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Projektet syftar till att kartlägga och analysera skolvalet i Västerås kommun med fokus på den ojämna könsfördelningen av eleverna. Projektet vill även bidra till att utveckla ny forskningskunskap om förutsättningar och hinder för att skapa en genusmedveten skola och lärarutbildning i marknadsutsatta utbildningspolitiska kontexter”.Projektet bygger på en mixed-method design omfattande tre faser där en kartläggning av skolvalet på kommunnivå genomfördes initialt. Därefter har fokus inriktats på de skolor som identifierades i första fasen som valts respektive valts bort. I den tredje fasen genomfördes intervjuer med skolornas personal.Som teoretisk utgångspunkt för analysen av studiens empiri har intersektionell genusteori valts. I det följande redogörs för och summeras studiens genomförande och resultat.

This study focuses on teachers of new arrival migrant pupils in a provincial school district in mid-Sweden. The paper draws from qualitative interviews with these teachers and extracts from lessons of as well as written reflections of these lessons. The study explores the teachers’ perspectives and pedagogical responses to newcomer migrants in their classrooms. The pedagogical practices are analyzed for culturally responsive teaching, referring to the extent to which the lessons build on the personal and cultural strengths of the pupils, their linguistic capabilities, as well as their prior knowledge and experiences. The findings demonstrate attempts at building on the pupils’ cultural and linguistic experiences, which compares well with some hallmarks of culturally responsive pedagogy. However, as pressures to teach for tests increase, the teachers face the dilemma on how to create spaces for culturally responsive teaching in school contexts that face powerful ideologies of cultural and linguistic homogenization.

This study focuses on teachers in schools with large numbers of new arrival immigrant pupils in a provincial school district in mid-Sweden. Drawing from focus group interviews and examples from the teachers’ lessons, we examined the views of the teachers regarding the challenges experienced in responding to the pedagogical needs of new arrival pupils in culturally and linguistically heterogeneous classrooms. The findings reveal the structural and organisational problems at the city council and at the school and classroom levels as the major challenges. These include the pressure to create inclusive and safe classrooms for diverse cultural and linguistic pupils in an atmosphere where there is limited resources and emphasis on standardised assessment and teaching for tests within a prescribed curriculum However, the teachers’ pedagogical practices demonstrate attempts at intercultural teaching that build on the pupils cultural and linguistic experiences and compares well with principles of cultural responsive pedagogy.