened by expulsion.

To compile empirical research published in Swedish about instructor feedback on student written and oral production in Swedish higher education, we have conducted a systematic survey of recent publications (2010-2020) in seven Swedish academic peer-reviewed journals with educational foci. The results of this survey were surprising: during the last ten years, only two studies in Swedish investigating instructor feedback on student writing were published. We found no studies on instructor feedback on student oral production. Moreover, these studies defined the concept of feedback vaguely and used it inconsistently. Not only is the fact that there are so few studies in Swedish on feedback in higher education remarkable, but the inconsistent use of the concept also makes theoretical and pedagogical development difficult. Based on these findings and, to a degree, contrary to the current policies encouraging international publication, we argue that more research publication should also be encouraged in Swedish on Swedish higher education for higher education practitioners.

This article explores how digital competence is conceptualized in recent revisions in the curriculum for Swedish compulsory school, based on nine-year long schooling from age 7 to 16. Four themes are identified based on a thematic content analysis of the revisions in the subject descriptions: use of digital tools and media, programming, critical awareness and responsibility. The distribution of the thematic revisions differs among the subjects, but the most dominating theme, permeating all the subjects, concerns the tool-oriented use of digital tools and media. This strong dominance of the operational perspective tends to narrow the conceptualization compared to international definitions and frameworks of digital competence., Petra Magnussons arbete finansierat av FPLiS, HKR, Dnr 2019-2312-274

Swedish preschool class got its first specific curriculum in 2016. Because of this, the preschool class can be said to face change where existing practice meets new policy. This study aims to analyse how teachers in preschool classes do policy during this time of change by studying how teachers in preschool class relate the new curriculum to existing practice. New institutionalism, theory of professionalism and policy enactment theory are used to understand this. The data used are conversations with teachers at three different schools. The results show that parallel processes of recontextualisation are initiated when new curriculum is confronted with the teachers interpretations of their as signment, i.e. a simultaneous process of adaptation and change of existing pedagogical practice take place. Teachers interpret the new curriculum and relate to it as a whole. They express a recognition in terms of a societal trust in the teaching they conduct. Even though the teachers express that the new curriculum gives them trust, professional exclusivity and legitimacy, they also interpret it as a recognition of things they want to change in the educational practice. It is through this recognition that the teachers interpret and do policy. The article discusses a shift of the position of the preschool class in the educational system. Förskoleklassen i en brytningstid