Year: 2026
Type: article
Abstract: ABSTRACT This article examines how younger pupils (Ages 7–9) engage in boundary work in two Swedish superdiverse school‐age educare centers (henceforth SAECs). The empirical material consists of individual and group interviews conducted in two superdiverse Swedish SAECs, located in socioeconomically disadvantaged and segregated areas. The article's main argument is that pupils' boundary work is affected by their superdiverse setting, resulting in partly inverted status orders. The findings point, however, to a contradictory dynamic: while broader societal status hierarchies are partly inverted within the superdiverse SAEC, norms regarding Swedish supremacy continue to operate as an often‐implicit governing frame of reference.
Source: Children & Society
DOI: 10.1111/chso.70109
Author: Linda Häll
Institution: Linköping University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: hybrid
Estimated APC paid: $3,620
Funder: Linköpings Universitet
OpenAlex ID: W7219668425