Issue in Progress
No. 1 (2023)

Educare adopts article-based publishing, by which articles are published as soon as they are ready, without waiting for the issue's completion. The article is assigned a unique URL identification and is made available for early view till the issue it is scheduled to appear in is complete. This to ensure expedient exposure for all accepted publications. Once the issue is complete, all the articles and other features, while keeping their unique URL identifications, are published as part of the current issue. 

No. 4 (2022)

The current issue consists of six articles and a position paper covering diverse aspects of educational issues: preschool teachers discussing physics in preschool, the role of Swedish as a second language (SSL) teachers in language introduction programmes, undergraduate Swedish EFL (English as a foreign language) critical thinking skills online, the need of a developed conceptual framework to describe preschool teachers leadership in preschool and within education and research, the emergence of learning in dating television, smartphones as a resource for adult immigrants' multi modal text production and VTS (Visual Thinking Strategies) in a Swedish EFL classroom.

No. 3 (2022)

The current issue consists of 7 articles and a position paper covering diverse questions in educational research: how teachers in school-age educare perceive their work situation, what significance fiction reading carries in the Swedish school, how teachers describe teaching in preschool, what upper secondary school pupils find interesting when learning literary history, how teachers scaffold newly arrived pupils’ digital text production, what teachers say about teaching newly arrived pupils at a vocational upper secondary school, how gender is represented in Swedish English as a Foreign Language (EFL) textbooks and why it is essential to publish research on Swedish higher education (also) in Swedish.

Didaktik in preschool
No. 2 (2022)

The current issue consists of two position papers and six articles covering diverse aspects of didaktik in preschool stemming from a major collaborative research project Multivocal Teaching in Preschool. The guest editor, Professor Ann-Christine Vallberg Roth, introduces this special issue in her position paper “Teaching in preschool: Multivocal didaktik modelling in a collaborative conceptual replication study.”

Texts, Information and Multimodality in the Digital Age
No. 1 (2022)

In the last three decades, the development of digital technology, and not least the Internet, has affected how we communicate, make meaning, and learn, both on an individual and on societal levels. Changes in communication patterns also coincide with increased globalization, changes in production and economic conditions. What drives what is difficult to ascertain, but all factors impact the educational system and contribute to the changing conditions for teaching and learning. Teaching nowadays involves the use and incorporation of digital technologies where learning increasingly becomes a matter of student-active participation, collaboration and sharing. Moreover, students need to be able to interpret information from a diversity of sources and media, formulate questions for this content and solve problems (Binkley et al., 2012; EU, 2017; Godhe et al., 2020). This special issue aims to showcase digital approaches to communication with the help of case studies that illuminate how text, information and multimodality in the digital age shape and influence education.

No. 4 (2021)

This December issue consists of eight articles. In focus are several pertinent educational questions: how pre-service teachers’ reflect on interculturality prompted by an international virtual exchange (VE), how control is divided between preschool teachers and special educational needs coordinators (SENCOs) when dealing with special needs children, what are parents’ reflections on the transition of their children from preschool to school, how teacher feedback promotes the development of mathematical reasoning in secondary school pupils, how the concept of systematic leadership is addressed in recent Nordic research on kindergartens, what work preconditions school-age educare teachers have for support and development of pupils in leisure centres, how preschool teachers develop professional knowledge within the preschool context and, finally, what classroom management choices teachers report making.

No. 3 (2021)

This summer issue consists of seven articles and a position paper. In focus in this issue are several pertinent educational questions: how the concept of proven experience shapes teaching practice in school, how professional orality should be viewed from ethical perspectives, what is the essential meaning of joy in learning, how pupils develop narrative competencies and identities through consuming and producing stories in various forms, in what ways the Swedish minorities are represented in the steering documents (Lgr11), how taste can be reconceptualised to contribute to sustainable food consumption, what teaching means for pre-school and school-age recreation leaders and how PE teachers legitimise pupils’ writing in their subject.

Anna Wärnsby

No. 2 (2021)



Academic Writing in Contexts
No. 1 (2021)

This special issue of Educare is published in collaboration with NB!Write, The Nordic and Baltic Writing in Higher Education Network, who aim to consolidate and disseminate writing research and pedagogy and forge new collaborations in the region. Therefore, in this issue of Educare, the Reader will find contributions investigating how writing and the teaching of writing are embedded and supported in different international, national, local and institutional models. The issue consists of three research articles, three position papers and an interview. The focus is on the recent initiatives in the Nordic and Baltic region, but other European contexts of relevance to the regional writing initiatives are also represented. More specifically, the contributing authors explicitly situate writing issues in particular institutional contexts, explore writing support and development of student writing and instructor competency and articulate strategies to make this work sustainable.

No. 4 (2020)

No. 2 (2020)

No. 3 (2019)

No. 2 (2018)

No. 1 (2018)

EDUCARE är en sakkunniggranskad tidskrift som finns vid fakulteten för lärande och samhälle på Malmö högskola. Dess ambition är att publicera artiklar från det breda fält som utgör det som benämns som utbildningsvetenskap. EDUCARE publicerar även specialnummer kring aktuella teman inom det utbildningsvetenskapliga fältet. Detta nummer, EDUCARE 2018:1,består av åtta artiklar med stor spännvidd inom det utbildningsvetenskapliga området.

Trevlig läsning
Jonas Qvarsebo

No. 2 (2017)

EDUCARES ambition är att publicera artiklar från det breda fält som utgör det som benämns som utbildningsvetenskap. Detta nummer (Educare 2017:2) består av sju artiklar som samtliga lever upp till denna målsättning och som tillsammans ger indikationer om av vad utbildningsvetenskap kan handla om.

Trevlig läsning,
Jonas Qvarsebo

Tema: Flerspråkighet i Svenskämnet
No. 1 (2017)

EDUCARE är en sakkunniggranskad tidskrift som finns vid fakulteten för lärande och samhälle på Malmö högskola. Dess ambition är att publicera artiklar från det breda fält som utgör det som benämns som utbildningsvetenskap. EDUCARE publicerar även specialnummer kring aktuella teman inom det utbildningsvetenskapliga fältet. Detta nummer (EDUCARE 2017:1) består av sex artiklar som handlar om flerspråkighet i svenskämnet. Gästredaktör för detta nummer är Anna Lyngfelt, docent i litteraturvetenskap vid Göteborgs universitet.

Trevlig läsning

Jonas Qvarsebo

Kritiska perspektiv på svensk utbildningsvetenskap
No. 3 (2016)

EDUCARE är en sakkunniggranskad tidskrift som finns vid fakulteten för lärande och samhälle på Malmö högskola. Dess ambition är att publicera artiklar från det breda fält som utgör det som benämns som utbildningsvetenskap. EDUCARE publicerar även specialnummer kring aktuella teman inom det utbildningsvetenskapliga fältet. Detta nummer (EDUCARE 2016:3) består av fyra artiklar som alla handlar om kritiska perspektiv på svensk utbildningsvetenskap. Gästredaktörer för detta nummer är Susanne Dodillet, forskarassistent vid Göteborgs Universitet, och Sverker Lundin, forskningskoordinator vid Göteborgs Universitet.

Trevlig läsning

Jonas Qvarsebo

Conference Issue: Politics of identity, activism and pedagogy in punk of hip-hop studies
No. 2 (2016)

Jonas Qvarsebo 5

‘Hey little rich boy, take a good look at me’: Punk, class and British Oi!
Matthew Worley 7

The performance and meaning of punk in a local Swedish context
Philip Lalander & Jonas Qvarsebo 26

Redefining the subcultural: the sub and the cultural
Erik Hannerz 50

Theorizing Power, Identity and Hip Hop: Towards a Queer, Intersectional Approach
Kalle Berggren 75

Barndom, ungdom, kultur och lärande
No. 1 (2016)

Gästredaktörerna har ordet!
Barndom, ungdom, kultur och lärande
Nils Hammarén & Anette Hellman                                                              7

Bandformering och genus på 2010-talet: Förändrade villkor för att spela i band?
Cecilia Wallerstedt, Cecilia Björck & Annika Bergviken Rensfeldt         19

Man vill skrika ut det över världen, jag kan lika gärna skriva det på Facebook. Ungdomar och vänskap on-line
Jennie Sivenbring                                                                                       42

Fritidshemmets vardagspraktik i ett nytt diskursivt landskap
Björn Haglund                                                                                             64

”Att jag kallar mig själv för lärare i fritidshem uppfattar jag skapar en viss provokation”. Om de nya grundlärarna med inriktning mot arbete i fritidshem
Helena Ackesjö, Ulla Karin Nordänger & Per Lindqvist                    86

Skolan och den territoriella stigmatiseringen – Om två skolor i den urbana periferin
Jonas Lindbäck, Johannes Lunneblad & Ove Sernhede                 110

Från mobboffer till brottsoffer. Diskurser kring kränkande behandling i den svenska skolan
Johannes Lunneblad, Nils Hammarén, Thomas Johansson & Ylva Odenbring 131

Barnbruden ”Thea” – om barnbloggen som utställning och samtidsarena för konstruktioner av barndom
Natalie Davet                                                                                 155

Japansk populärkultur bland unga i svensk kontext: Lolitastilen som förhandling om ålder och genus
Cecilia Björck & Anette Hellman                                                   180

Medverkande författare                                                          201


Kritiska perspektiv på bedömning och dokumentation
No. 2 (2015)

Gästredaktören har ordet!
Kritiska perspektiv på bedömning och dokumentation
Lisa Asp-Onsjö 7

Challenges of Assessment in Ethics – Teachers’ reflections when assessing National Tests
Christina Osbeck, Olof Franck, Annika Lilja and Annika Lindskog 19

De nationella proven i NO åk 6. Skillnader i resultat mellan olika grupper
Frank Bach, Birgitta Frändberg, Mats Hagman, Eva West och Ann Zetterqvist 48

Professionalism in action – Music teachers on an assessment journey
Johan Nyberg 71

Kan du tage pigen op af kufferten? En analyse af sproglig evaluering i daginstitutioner
Lars Holm 103

Bedömning på systemnivå - En komparativ studie av stegsystemet i språk i den svenska skolan och språknivåer i Europarådets Common European Framework of Reference for Languages (CEFR)
Mats Oscarson 128

Elevbedömning, motivation och uppförande. En studie av skolvisa skillnader i bedömning och diskrepans mellan vitsord och testresultat i årskurs 9 i finlandssvenska skolor

Camilla Svens-Liavåg, Johan Korhonen och Karin Linnanmäki 154

Sambedömning för ökad likvärdighet?
Pia Thornberg & Anders Jönsson 179

Bedömnings-, dokumentationspraktiker och pedagogiska identiteter
Ingela Andreasson, Maj Asplund Carlsson, Marianne Dovemark 206

IUP i Praktiken: En skolreforms formande i skärningspunkten mellan yttre styrning och professionell autonomi
Åsa Hirsh 234

Medverkande författare 260